Question: What happens during photosynthesis?

Choices:
A. Insects pollinate plants.
B. Plants change soil into food energy.
C. Animals get carbon dioxide from plants.
D. Plants change light energy into food energy.

Prompt:
Question: What happens during photosynthesis?
A. Insects pollinate plants.
B. Plants change soil into food energy.
C. Animals get carbon dioxide from plants.
D. Plants change light energy into food energy.
Answer:

Answer: 3

Question: What happens during photosynthesis?

Choices:
A. Plants change light energy into food energy.
B. Animals get carbon dioxide from plants.
C. Insects pollinate plants.
D. Plants change soil into food energy.

Prompt:
Question: What happens during photosynthesis?
A. Plants change light energy into food energy.
B. Animals get carbon dioxide from plants.
C. Insects pollinate plants.
D. Plants change soil into food energy.
Answer:

Question: What happens during photosynthesis?

Choices:
1. Insects pollinate plants.
2. Plants change soil into food energy.
3. Animals get carbon dioxide from plants.
4. Plants change light energy into food energy.

Prompt:
Question: What happens during photosynthesis?
1. Insects pollinate plants.
2. Plants change soil into food energy.
3. Animals get carbon dioxide from plants.
4. Plants change light energy into food energy.
Answer:

Answer: 3

Question: What happens during photosynthesis?

Choices:
X. Insects pollinate plants.
U. Plants change soil into food energy.
H. Animals get carbon dioxide from plants.
E. Plants change light energy into food energy.

Prompt:
Question: What happens during photosynthesis?
X. Insects pollinate plants.
U. Plants change soil into food energy.
H. Animals get carbon dioxide from plants.
E. Plants change light energy into food energy.
Answer:

Answer: 3

Question: What happens during photosynthesis?

Choices:
X. Plants change light energy into food energy.
U. Animals get carbon dioxide from plants.
H. Insects pollinate plants.
E. Plants change soil into food energy.

Prompt:
Question: What happens during photosynthesis?
X. Plants change light energy into food energy.
U. Animals get carbon dioxide from plants.
H. Insects pollinate plants.
E. Plants change soil into food energy.
Answer:


Question: Which is an example of a chemical reaction?

Choices:
A. The melting of ice
B. The grinding of salt crystals to powder
C. The burning of wood
D. The evaporation of water from a puddle

Prompt:
Question: Which is an example of a chemical reaction?
A. The melting of ice
B. The grinding of salt crystals to powder
C. The burning of wood
D. The evaporation of water from a puddle
Answer:

Answer: 2

Question: Which is an example of a chemical reaction?

Choices:
A. The burning of wood
B. The evaporation of water from a puddle
C. The grinding of salt crystals to powder
D. The melting of ice

Prompt:
Question: Which is an example of a chemical reaction?
A. The burning of wood
B. The evaporation of water from a puddle
C. The grinding of salt crystals to powder
D. The melting of ice
Answer:

Question: Which is an example of a chemical reaction?

Choices:
1. The melting of ice
2. The grinding of salt crystals to powder
3. The burning of wood
4. The evaporation of water from a puddle

Prompt:
Question: Which is an example of a chemical reaction?
1. The melting of ice
2. The grinding of salt crystals to powder
3. The burning of wood
4. The evaporation of water from a puddle
Answer:

Answer: 2

Question: Which is an example of a chemical reaction?

Choices:
S. The melting of ice
H. The grinding of salt crystals to powder
N. The burning of wood
T. The evaporation of water from a puddle

Prompt:
Question: Which is an example of a chemical reaction?
S. The melting of ice
H. The grinding of salt crystals to powder
N. The burning of wood
T. The evaporation of water from a puddle
Answer:

Answer: 2

Question: Which is an example of a chemical reaction?

Choices:
S. The burning of wood
H. The evaporation of water from a puddle
N. The grinding of salt crystals to powder
T. The melting of ice

Prompt:
Question: Which is an example of a chemical reaction?
S. The burning of wood
H. The evaporation of water from a puddle
N. The grinding of salt crystals to powder
T. The melting of ice
Answer:


Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?

Choices:
A. the size of the fox's ears
B. the conditions of the fox's habitat
C. the average number of fox offspring
D. the social behaviors within the fox population

Prompt:
Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?
A. the size of the fox's ears
B. the conditions of the fox's habitat
C. the average number of fox offspring
D. the social behaviors within the fox population
Answer:

Answer: 1

Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?

Choices:
A. the conditions of the fox's habitat
B. the social behaviors within the fox population
C. the average number of fox offspring
D. the size of the fox's ears

Prompt:
Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?
A. the conditions of the fox's habitat
B. the social behaviors within the fox population
C. the average number of fox offspring
D. the size of the fox's ears
Answer:

Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?

Choices:
1. the size of the fox's ears
2. the conditions of the fox's habitat
3. the average number of fox offspring
4. the social behaviors within the fox population

Prompt:
Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?
1. the size of the fox's ears
2. the conditions of the fox's habitat
3. the average number of fox offspring
4. the social behaviors within the fox population
Answer:

Answer: 1

Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?

Choices:
X. the size of the fox's ears
D. the conditions of the fox's habitat
O. the average number of fox offspring
Z. the social behaviors within the fox population

Prompt:
Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?
X. the size of the fox's ears
D. the conditions of the fox's habitat
O. the average number of fox offspring
Z. the social behaviors within the fox population
Answer:

Answer: 1

Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?

Choices:
X. the conditions of the fox's habitat
D. the social behaviors within the fox population
O. the average number of fox offspring
Z. the size of the fox's ears

Prompt:
Question: A baby kit fox grows to become an adult with a mass of over 3.5 kg. What factor will have the greatest influence on this kit fox's survival?
X. the conditions of the fox's habitat
D. the social behaviors within the fox population
O. the average number of fox offspring
Z. the size of the fox's ears
Answer:


Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of

Choices:
A. a chemical reaction
B. a physical change
C. photosynthesis
D. evaporation

Prompt:
Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of
A. a chemical reaction
B. a physical change
C. photosynthesis
D. evaporation
Answer:

Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of

Choices:
A. evaporation
B. a physical change
C. photosynthesis
D. a chemical reaction

Prompt:
Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of
A. evaporation
B. a physical change
C. photosynthesis
D. a chemical reaction
Answer:

Answer: 3

Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of

Choices:
1. a chemical reaction
2. a physical change
3. photosynthesis
4. evaporation

Prompt:
Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of
1. a chemical reaction
2. a physical change
3. photosynthesis
4. evaporation
Answer:

Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of

Choices:
E. a chemical reaction
N. a physical change
D. photosynthesis
R. evaporation

Prompt:
Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of
E. a chemical reaction
N. a physical change
D. photosynthesis
R. evaporation
Answer:

Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of

Choices:
E. evaporation
N. a physical change
D. photosynthesis
R. a chemical reaction

Prompt:
Question: Hydrochloric acid is added to a beaker containing a piece of zinc. As a result, zinc chloride is formed and hydrogen gas is released. This is an example of
E. evaporation
N. a physical change
D. photosynthesis
R. a chemical reaction
Answer:

Answer: 3


Question: Which part of a plant produces the seeds?

Choices:
A. flower
B. leaves
C. stem
D. roots

Prompt:
Question: Which part of a plant produces the seeds?
A. flower
B. leaves
C. stem
D. roots
Answer:

Question: Which part of a plant produces the seeds?

Choices:
A. stem
B. roots
C. flower
D. leaves

Prompt:
Question: Which part of a plant produces the seeds?
A. stem
B. roots
C. flower
D. leaves
Answer:

Answer: 2

Question: Which part of a plant produces the seeds?

Choices:
1. flower
2. leaves
3. stem
4. roots

Prompt:
Question: Which part of a plant produces the seeds?
1. flower
2. leaves
3. stem
4. roots
Answer:

Question: Which part of a plant produces the seeds?

Choices:
Q. flower
F. leaves
K. stem
T. roots

Prompt:
Question: Which part of a plant produces the seeds?
Q. flower
F. leaves
K. stem
T. roots
Answer:

Question: Which part of a plant produces the seeds?

Choices:
Q. stem
F. roots
K. flower
T. leaves

Prompt:
Question: Which part of a plant produces the seeds?
Q. stem
F. roots
K. flower
T. leaves
Answer:

Answer: 2


Question: Which of the following is found in all living organisms?

Choices:
A. cell
B. organ
C. organ system
D. tissue

Prompt:
Question: Which of the following is found in all living organisms?
A. cell
B. organ
C. organ system
D. tissue
Answer:

Question: Which of the following is found in all living organisms?

Choices:
A. tissue
B. cell
C. organ system
D. organ

Prompt:
Question: Which of the following is found in all living organisms?
A. tissue
B. cell
C. organ system
D. organ
Answer:

Answer: 1

Question: Which of the following is found in all living organisms?

Choices:
1. cell
2. organ
3. organ system
4. tissue

Prompt:
Question: Which of the following is found in all living organisms?
1. cell
2. organ
3. organ system
4. tissue
Answer:

Question: Which of the following is found in all living organisms?

Choices:
W. cell
R. organ
G. organ system
K. tissue

Prompt:
Question: Which of the following is found in all living organisms?
W. cell
R. organ
G. organ system
K. tissue
Answer:

Question: Which of the following is found in all living organisms?

Choices:
W. tissue
R. cell
G. organ system
K. organ

Prompt:
Question: Which of the following is found in all living organisms?
W. tissue
R. cell
G. organ system
K. organ
Answer:

Answer: 1


Question: What is the role of decomposers in a food chain?

Choices:
A. They consume other organisms.
B. They break down dead organic matter.
C. They use the Sun's energy to make food.
D. They convert inorganic matter into organic matter.

Prompt:
Question: What is the role of decomposers in a food chain?
A. They consume other organisms.
B. They break down dead organic matter.
C. They use the Sun's energy to make food.
D. They convert inorganic matter into organic matter.
Answer:

Answer: 1

Question: What is the role of decomposers in a food chain?

Choices:
A. They convert inorganic matter into organic matter.
B. They use the Sun's energy to make food.
C. They consume other organisms.
D. They break down dead organic matter.

Prompt:
Question: What is the role of decomposers in a food chain?
A. They convert inorganic matter into organic matter.
B. They use the Sun's energy to make food.
C. They consume other organisms.
D. They break down dead organic matter.
Answer:

Answer: 3

Question: What is the role of decomposers in a food chain?

Choices:
1. They consume other organisms.
2. They break down dead organic matter.
3. They use the Sun's energy to make food.
4. They convert inorganic matter into organic matter.

Prompt:
Question: What is the role of decomposers in a food chain?
1. They consume other organisms.
2. They break down dead organic matter.
3. They use the Sun's energy to make food.
4. They convert inorganic matter into organic matter.
Answer:

Answer: 1

Question: What is the role of decomposers in a food chain?

Choices:
K. They consume other organisms.
O. They break down dead organic matter.
V. They use the Sun's energy to make food.
T. They convert inorganic matter into organic matter.

Prompt:
Question: What is the role of decomposers in a food chain?
K. They consume other organisms.
O. They break down dead organic matter.
V. They use the Sun's energy to make food.
T. They convert inorganic matter into organic matter.
Answer:

Answer: 1

Question: What is the role of decomposers in a food chain?

Choices:
K. They convert inorganic matter into organic matter.
O. They use the Sun's energy to make food.
V. They consume other organisms.
T. They break down dead organic matter.

Prompt:
Question: What is the role of decomposers in a food chain?
K. They convert inorganic matter into organic matter.
O. They use the Sun's energy to make food.
V. They consume other organisms.
T. They break down dead organic matter.
Answer:

Answer: 3


Question: Copernicus changed the way people viewed the solar system by

Choices:
A. claiming Earth is in orbit about the Sun.
B. inventing, then improving, the telescope.
C. writing the theory of the infinite universe.
D. showing planetary orbits are elliptical.

Prompt:
Question: Copernicus changed the way people viewed the solar system by
A. claiming Earth is in orbit about the Sun.
B. inventing, then improving, the telescope.
C. writing the theory of the infinite universe.
D. showing planetary orbits are elliptical.
Answer:

Question: Copernicus changed the way people viewed the solar system by

Choices:
A. writing the theory of the infinite universe.
B. claiming Earth is in orbit about the Sun.
C. showing planetary orbits are elliptical.
D. inventing, then improving, the telescope.

Prompt:
Question: Copernicus changed the way people viewed the solar system by
A. writing the theory of the infinite universe.
B. claiming Earth is in orbit about the Sun.
C. showing planetary orbits are elliptical.
D. inventing, then improving, the telescope.
Answer:

Answer: 1

Question: Copernicus changed the way people viewed the solar system by

Choices:
1. claiming Earth is in orbit about the Sun.
2. inventing, then improving, the telescope.
3. writing the theory of the infinite universe.
4. showing planetary orbits are elliptical.

Prompt:
Question: Copernicus changed the way people viewed the solar system by
1. claiming Earth is in orbit about the Sun.
2. inventing, then improving, the telescope.
3. writing the theory of the infinite universe.
4. showing planetary orbits are elliptical.
Answer:

Question: Copernicus changed the way people viewed the solar system by

Choices:
A. claiming Earth is in orbit about the Sun.
X. inventing, then improving, the telescope.
V. writing the theory of the infinite universe.
H. showing planetary orbits are elliptical.

Prompt:
Question: Copernicus changed the way people viewed the solar system by
A. claiming Earth is in orbit about the Sun.
X. inventing, then improving, the telescope.
V. writing the theory of the infinite universe.
H. showing planetary orbits are elliptical.
Answer:

Question: Copernicus changed the way people viewed the solar system by

Choices:
A. writing the theory of the infinite universe.
X. claiming Earth is in orbit about the Sun.
V. showing planetary orbits are elliptical.
H. inventing, then improving, the telescope.

Prompt:
Question: Copernicus changed the way people viewed the solar system by
A. writing the theory of the infinite universe.
X. claiming Earth is in orbit about the Sun.
V. showing planetary orbits are elliptical.
H. inventing, then improving, the telescope.
Answer:

Answer: 1


Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?

Choices:
A. radio waves
B. visible light
C. microwaves
D. X-rays

Prompt:
Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?
A. radio waves
B. visible light
C. microwaves
D. X-rays
Answer:

Answer: 1

Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?

Choices:
A. microwaves
B. radio waves
C. X-rays
D. visible light

Prompt:
Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?
A. microwaves
B. radio waves
C. X-rays
D. visible light
Answer:

Answer: 3

Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?

Choices:
1. radio waves
2. visible light
3. microwaves
4. X-rays

Prompt:
Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?
1. radio waves
2. visible light
3. microwaves
4. X-rays
Answer:

Answer: 1

Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?

Choices:
A. radio waves
R. visible light
U. microwaves
P. X-rays

Prompt:
Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?
A. radio waves
R. visible light
U. microwaves
P. X-rays
Answer:

Answer: 1

Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?

Choices:
A. microwaves
R. radio waves
U. X-rays
P. visible light

Prompt:
Question: Which part of the electromagnetic spectrum can humans sense without using equipment or technology?
A. microwaves
R. radio waves
U. X-rays
P. visible light
Answer:

Answer: 3


Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?

Choices:
A. brain
B. spinal cord
C. ganglion
D. neuron

Prompt:
Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?
A. brain
B. spinal cord
C. ganglion
D. neuron
Answer:

Answer: 3

Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?

Choices:
A. brain
B. neuron
C. ganglion
D. spinal cord

Prompt:
Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?
A. brain
B. neuron
C. ganglion
D. spinal cord
Answer:

Answer: 1

Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?

Choices:
1. brain
2. spinal cord
3. ganglion
4. neuron

Prompt:
Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?
1. brain
2. spinal cord
3. ganglion
4. neuron
Answer:

Answer: 3

Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?

Choices:
G. brain
L. spinal cord
C. ganglion
K. neuron

Prompt:
Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?
G. brain
L. spinal cord
C. ganglion
K. neuron
Answer:

Answer: 3

Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?

Choices:
G. brain
L. neuron
C. ganglion
K. spinal cord

Prompt:
Question: The nervous system is composed of cells, tissues, and organs. Which is a cell of the nervous system?
G. brain
L. neuron
C. ganglion
K. spinal cord
Answer:

Answer: 1


Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?

Choices:
A. All of the mixture will evaporate.
B. The salt will keep the water from evaporating.
C. The salt will separate from the water and float at the top of the container.
D. Only the water will evaporate and the salt will remain in the container.

Prompt:
Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?
A. All of the mixture will evaporate.
B. The salt will keep the water from evaporating.
C. The salt will separate from the water and float at the top of the container.
D. Only the water will evaporate and the salt will remain in the container.
Answer:

Answer: 3

Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?

Choices:
A. All of the mixture will evaporate.
B. Only the water will evaporate and the salt will remain in the container.
C. The salt will separate from the water and float at the top of the container.
D. The salt will keep the water from evaporating.

Prompt:
Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?
A. All of the mixture will evaporate.
B. Only the water will evaporate and the salt will remain in the container.
C. The salt will separate from the water and float at the top of the container.
D. The salt will keep the water from evaporating.
Answer:

Answer: 1

Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?

Choices:
1. All of the mixture will evaporate.
2. The salt will keep the water from evaporating.
3. The salt will separate from the water and float at the top of the container.
4. Only the water will evaporate and the salt will remain in the container.

Prompt:
Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?
1. All of the mixture will evaporate.
2. The salt will keep the water from evaporating.
3. The salt will separate from the water and float at the top of the container.
4. Only the water will evaporate and the salt will remain in the container.
Answer:

Answer: 3

Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?

Choices:
F. All of the mixture will evaporate.
R. The salt will keep the water from evaporating.
O. The salt will separate from the water and float at the top of the container.
S. Only the water will evaporate and the salt will remain in the container.

Prompt:
Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?
F. All of the mixture will evaporate.
R. The salt will keep the water from evaporating.
O. The salt will separate from the water and float at the top of the container.
S. Only the water will evaporate and the salt will remain in the container.
Answer:

Answer: 3

Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?

Choices:
F. All of the mixture will evaporate.
R. Only the water will evaporate and the salt will remain in the container.
O. The salt will separate from the water and float at the top of the container.
S. The salt will keep the water from evaporating.

Prompt:
Question: A shallow container of salt water is placed in sunlight for a day. Which is the most likely result?
F. All of the mixture will evaporate.
R. Only the water will evaporate and the salt will remain in the container.
O. The salt will separate from the water and float at the top of the container.
S. The salt will keep the water from evaporating.
Answer:

Answer: 1


Question: Which of these will best separate a saltwater solution?

Choices:
A. using a paper filtering system
B. using chromatography
C. allowing the salt to settle
D. allowing the water to evaporate

Prompt:
Question: Which of these will best separate a saltwater solution?
A. using a paper filtering system
B. using chromatography
C. allowing the salt to settle
D. allowing the water to evaporate
Answer:

Answer: 3

Question: Which of these will best separate a saltwater solution?

Choices:
A. allowing the water to evaporate
B. allowing the salt to settle
C. using chromatography
D. using a paper filtering system

Prompt:
Question: Which of these will best separate a saltwater solution?
A. allowing the water to evaporate
B. allowing the salt to settle
C. using chromatography
D. using a paper filtering system
Answer:

Question: Which of these will best separate a saltwater solution?

Choices:
1. using a paper filtering system
2. using chromatography
3. allowing the salt to settle
4. allowing the water to evaporate

Prompt:
Question: Which of these will best separate a saltwater solution?
1. using a paper filtering system
2. using chromatography
3. allowing the salt to settle
4. allowing the water to evaporate
Answer:

Answer: 3

Question: Which of these will best separate a saltwater solution?

Choices:
R. using a paper filtering system
O. using chromatography
Y. allowing the salt to settle
D. allowing the water to evaporate

Prompt:
Question: Which of these will best separate a saltwater solution?
R. using a paper filtering system
O. using chromatography
Y. allowing the salt to settle
D. allowing the water to evaporate
Answer:

Answer: 3

Question: Which of these will best separate a saltwater solution?

Choices:
R. allowing the water to evaporate
O. allowing the salt to settle
Y. using chromatography
D. using a paper filtering system

Prompt:
Question: Which of these will best separate a saltwater solution?
R. allowing the water to evaporate
O. allowing the salt to settle
Y. using chromatography
D. using a paper filtering system
Answer:


Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?

Choices:
A. Shake the boxes.
B. Smell the boxes.
C. Listen to the boxes.
D. Weigh the boxes.

Prompt:
Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?
A. Shake the boxes.
B. Smell the boxes.
C. Listen to the boxes.
D. Weigh the boxes.
Answer:

Answer: 1

Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?

Choices:
A. Listen to the boxes.
B. Weigh the boxes.
C. Smell the boxes.
D. Shake the boxes.

Prompt:
Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?
A. Listen to the boxes.
B. Weigh the boxes.
C. Smell the boxes.
D. Shake the boxes.
Answer:

Answer: 2

Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?

Choices:
1. Shake the boxes.
2. Smell the boxes.
3. Listen to the boxes.
4. Weigh the boxes.

Prompt:
Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?
1. Shake the boxes.
2. Smell the boxes.
3. Listen to the boxes.
4. Weigh the boxes.
Answer:

Answer: 1

Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?

Choices:
J. Shake the boxes.
P. Smell the boxes.
M. Listen to the boxes.
O. Weigh the boxes.

Prompt:
Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?
J. Shake the boxes.
P. Smell the boxes.
M. Listen to the boxes.
O. Weigh the boxes.
Answer:

Answer: 1

Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?

Choices:
J. Listen to the boxes.
P. Weigh the boxes.
M. Smell the boxes.
O. Shake the boxes.

Prompt:
Question: Mrs. Henderson's class has five small, covered boxes. One contains perfume; another contains dried onions. There is also a box of pine needles, a box of lemon pieces, and a box with a paper towel wet with vanilla flavoring. Which should they do to get the best information about what is in each box?
J. Listen to the boxes.
P. Weigh the boxes.
M. Smell the boxes.
O. Shake the boxes.
Answer:

Answer: 2


Question: Which features are physical properties of an iron nail?

Choices:
A. conducts heat, magnetic, solid
B. conducts electricity, magnetic, rusts
C. conducts sound, insulates, non-magnetic
D. dissolves, conducts heat, non-magnetic

Prompt:
Question: Which features are physical properties of an iron nail?
A. conducts heat, magnetic, solid
B. conducts electricity, magnetic, rusts
C. conducts sound, insulates, non-magnetic
D. dissolves, conducts heat, non-magnetic
Answer:

Question: Which features are physical properties of an iron nail?

Choices:
A. dissolves, conducts heat, non-magnetic
B. conducts heat, magnetic, solid
C. conducts electricity, magnetic, rusts
D. conducts sound, insulates, non-magnetic

Prompt:
Question: Which features are physical properties of an iron nail?
A. dissolves, conducts heat, non-magnetic
B. conducts heat, magnetic, solid
C. conducts electricity, magnetic, rusts
D. conducts sound, insulates, non-magnetic
Answer:

Answer: 1

Question: Which features are physical properties of an iron nail?

Choices:
1. conducts heat, magnetic, solid
2. conducts electricity, magnetic, rusts
3. conducts sound, insulates, non-magnetic
4. dissolves, conducts heat, non-magnetic

Prompt:
Question: Which features are physical properties of an iron nail?
1. conducts heat, magnetic, solid
2. conducts electricity, magnetic, rusts
3. conducts sound, insulates, non-magnetic
4. dissolves, conducts heat, non-magnetic
Answer:

Question: Which features are physical properties of an iron nail?

Choices:
D. conducts heat, magnetic, solid
Z. conducts electricity, magnetic, rusts
J. conducts sound, insulates, non-magnetic
O. dissolves, conducts heat, non-magnetic

Prompt:
Question: Which features are physical properties of an iron nail?
D. conducts heat, magnetic, solid
Z. conducts electricity, magnetic, rusts
J. conducts sound, insulates, non-magnetic
O. dissolves, conducts heat, non-magnetic
Answer:

Question: Which features are physical properties of an iron nail?

Choices:
D. dissolves, conducts heat, non-magnetic
Z. conducts heat, magnetic, solid
J. conducts electricity, magnetic, rusts
O. conducts sound, insulates, non-magnetic

Prompt:
Question: Which features are physical properties of an iron nail?
D. dissolves, conducts heat, non-magnetic
Z. conducts heat, magnetic, solid
J. conducts electricity, magnetic, rusts
O. conducts sound, insulates, non-magnetic
Answer:

Answer: 1


Question: Which item would a magnet attract?

Choices:
A. iron nail
B. wool cloth
C. wooden stick
D. glass marble

Prompt:
Question: Which item would a magnet attract?
A. iron nail
B. wool cloth
C. wooden stick
D. glass marble
Answer:

Question: Which item would a magnet attract?

Choices:
A. wooden stick
B. glass marble
C. iron nail
D. wool cloth

Prompt:
Question: Which item would a magnet attract?
A. wooden stick
B. glass marble
C. iron nail
D. wool cloth
Answer:

Answer: 2

Question: Which item would a magnet attract?

Choices:
1. iron nail
2. wool cloth
3. wooden stick
4. glass marble

Prompt:
Question: Which item would a magnet attract?
1. iron nail
2. wool cloth
3. wooden stick
4. glass marble
Answer:

Question: Which item would a magnet attract?

Choices:
L. iron nail
B. wool cloth
U. wooden stick
O. glass marble

Prompt:
Question: Which item would a magnet attract?
L. iron nail
B. wool cloth
U. wooden stick
O. glass marble
Answer:

Question: Which item would a magnet attract?

Choices:
L. wooden stick
B. glass marble
U. iron nail
O. wool cloth

Prompt:
Question: Which item would a magnet attract?
L. wooden stick
B. glass marble
U. iron nail
O. wool cloth
Answer:

Answer: 2


Question: Which human activity is most harmful to the natural environment?

Choices:
A. swimming in a lake
B. riding a bicycle
C. cutting down a rain forest
D. using solar energy

Prompt:
Question: Which human activity is most harmful to the natural environment?
A. swimming in a lake
B. riding a bicycle
C. cutting down a rain forest
D. using solar energy
Answer:

Answer: 2

Question: Which human activity is most harmful to the natural environment?

Choices:
A. riding a bicycle
B. using solar energy
C. swimming in a lake
D. cutting down a rain forest

Prompt:
Question: Which human activity is most harmful to the natural environment?
A. riding a bicycle
B. using solar energy
C. swimming in a lake
D. cutting down a rain forest
Answer:

Answer: 3

Question: Which human activity is most harmful to the natural environment?

Choices:
1. swimming in a lake
2. riding a bicycle
3. cutting down a rain forest
4. using solar energy

Prompt:
Question: Which human activity is most harmful to the natural environment?
1. swimming in a lake
2. riding a bicycle
3. cutting down a rain forest
4. using solar energy
Answer:

Answer: 2

Question: Which human activity is most harmful to the natural environment?

Choices:
O. swimming in a lake
P. riding a bicycle
J. cutting down a rain forest
G. using solar energy

Prompt:
Question: Which human activity is most harmful to the natural environment?
O. swimming in a lake
P. riding a bicycle
J. cutting down a rain forest
G. using solar energy
Answer:

Answer: 2

Question: Which human activity is most harmful to the natural environment?

Choices:
O. riding a bicycle
P. using solar energy
J. swimming in a lake
G. cutting down a rain forest

Prompt:
Question: Which human activity is most harmful to the natural environment?
O. riding a bicycle
P. using solar energy
J. swimming in a lake
G. cutting down a rain forest
Answer:

Answer: 3


Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo

Choices:
A. cell division.
B. nuclear reactions.
C. natural selection.
D. chemical changes.

Prompt:
Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo
A. cell division.
B. nuclear reactions.
C. natural selection.
D. chemical changes.
Answer:

Answer: 3

Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo

Choices:
A. nuclear reactions.
B. cell division.
C. chemical changes.
D. natural selection.

Prompt:
Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo
A. nuclear reactions.
B. cell division.
C. chemical changes.
D. natural selection.
Answer:

Answer: 2

Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo

Choices:
1. cell division.
2. nuclear reactions.
3. natural selection.
4. chemical changes.

Prompt:
Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo
1. cell division.
2. nuclear reactions.
3. natural selection.
4. chemical changes.
Answer:

Answer: 3

Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo

Choices:
M. cell division.
P. nuclear reactions.
Q. natural selection.
F. chemical changes.

Prompt:
Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo
M. cell division.
P. nuclear reactions.
Q. natural selection.
F. chemical changes.
Answer:

Answer: 3

Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo

Choices:
M. nuclear reactions.
P. cell division.
Q. chemical changes.
F. natural selection.

Prompt:
Question: The process of digestion breaks down proteins into smaller molecules that are used to rebuild other proteins. During digestion, proteins undergo
M. nuclear reactions.
P. cell division.
Q. chemical changes.
F. natural selection.
Answer:

Answer: 2


Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as

Choices:
A. a tissue.
B. an organ.
C. a system.
D. an organism.

Prompt:
Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as
A. a tissue.
B. an organ.
C. a system.
D. an organism.
Answer:

Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as

Choices:
A. an organism.
B. a system.
C. an organ.
D. a tissue.

Prompt:
Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as
A. an organism.
B. a system.
C. an organ.
D. a tissue.
Answer:

Answer: 3

Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as

Choices:
1. a tissue.
2. an organ.
3. a system.
4. an organism.

Prompt:
Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as
1. a tissue.
2. an organ.
3. a system.
4. an organism.
Answer:

Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as

Choices:
P. a tissue.
H. an organ.
O. a system.
A. an organism.

Prompt:
Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as
P. a tissue.
H. an organ.
O. a system.
A. an organism.
Answer:

Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as

Choices:
P. an organism.
H. a system.
O. an organ.
A. a tissue.

Prompt:
Question: Blood is composed of different cell types that transport nutrients and wastes throughout the body. Because of this, blood is classified as
P. an organism.
H. a system.
O. an organ.
A. a tissue.
Answer:

Answer: 3


Question: What should a student do when a glass beaker shatters during a laboratory experiment?

Choices:
A. Notify the teacher.
B. Sweep the pieces into a pile.
C. Pick up the pieces and throw them away.
D. Leave it until the experiment is complete.

Prompt:
Question: What should a student do when a glass beaker shatters during a laboratory experiment?
A. Notify the teacher.
B. Sweep the pieces into a pile.
C. Pick up the pieces and throw them away.
D. Leave it until the experiment is complete.
Answer:

Question: What should a student do when a glass beaker shatters during a laboratory experiment?

Choices:
A. Sweep the pieces into a pile.
B. Pick up the pieces and throw them away.
C. Leave it until the experiment is complete.
D. Notify the teacher.

Prompt:
Question: What should a student do when a glass beaker shatters during a laboratory experiment?
A. Sweep the pieces into a pile.
B. Pick up the pieces and throw them away.
C. Leave it until the experiment is complete.
D. Notify the teacher.
Answer:

Answer: 3

Question: What should a student do when a glass beaker shatters during a laboratory experiment?

Choices:
1. Notify the teacher.
2. Sweep the pieces into a pile.
3. Pick up the pieces and throw them away.
4. Leave it until the experiment is complete.

Prompt:
Question: What should a student do when a glass beaker shatters during a laboratory experiment?
1. Notify the teacher.
2. Sweep the pieces into a pile.
3. Pick up the pieces and throw them away.
4. Leave it until the experiment is complete.
Answer:

Question: What should a student do when a glass beaker shatters during a laboratory experiment?

Choices:
I. Notify the teacher.
B. Sweep the pieces into a pile.
Y. Pick up the pieces and throw them away.
T. Leave it until the experiment is complete.

Prompt:
Question: What should a student do when a glass beaker shatters during a laboratory experiment?
I. Notify the teacher.
B. Sweep the pieces into a pile.
Y. Pick up the pieces and throw them away.
T. Leave it until the experiment is complete.
Answer:

Question: What should a student do when a glass beaker shatters during a laboratory experiment?

Choices:
I. Sweep the pieces into a pile.
B. Pick up the pieces and throw them away.
Y. Leave it until the experiment is complete.
T. Notify the teacher.

Prompt:
Question: What should a student do when a glass beaker shatters during a laboratory experiment?
I. Sweep the pieces into a pile.
B. Pick up the pieces and throw them away.
Y. Leave it until the experiment is complete.
T. Notify the teacher.
Answer:

Answer: 3


Question: An astronomical unit (AU) refers to the distance between

Choices:
A. Earth and the Sun.
B. the Moon and the Sun.
C. Earth and the Moon.
D. the Sun and the nearest star.

Prompt:
Question: An astronomical unit (AU) refers to the distance between
A. Earth and the Sun.
B. the Moon and the Sun.
C. Earth and the Moon.
D. the Sun and the nearest star.
Answer:

Question: An astronomical unit (AU) refers to the distance between

Choices:
A. the Sun and the nearest star.
B. Earth and the Sun.
C. Earth and the Moon.
D. the Moon and the Sun.

Prompt:
Question: An astronomical unit (AU) refers to the distance between
A. the Sun and the nearest star.
B. Earth and the Sun.
C. Earth and the Moon.
D. the Moon and the Sun.
Answer:

Answer: 1

Question: An astronomical unit (AU) refers to the distance between

Choices:
1. Earth and the Sun.
2. the Moon and the Sun.
3. Earth and the Moon.
4. the Sun and the nearest star.

Prompt:
Question: An astronomical unit (AU) refers to the distance between
1. Earth and the Sun.
2. the Moon and the Sun.
3. Earth and the Moon.
4. the Sun and the nearest star.
Answer:

Question: An astronomical unit (AU) refers to the distance between

Choices:
N. Earth and the Sun.
T. the Moon and the Sun.
A. Earth and the Moon.
K. the Sun and the nearest star.

Prompt:
Question: An astronomical unit (AU) refers to the distance between
N. Earth and the Sun.
T. the Moon and the Sun.
A. Earth and the Moon.
K. the Sun and the nearest star.
Answer:

Question: An astronomical unit (AU) refers to the distance between

Choices:
N. the Sun and the nearest star.
T. Earth and the Sun.
A. Earth and the Moon.
K. the Moon and the Sun.

Prompt:
Question: An astronomical unit (AU) refers to the distance between
N. the Sun and the nearest star.
T. Earth and the Sun.
A. Earth and the Moon.
K. the Moon and the Sun.
Answer:

Answer: 1


Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?

Choices:
A. 85.7 Hz
B. 128 Hz
C. 260 Hz
D. 466 Hz

Prompt:
Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?
A. 85.7 Hz
B. 128 Hz
C. 260 Hz
D. 466 Hz
Answer:

Answer: 1

Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?

Choices:
A. 128 Hz
B. 85.7 Hz
C. 466 Hz
D. 260 Hz

Prompt:
Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?
A. 128 Hz
B. 85.7 Hz
C. 466 Hz
D. 260 Hz
Answer:

Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?

Choices:
1. 85.7 Hz
2. 128 Hz
3. 260 Hz
4. 466 Hz

Prompt:
Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?
1. 85.7 Hz
2. 128 Hz
3. 260 Hz
4. 466 Hz
Answer:

Answer: 1

Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?

Choices:
L. 85.7 Hz
V. 128 Hz
F. 260 Hz
P. 466 Hz

Prompt:
Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?
L. 85.7 Hz
V. 128 Hz
F. 260 Hz
P. 466 Hz
Answer:

Answer: 1

Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?

Choices:
L. 128 Hz
V. 85.7 Hz
F. 466 Hz
P. 260 Hz

Prompt:
Question: An organ pipe produces a musical note same number of nitrogen gas molecules. with a wavelength of 2.72 m. What is the frequency of this note if the speed of sound is 348 m/s?
L. 128 Hz
V. 85.7 Hz
F. 466 Hz
P. 260 Hz
Answer:


Question: Which of the following allows the planets to stay in orbit?

Choices:
A. the Moon's gravity
B. the Sun's gravity
C. magnetism
D. rotation

Prompt:
Question: Which of the following allows the planets to stay in orbit?
A. the Moon's gravity
B. the Sun's gravity
C. magnetism
D. rotation
Answer:

Answer: 1

Question: Which of the following allows the planets to stay in orbit?

Choices:
A. magnetism
B. the Moon's gravity
C. the Sun's gravity
D. rotation

Prompt:
Question: Which of the following allows the planets to stay in orbit?
A. magnetism
B. the Moon's gravity
C. the Sun's gravity
D. rotation
Answer:

Answer: 2

Question: Which of the following allows the planets to stay in orbit?

Choices:
1. the Moon's gravity
2. the Sun's gravity
3. magnetism
4. rotation

Prompt:
Question: Which of the following allows the planets to stay in orbit?
1. the Moon's gravity
2. the Sun's gravity
3. magnetism
4. rotation
Answer:

Answer: 1

Question: Which of the following allows the planets to stay in orbit?

Choices:
X. the Moon's gravity
R. the Sun's gravity
U. magnetism
W. rotation

Prompt:
Question: Which of the following allows the planets to stay in orbit?
X. the Moon's gravity
R. the Sun's gravity
U. magnetism
W. rotation
Answer:

Answer: 1

Question: Which of the following allows the planets to stay in orbit?

Choices:
X. magnetism
R. the Moon's gravity
U. the Sun's gravity
W. rotation

Prompt:
Question: Which of the following allows the planets to stay in orbit?
X. magnetism
R. the Moon's gravity
U. the Sun's gravity
W. rotation
Answer:

Answer: 2


Question: Which of these involves the formation of a new chemical substance?

Choices:
A. evaporation of gasoline
B. mixing salt and pepper
C. dissolving sugar in tea
D. rusting of an iron chain

Prompt:
Question: Which of these involves the formation of a new chemical substance?
A. evaporation of gasoline
B. mixing salt and pepper
C. dissolving sugar in tea
D. rusting of an iron chain
Answer:

Answer: 3

Question: Which of these involves the formation of a new chemical substance?

Choices:
A. rusting of an iron chain
B. mixing salt and pepper
C. dissolving sugar in tea
D. evaporation of gasoline

Prompt:
Question: Which of these involves the formation of a new chemical substance?
A. rusting of an iron chain
B. mixing salt and pepper
C. dissolving sugar in tea
D. evaporation of gasoline
Answer:

Question: Which of these involves the formation of a new chemical substance?

Choices:
1. evaporation of gasoline
2. mixing salt and pepper
3. dissolving sugar in tea
4. rusting of an iron chain

Prompt:
Question: Which of these involves the formation of a new chemical substance?
1. evaporation of gasoline
2. mixing salt and pepper
3. dissolving sugar in tea
4. rusting of an iron chain
Answer:

Answer: 3

Question: Which of these involves the formation of a new chemical substance?

Choices:
W. evaporation of gasoline
J. mixing salt and pepper
O. dissolving sugar in tea
E. rusting of an iron chain

Prompt:
Question: Which of these involves the formation of a new chemical substance?
W. evaporation of gasoline
J. mixing salt and pepper
O. dissolving sugar in tea
E. rusting of an iron chain
Answer:

Answer: 3

Question: Which of these involves the formation of a new chemical substance?

Choices:
W. rusting of an iron chain
J. mixing salt and pepper
O. dissolving sugar in tea
E. evaporation of gasoline

Prompt:
Question: Which of these involves the formation of a new chemical substance?
W. rusting of an iron chain
J. mixing salt and pepper
O. dissolving sugar in tea
E. evaporation of gasoline
Answer:


Question: Water causes weathering when it

Choices:
A. melts rock.
B. forms deltas.
C. erodes rock in its path.
D. moves rock along a fault.

Prompt:
Question: Water causes weathering when it
A. melts rock.
B. forms deltas.
C. erodes rock in its path.
D. moves rock along a fault.
Answer:

Answer: 2

Question: Water causes weathering when it

Choices:
A. forms deltas.
B. melts rock.
C. moves rock along a fault.
D. erodes rock in its path.

Prompt:
Question: Water causes weathering when it
A. forms deltas.
B. melts rock.
C. moves rock along a fault.
D. erodes rock in its path.
Answer:

Answer: 3

Question: Water causes weathering when it

Choices:
1. melts rock.
2. forms deltas.
3. erodes rock in its path.
4. moves rock along a fault.

Prompt:
Question: Water causes weathering when it
1. melts rock.
2. forms deltas.
3. erodes rock in its path.
4. moves rock along a fault.
Answer:

Answer: 2

Question: Water causes weathering when it

Choices:
D. melts rock.
M. forms deltas.
Z. erodes rock in its path.
I. moves rock along a fault.

Prompt:
Question: Water causes weathering when it
D. melts rock.
M. forms deltas.
Z. erodes rock in its path.
I. moves rock along a fault.
Answer:

Answer: 2

Question: Water causes weathering when it

Choices:
D. forms deltas.
M. melts rock.
Z. moves rock along a fault.
I. erodes rock in its path.

Prompt:
Question: Water causes weathering when it
D. forms deltas.
M. melts rock.
Z. moves rock along a fault.
I. erodes rock in its path.
Answer:

Answer: 3


Question: Which of these statements about nonrenewable resources is true?

Choices:
A. They are inexpensive.
B. They help keep the air clean.
C. They can take millions of years to form.
D. They are used because they are easily removed from the ground.

Prompt:
Question: Which of these statements about nonrenewable resources is true?
A. They are inexpensive.
B. They help keep the air clean.
C. They can take millions of years to form.
D. They are used because they are easily removed from the ground.
Answer:

Answer: 2

Question: Which of these statements about nonrenewable resources is true?

Choices:
A. They are inexpensive.
B. They are used because they are easily removed from the ground.
C. They help keep the air clean.
D. They can take millions of years to form.

Prompt:
Question: Which of these statements about nonrenewable resources is true?
A. They are inexpensive.
B. They are used because they are easily removed from the ground.
C. They help keep the air clean.
D. They can take millions of years to form.
Answer:

Answer: 3

Question: Which of these statements about nonrenewable resources is true?

Choices:
1. They are inexpensive.
2. They help keep the air clean.
3. They can take millions of years to form.
4. They are used because they are easily removed from the ground.

Prompt:
Question: Which of these statements about nonrenewable resources is true?
1. They are inexpensive.
2. They help keep the air clean.
3. They can take millions of years to form.
4. They are used because they are easily removed from the ground.
Answer:

Answer: 2

Question: Which of these statements about nonrenewable resources is true?

Choices:
Q. They are inexpensive.
O. They help keep the air clean.
G. They can take millions of years to form.
W. They are used because they are easily removed from the ground.

Prompt:
Question: Which of these statements about nonrenewable resources is true?
Q. They are inexpensive.
O. They help keep the air clean.
G. They can take millions of years to form.
W. They are used because they are easily removed from the ground.
Answer:

Answer: 2

Question: Which of these statements about nonrenewable resources is true?

Choices:
Q. They are inexpensive.
O. They are used because they are easily removed from the ground.
G. They help keep the air clean.
W. They can take millions of years to form.

Prompt:
Question: Which of these statements about nonrenewable resources is true?
Q. They are inexpensive.
O. They are used because they are easily removed from the ground.
G. They help keep the air clean.
W. They can take millions of years to form.
Answer:

Answer: 3


Question: Which statement best identifies a living thing that depends on another living thing to survive?

Choices:
A. A wolf drinks water.
B. A moose eats a plant.
C. A spruce tree grows in soil.
D. A salmonberry plant absorbs sunlight.

Prompt:
Question: Which statement best identifies a living thing that depends on another living thing to survive?
A. A wolf drinks water.
B. A moose eats a plant.
C. A spruce tree grows in soil.
D. A salmonberry plant absorbs sunlight.
Answer:

Answer: 1

Question: Which statement best identifies a living thing that depends on another living thing to survive?

Choices:
A. A moose eats a plant.
B. A spruce tree grows in soil.
C. A salmonberry plant absorbs sunlight.
D. A wolf drinks water.

Prompt:
Question: Which statement best identifies a living thing that depends on another living thing to survive?
A. A moose eats a plant.
B. A spruce tree grows in soil.
C. A salmonberry plant absorbs sunlight.
D. A wolf drinks water.
Answer:

Question: Which statement best identifies a living thing that depends on another living thing to survive?

Choices:
1. A wolf drinks water.
2. A moose eats a plant.
3. A spruce tree grows in soil.
4. A salmonberry plant absorbs sunlight.

Prompt:
Question: Which statement best identifies a living thing that depends on another living thing to survive?
1. A wolf drinks water.
2. A moose eats a plant.
3. A spruce tree grows in soil.
4. A salmonberry plant absorbs sunlight.
Answer:

Answer: 1

Question: Which statement best identifies a living thing that depends on another living thing to survive?

Choices:
U. A wolf drinks water.
Y. A moose eats a plant.
W. A spruce tree grows in soil.
D. A salmonberry plant absorbs sunlight.

Prompt:
Question: Which statement best identifies a living thing that depends on another living thing to survive?
U. A wolf drinks water.
Y. A moose eats a plant.
W. A spruce tree grows in soil.
D. A salmonberry plant absorbs sunlight.
Answer:

Answer: 1

Question: Which statement best identifies a living thing that depends on another living thing to survive?

Choices:
U. A moose eats a plant.
Y. A spruce tree grows in soil.
W. A salmonberry plant absorbs sunlight.
D. A wolf drinks water.

Prompt:
Question: Which statement best identifies a living thing that depends on another living thing to survive?
U. A moose eats a plant.
Y. A spruce tree grows in soil.
W. A salmonberry plant absorbs sunlight.
D. A wolf drinks water.
Answer:


Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer

Choices:
A. energy.
B. heat.
C. motion.
D. water.

Prompt:
Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer
A. energy.
B. heat.
C. motion.
D. water.
Answer:

Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer

Choices:
A. water.
B. motion.
C. heat.
D. energy.

Prompt:
Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer
A. water.
B. motion.
C. heat.
D. energy.
Answer:

Answer: 3

Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer

Choices:
1. energy.
2. heat.
3. motion.
4. water.

Prompt:
Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer
1. energy.
2. heat.
3. motion.
4. water.
Answer:

Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer

Choices:
L. energy.
R. heat.
F. motion.
E. water.

Prompt:
Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer
L. energy.
R. heat.
F. motion.
E. water.
Answer:

Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer

Choices:
L. water.
R. motion.
F. heat.
E. energy.

Prompt:
Question: A student is playing with a small toy boat on a pond. The student throws a rock in the pond. This creates waves that move the boat toward the shore. The boat moves toward the shore because the waves transfer
L. water.
R. motion.
F. heat.
E. energy.
Answer:

Answer: 3


Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?

Choices:
A. a meteorite
B. a fault
C. ancient fossils
D. animal life

Prompt:
Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?
A. a meteorite
B. a fault
C. ancient fossils
D. animal life
Answer:

Answer: 1

Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?

Choices:
A. ancient fossils
B. animal life
C. a meteorite
D. a fault

Prompt:
Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?
A. ancient fossils
B. animal life
C. a meteorite
D. a fault
Answer:

Answer: 3

Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?

Choices:
1. a meteorite
2. a fault
3. ancient fossils
4. animal life

Prompt:
Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?
1. a meteorite
2. a fault
3. ancient fossils
4. animal life
Answer:

Answer: 1

Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?

Choices:
Q. a meteorite
Z. a fault
N. ancient fossils
G. animal life

Prompt:
Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?
Q. a meteorite
Z. a fault
N. ancient fossils
G. animal life
Answer:

Answer: 1

Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?

Choices:
Q. ancient fossils
Z. animal life
N. a meteorite
G. a fault

Prompt:
Question: A geologist finds a layer of shale near the surface from a certain time period. Nearby, the geologist finds the same layer of shale, but it is deeper underground than the first layer. What might have caused the difference in the depth of the shale layer?
Q. ancient fossils
Z. animal life
N. a meteorite
G. a fault
Answer:

Answer: 3


Question: The pull of gravity on Earth is caused by

Choices:
A. air pressure.
B. the mass of Earth.
C. volcanoes erupting.
D. Earth's orbit around the Sun.

Prompt:
Question: The pull of gravity on Earth is caused by
A. air pressure.
B. the mass of Earth.
C. volcanoes erupting.
D. Earth's orbit around the Sun.
Answer:

Answer: 1

Question: The pull of gravity on Earth is caused by

Choices:
A. air pressure.
B. Earth's orbit around the Sun.
C. the mass of Earth.
D. volcanoes erupting.

Prompt:
Question: The pull of gravity on Earth is caused by
A. air pressure.
B. Earth's orbit around the Sun.
C. the mass of Earth.
D. volcanoes erupting.
Answer:

Answer: 2

Question: The pull of gravity on Earth is caused by

Choices:
1. air pressure.
2. the mass of Earth.
3. volcanoes erupting.
4. Earth's orbit around the Sun.

Prompt:
Question: The pull of gravity on Earth is caused by
1. air pressure.
2. the mass of Earth.
3. volcanoes erupting.
4. Earth's orbit around the Sun.
Answer:

Answer: 1

Question: The pull of gravity on Earth is caused by

Choices:
D. air pressure.
R. the mass of Earth.
Q. volcanoes erupting.
H. Earth's orbit around the Sun.

Prompt:
Question: The pull of gravity on Earth is caused by
D. air pressure.
R. the mass of Earth.
Q. volcanoes erupting.
H. Earth's orbit around the Sun.
Answer:

Answer: 1

Question: The pull of gravity on Earth is caused by

Choices:
D. air pressure.
R. Earth's orbit around the Sun.
Q. the mass of Earth.
H. volcanoes erupting.

Prompt:
Question: The pull of gravity on Earth is caused by
D. air pressure.
R. Earth's orbit around the Sun.
Q. the mass of Earth.
H. volcanoes erupting.
Answer:

Answer: 2


Question: In which type of rock are fossils generally found?

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

Prompt:
Question: In which type of rock are fossils generally found?
A. igneous
B. metamorphic
C. sedimentary
D. volcanic
Answer:

Answer: 2

Question: In which type of rock are fossils generally found?

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

Prompt:
Question: In which type of rock are fossils generally found?
A. sedimentary
B. igneous
C. volcanic
D. metamorphic
Answer:

Question: In which type of rock are fossils generally found?

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

Prompt:
Question: In which type of rock are fossils generally found?
1. igneous
2. metamorphic
3. sedimentary
4. volcanic
Answer:

Answer: 2

Question: In which type of rock are fossils generally found?

Choices:
C. igneous
Z. metamorphic
S. sedimentary
G. volcanic

Prompt:
Question: In which type of rock are fossils generally found?
C. igneous
Z. metamorphic
S. sedimentary
G. volcanic
Answer:

Answer: 2

Question: In which type of rock are fossils generally found?

Choices:
C. sedimentary
Z. igneous
S. volcanic
G. metamorphic

Prompt:
Question: In which type of rock are fossils generally found?
C. sedimentary
Z. igneous
S. volcanic
G. metamorphic
Answer:


Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the

Choices:
A. history and processes of Earth.
B. elements that make up the crust.
C. types of minerals that make up sediments.
D. relationships between Earth and other planets.

Prompt:
Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the
A. history and processes of Earth.
B. elements that make up the crust.
C. types of minerals that make up sediments.
D. relationships between Earth and other planets.
Answer:

Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the

Choices:
A. types of minerals that make up sediments.
B. elements that make up the crust.
C. relationships between Earth and other planets.
D. history and processes of Earth.

Prompt:
Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the
A. types of minerals that make up sediments.
B. elements that make up the crust.
C. relationships between Earth and other planets.
D. history and processes of Earth.
Answer:

Answer: 3

Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the

Choices:
1. history and processes of Earth.
2. elements that make up the crust.
3. types of minerals that make up sediments.
4. relationships between Earth and other planets.

Prompt:
Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the
1. history and processes of Earth.
2. elements that make up the crust.
3. types of minerals that make up sediments.
4. relationships between Earth and other planets.
Answer:

Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the

Choices:
X. history and processes of Earth.
A. elements that make up the crust.
S. types of minerals that make up sediments.
V. relationships between Earth and other planets.

Prompt:
Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the
X. history and processes of Earth.
A. elements that make up the crust.
S. types of minerals that make up sediments.
V. relationships between Earth and other planets.
Answer:

Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the

Choices:
X. types of minerals that make up sediments.
A. elements that make up the crust.
S. relationships between Earth and other planets.
V. history and processes of Earth.

Prompt:
Question: Structural geologists study rock formations to determine the type of environment in which the rocks formed and the events that shaped the rocks. Paleontologists study fossils found in rock formations. Scientists in both these fields have a common interest in discovering the
X. types of minerals that make up sediments.
A. elements that make up the crust.
S. relationships between Earth and other planets.
V. history and processes of Earth.
Answer:

Answer: 3


Question: A simple machine that helps move a flag up a flagpole is

Choices:
A. a bar magnet
B. an inclined plane
C. a pulley
D. a lever

Prompt:
Question: A simple machine that helps move a flag up a flagpole is
A. a bar magnet
B. an inclined plane
C. a pulley
D. a lever
Answer:

Answer: 2

Question: A simple machine that helps move a flag up a flagpole is

Choices:
A. an inclined plane
B. a pulley
C. a lever
D. a bar magnet

Prompt:
Question: A simple machine that helps move a flag up a flagpole is
A. an inclined plane
B. a pulley
C. a lever
D. a bar magnet
Answer:

Answer: 1

Question: A simple machine that helps move a flag up a flagpole is

Choices:
1. a bar magnet
2. an inclined plane
3. a pulley
4. a lever

Prompt:
Question: A simple machine that helps move a flag up a flagpole is
1. a bar magnet
2. an inclined plane
3. a pulley
4. a lever
Answer:

Answer: 2

Question: A simple machine that helps move a flag up a flagpole is

Choices:
D. a bar magnet
K. an inclined plane
N. a pulley
B. a lever

Prompt:
Question: A simple machine that helps move a flag up a flagpole is
D. a bar magnet
K. an inclined plane
N. a pulley
B. a lever
Answer:

Answer: 2

Question: A simple machine that helps move a flag up a flagpole is

Choices:
D. an inclined plane
K. a pulley
N. a lever
B. a bar magnet

Prompt:
Question: A simple machine that helps move a flag up a flagpole is
D. an inclined plane
K. a pulley
N. a lever
B. a bar magnet
Answer:

Answer: 1


Question: Which cellular structure allows nutrients to pass into cells?

Choices:
A. mitochondrion
B. nucleus
C. membrane
D. chloroplast

Prompt:
Question: Which cellular structure allows nutrients to pass into cells?
A. mitochondrion
B. nucleus
C. membrane
D. chloroplast
Answer:

Answer: 2

Question: Which cellular structure allows nutrients to pass into cells?

Choices:
A. chloroplast
B. nucleus
C. mitochondrion
D. membrane

Prompt:
Question: Which cellular structure allows nutrients to pass into cells?
A. chloroplast
B. nucleus
C. mitochondrion
D. membrane
Answer:

Answer: 3

Question: Which cellular structure allows nutrients to pass into cells?

Choices:
1. mitochondrion
2. nucleus
3. membrane
4. chloroplast

Prompt:
Question: Which cellular structure allows nutrients to pass into cells?
1. mitochondrion
2. nucleus
3. membrane
4. chloroplast
Answer:

Answer: 2

Question: Which cellular structure allows nutrients to pass into cells?

Choices:
R. mitochondrion
N. nucleus
L. membrane
E. chloroplast

Prompt:
Question: Which cellular structure allows nutrients to pass into cells?
R. mitochondrion
N. nucleus
L. membrane
E. chloroplast
Answer:

Answer: 2

Question: Which cellular structure allows nutrients to pass into cells?

Choices:
R. chloroplast
N. nucleus
L. mitochondrion
E. membrane

Prompt:
Question: Which cellular structure allows nutrients to pass into cells?
R. chloroplast
N. nucleus
L. mitochondrion
E. membrane
Answer:

Answer: 3


Question: An example of a renewable resource is

Choices:
A. oil.
B. coal.
C. wood.
D. natural gas.

Prompt:
Question: An example of a renewable resource is
A. oil.
B. coal.
C. wood.
D. natural gas.
Answer:

Answer: 2

Question: An example of a renewable resource is

Choices:
A. coal.
B. oil.
C. natural gas.
D. wood.

Prompt:
Question: An example of a renewable resource is
A. coal.
B. oil.
C. natural gas.
D. wood.
Answer:

Answer: 3

Question: An example of a renewable resource is

Choices:
1. oil.
2. coal.
3. wood.
4. natural gas.

Prompt:
Question: An example of a renewable resource is
1. oil.
2. coal.
3. wood.
4. natural gas.
Answer:

Answer: 2

Question: An example of a renewable resource is

Choices:
Z. oil.
I. coal.
G. wood.
O. natural gas.

Prompt:
Question: An example of a renewable resource is
Z. oil.
I. coal.
G. wood.
O. natural gas.
Answer:

Answer: 2

Question: An example of a renewable resource is

Choices:
Z. coal.
I. oil.
G. natural gas.
O. wood.

Prompt:
Question: An example of a renewable resource is
Z. coal.
I. oil.
G. natural gas.
O. wood.
Answer:

Answer: 3


Question: Minerals are formed by which process?

Choices:
A. magma cooling
B. fault lines moving
C. metamorphosis
D. sedimentation

Prompt:
Question: Minerals are formed by which process?
A. magma cooling
B. fault lines moving
C. metamorphosis
D. sedimentation
Answer:

Question: Minerals are formed by which process?

Choices:
A. fault lines moving
B. metamorphosis
C. magma cooling
D. sedimentation

Prompt:
Question: Minerals are formed by which process?
A. fault lines moving
B. metamorphosis
C. magma cooling
D. sedimentation
Answer:

Answer: 2

Question: Minerals are formed by which process?

Choices:
1. magma cooling
2. fault lines moving
3. metamorphosis
4. sedimentation

Prompt:
Question: Minerals are formed by which process?
1. magma cooling
2. fault lines moving
3. metamorphosis
4. sedimentation
Answer:

Question: Minerals are formed by which process?

Choices:
L. magma cooling
X. fault lines moving
P. metamorphosis
H. sedimentation

Prompt:
Question: Minerals are formed by which process?
L. magma cooling
X. fault lines moving
P. metamorphosis
H. sedimentation
Answer:

Question: Minerals are formed by which process?

Choices:
L. fault lines moving
X. metamorphosis
P. magma cooling
H. sedimentation

Prompt:
Question: Minerals are formed by which process?
L. fault lines moving
X. metamorphosis
P. magma cooling
H. sedimentation
Answer:

Answer: 2


Question: Which of these best defines the term "pollutant"?

Choices:
A. anything humans add to the atmosphere and oceans
B. any substance that is harmful to the environment
C. any substance that is a waste product of industry
D. a substance that does not break down over time

Prompt:
Question: Which of these best defines the term "pollutant"?
A. anything humans add to the atmosphere and oceans
B. any substance that is harmful to the environment
C. any substance that is a waste product of industry
D. a substance that does not break down over time
Answer:

Answer: 1

Question: Which of these best defines the term "pollutant"?

Choices:
A. a substance that does not break down over time
B. anything humans add to the atmosphere and oceans
C. any substance that is harmful to the environment
D. any substance that is a waste product of industry

Prompt:
Question: Which of these best defines the term "pollutant"?
A. a substance that does not break down over time
B. anything humans add to the atmosphere and oceans
C. any substance that is harmful to the environment
D. any substance that is a waste product of industry
Answer:

Answer: 2

Question: Which of these best defines the term "pollutant"?

Choices:
1. anything humans add to the atmosphere and oceans
2. any substance that is harmful to the environment
3. any substance that is a waste product of industry
4. a substance that does not break down over time

Prompt:
Question: Which of these best defines the term "pollutant"?
1. anything humans add to the atmosphere and oceans
2. any substance that is harmful to the environment
3. any substance that is a waste product of industry
4. a substance that does not break down over time
Answer:

Answer: 1

Question: Which of these best defines the term "pollutant"?

Choices:
X. anything humans add to the atmosphere and oceans
Y. any substance that is harmful to the environment
R. any substance that is a waste product of industry
E. a substance that does not break down over time

Prompt:
Question: Which of these best defines the term "pollutant"?
X. anything humans add to the atmosphere and oceans
Y. any substance that is harmful to the environment
R. any substance that is a waste product of industry
E. a substance that does not break down over time
Answer:

Answer: 1

Question: Which of these best defines the term "pollutant"?

Choices:
X. a substance that does not break down over time
Y. anything humans add to the atmosphere and oceans
R. any substance that is harmful to the environment
E. any substance that is a waste product of industry

Prompt:
Question: Which of these best defines the term "pollutant"?
X. a substance that does not break down over time
Y. anything humans add to the atmosphere and oceans
R. any substance that is harmful to the environment
E. any substance that is a waste product of industry
Answer:

Answer: 2


Question: The periodic table of the elements is systematically organized according to the

Choices:
A. rate at which the elements chemically react.
B. hardness of the elements.
C. structure of the atoms of the elements.
D. radioactivity of the atoms of the elements.

Prompt:
Question: The periodic table of the elements is systematically organized according to the
A. rate at which the elements chemically react.
B. hardness of the elements.
C. structure of the atoms of the elements.
D. radioactivity of the atoms of the elements.
Answer:

Answer: 2

Question: The periodic table of the elements is systematically organized according to the

Choices:
A. radioactivity of the atoms of the elements.
B. hardness of the elements.
C. rate at which the elements chemically react.
D. structure of the atoms of the elements.

Prompt:
Question: The periodic table of the elements is systematically organized according to the
A. radioactivity of the atoms of the elements.
B. hardness of the elements.
C. rate at which the elements chemically react.
D. structure of the atoms of the elements.
Answer:

Answer: 3

Question: The periodic table of the elements is systematically organized according to the

Choices:
1. rate at which the elements chemically react.
2. hardness of the elements.
3. structure of the atoms of the elements.
4. radioactivity of the atoms of the elements.

Prompt:
Question: The periodic table of the elements is systematically organized according to the
1. rate at which the elements chemically react.
2. hardness of the elements.
3. structure of the atoms of the elements.
4. radioactivity of the atoms of the elements.
Answer:

Answer: 2

Question: The periodic table of the elements is systematically organized according to the

Choices:
H. rate at which the elements chemically react.
N. hardness of the elements.
P. structure of the atoms of the elements.
S. radioactivity of the atoms of the elements.

Prompt:
Question: The periodic table of the elements is systematically organized according to the
H. rate at which the elements chemically react.
N. hardness of the elements.
P. structure of the atoms of the elements.
S. radioactivity of the atoms of the elements.
Answer:

Answer: 2

Question: The periodic table of the elements is systematically organized according to the

Choices:
H. radioactivity of the atoms of the elements.
N. hardness of the elements.
P. rate at which the elements chemically react.
S. structure of the atoms of the elements.

Prompt:
Question: The periodic table of the elements is systematically organized according to the
H. radioactivity of the atoms of the elements.
N. hardness of the elements.
P. rate at which the elements chemically react.
S. structure of the atoms of the elements.
Answer:

Answer: 3


Question: Which human body system produces the hormones that regulate growth?

Choices:
A. skeletal
B. digestive
C. circulatory
D. endocrine

Prompt:
Question: Which human body system produces the hormones that regulate growth?
A. skeletal
B. digestive
C. circulatory
D. endocrine
Answer:

Answer: 3

Question: Which human body system produces the hormones that regulate growth?

Choices:
A. digestive
B. skeletal
C. endocrine
D. circulatory

Prompt:
Question: Which human body system produces the hormones that regulate growth?
A. digestive
B. skeletal
C. endocrine
D. circulatory
Answer:

Answer: 2

Question: Which human body system produces the hormones that regulate growth?

Choices:
1. skeletal
2. digestive
3. circulatory
4. endocrine

Prompt:
Question: Which human body system produces the hormones that regulate growth?
1. skeletal
2. digestive
3. circulatory
4. endocrine
Answer:

Answer: 3

Question: Which human body system produces the hormones that regulate growth?

Choices:
B. skeletal
D. digestive
J. circulatory
C. endocrine

Prompt:
Question: Which human body system produces the hormones that regulate growth?
B. skeletal
D. digestive
J. circulatory
C. endocrine
Answer:

Answer: 3

Question: Which human body system produces the hormones that regulate growth?

Choices:
B. digestive
D. skeletal
J. endocrine
C. circulatory

Prompt:
Question: Which human body system produces the hormones that regulate growth?
B. digestive
D. skeletal
J. endocrine
C. circulatory
Answer:

Answer: 2


Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?

Choices:
A. the sensory neurons in the ears
B. interneurons between the ears and the brain
C. the sound-processing center in the brain
D. motor neurons applying commands from the brain to the ears

Prompt:
Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?
A. the sensory neurons in the ears
B. interneurons between the ears and the brain
C. the sound-processing center in the brain
D. motor neurons applying commands from the brain to the ears
Answer:

Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?

Choices:
A. motor neurons applying commands from the brain to the ears
B. interneurons between the ears and the brain
C. the sensory neurons in the ears
D. the sound-processing center in the brain

Prompt:
Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?
A. motor neurons applying commands from the brain to the ears
B. interneurons between the ears and the brain
C. the sensory neurons in the ears
D. the sound-processing center in the brain
Answer:

Answer: 2

Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?

Choices:
1. the sensory neurons in the ears
2. interneurons between the ears and the brain
3. the sound-processing center in the brain
4. motor neurons applying commands from the brain to the ears

Prompt:
Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?
1. the sensory neurons in the ears
2. interneurons between the ears and the brain
3. the sound-processing center in the brain
4. motor neurons applying commands from the brain to the ears
Answer:

Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?

Choices:
S. the sensory neurons in the ears
X. interneurons between the ears and the brain
M. the sound-processing center in the brain
J. motor neurons applying commands from the brain to the ears

Prompt:
Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?
S. the sensory neurons in the ears
X. interneurons between the ears and the brain
M. the sound-processing center in the brain
J. motor neurons applying commands from the brain to the ears
Answer:

Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?

Choices:
S. motor neurons applying commands from the brain to the ears
X. interneurons between the ears and the brain
M. the sensory neurons in the ears
J. the sound-processing center in the brain

Prompt:
Question: Repeated exposure to extremely loud sounds can reduce hearing ability by direct damage to which structures?
S. motor neurons applying commands from the brain to the ears
X. interneurons between the ears and the brain
M. the sensory neurons in the ears
J. the sound-processing center in the brain
Answer:

Answer: 2


Question: What does a mirror do to light that causes objects to appear backwards?

Choices:
A. refracts
B. reflects
C. absorbs
D. blocks

Prompt:
Question: What does a mirror do to light that causes objects to appear backwards?
A. refracts
B. reflects
C. absorbs
D. blocks
Answer:

Answer: 1

Question: What does a mirror do to light that causes objects to appear backwards?

Choices:
A. refracts
B. absorbs
C. blocks
D. reflects

Prompt:
Question: What does a mirror do to light that causes objects to appear backwards?
A. refracts
B. absorbs
C. blocks
D. reflects
Answer:

Answer: 3

Question: What does a mirror do to light that causes objects to appear backwards?

Choices:
1. refracts
2. reflects
3. absorbs
4. blocks

Prompt:
Question: What does a mirror do to light that causes objects to appear backwards?
1. refracts
2. reflects
3. absorbs
4. blocks
Answer:

Answer: 1

Question: What does a mirror do to light that causes objects to appear backwards?

Choices:
B. refracts
J. reflects
T. absorbs
Y. blocks

Prompt:
Question: What does a mirror do to light that causes objects to appear backwards?
B. refracts
J. reflects
T. absorbs
Y. blocks
Answer:

Answer: 1

Question: What does a mirror do to light that causes objects to appear backwards?

Choices:
B. refracts
J. absorbs
T. blocks
Y. reflects

Prompt:
Question: What does a mirror do to light that causes objects to appear backwards?
B. refracts
J. absorbs
T. blocks
Y. reflects
Answer:

Answer: 3


Question: The formation of the mineral halite is most likely to occur by which process?

Choices:
A. the evaporation of seawater
B. the hardening of lava in seawater
C. the cementing together of sediment particles
D. the slow crystallization of magma deep in the crust

Prompt:
Question: The formation of the mineral halite is most likely to occur by which process?
A. the evaporation of seawater
B. the hardening of lava in seawater
C. the cementing together of sediment particles
D. the slow crystallization of magma deep in the crust
Answer:

Question: The formation of the mineral halite is most likely to occur by which process?

Choices:
A. the hardening of lava in seawater
B. the evaporation of seawater
C. the slow crystallization of magma deep in the crust
D. the cementing together of sediment particles

Prompt:
Question: The formation of the mineral halite is most likely to occur by which process?
A. the hardening of lava in seawater
B. the evaporation of seawater
C. the slow crystallization of magma deep in the crust
D. the cementing together of sediment particles
Answer:

Answer: 1

Question: The formation of the mineral halite is most likely to occur by which process?

Choices:
1. the evaporation of seawater
2. the hardening of lava in seawater
3. the cementing together of sediment particles
4. the slow crystallization of magma deep in the crust

Prompt:
Question: The formation of the mineral halite is most likely to occur by which process?
1. the evaporation of seawater
2. the hardening of lava in seawater
3. the cementing together of sediment particles
4. the slow crystallization of magma deep in the crust
Answer:

Question: The formation of the mineral halite is most likely to occur by which process?

Choices:
C. the evaporation of seawater
P. the hardening of lava in seawater
W. the cementing together of sediment particles
S. the slow crystallization of magma deep in the crust

Prompt:
Question: The formation of the mineral halite is most likely to occur by which process?
C. the evaporation of seawater
P. the hardening of lava in seawater
W. the cementing together of sediment particles
S. the slow crystallization of magma deep in the crust
Answer:

Question: The formation of the mineral halite is most likely to occur by which process?

Choices:
C. the hardening of lava in seawater
P. the evaporation of seawater
W. the slow crystallization of magma deep in the crust
S. the cementing together of sediment particles

Prompt:
Question: The formation of the mineral halite is most likely to occur by which process?
C. the hardening of lava in seawater
P. the evaporation of seawater
W. the slow crystallization of magma deep in the crust
S. the cementing together of sediment particles
Answer:

Answer: 1


Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?

Choices:
A. Do crickets have 6 legs or 8 legs?
B. How long are the antennae of a cricket?
C. Do crickets chirp more during the day or at night?
D. What is the most common cricket species?

Prompt:
Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?
A. Do crickets have 6 legs or 8 legs?
B. How long are the antennae of a cricket?
C. Do crickets chirp more during the day or at night?
D. What is the most common cricket species?
Answer:

Answer: 2

Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?

Choices:
A. How long are the antennae of a cricket?
B. Do crickets have 6 legs or 8 legs?
C. What is the most common cricket species?
D. Do crickets chirp more during the day or at night?

Prompt:
Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?
A. How long are the antennae of a cricket?
B. Do crickets have 6 legs or 8 legs?
C. What is the most common cricket species?
D. Do crickets chirp more during the day or at night?
Answer:

Answer: 3

Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?

Choices:
1. Do crickets have 6 legs or 8 legs?
2. How long are the antennae of a cricket?
3. Do crickets chirp more during the day or at night?
4. What is the most common cricket species?

Prompt:
Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?
1. Do crickets have 6 legs or 8 legs?
2. How long are the antennae of a cricket?
3. Do crickets chirp more during the day or at night?
4. What is the most common cricket species?
Answer:

Answer: 2

Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?

Choices:
Z. Do crickets have 6 legs or 8 legs?
B. How long are the antennae of a cricket?
P. Do crickets chirp more during the day or at night?
K. What is the most common cricket species?

Prompt:
Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?
Z. Do crickets have 6 legs or 8 legs?
B. How long are the antennae of a cricket?
P. Do crickets chirp more during the day or at night?
K. What is the most common cricket species?
Answer:

Answer: 2

Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?

Choices:
Z. How long are the antennae of a cricket?
B. Do crickets have 6 legs or 8 legs?
P. What is the most common cricket species?
K. Do crickets chirp more during the day or at night?

Prompt:
Question: A student wants to design an experiment regarding the behavior of crickets. Which is the best question to ask to begin the experiment?
Z. How long are the antennae of a cricket?
B. Do crickets have 6 legs or 8 legs?
P. What is the most common cricket species?
K. Do crickets chirp more during the day or at night?
Answer:

Answer: 3


Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?

Choices:
A. algae
B. moss
C. bacteria
D. fish

Prompt:
Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?
A. algae
B. moss
C. bacteria
D. fish
Answer:

Answer: 2

Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?

Choices:
A. algae
B. bacteria
C. moss
D. fish

Prompt:
Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?
A. algae
B. bacteria
C. moss
D. fish
Answer:

Answer: 1

Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?

Choices:
1. algae
2. moss
3. bacteria
4. fish

Prompt:
Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?
1. algae
2. moss
3. bacteria
4. fish
Answer:

Answer: 2

Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?

Choices:
G. algae
Q. moss
W. bacteria
P. fish

Prompt:
Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?
G. algae
Q. moss
W. bacteria
P. fish
Answer:

Answer: 2

Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?

Choices:
G. algae
Q. bacteria
W. moss
P. fish

Prompt:
Question: Decomposers are organisms that eat and break down dead plant and animal material. Which organism is a decomposer?
G. algae
Q. bacteria
W. moss
P. fish
Answer:

Answer: 1


Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.

Choices:
A. condense
B. evaporate
C. freeze
D. melt

Prompt:
Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.
A. condense
B. evaporate
C. freeze
D. melt
Answer:

Answer: 3

Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.

Choices:
A. condense
B. melt
C. evaporate
D. freeze

Prompt:
Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.
A. condense
B. melt
C. evaporate
D. freeze
Answer:

Answer: 1

Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.

Choices:
1. condense
2. evaporate
3. freeze
4. melt

Prompt:
Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.
1. condense
2. evaporate
3. freeze
4. melt
Answer:

Answer: 3

Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.

Choices:
S. condense
I. evaporate
F. freeze
U. melt

Prompt:
Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.
S. condense
I. evaporate
F. freeze
U. melt
Answer:

Answer: 3

Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.

Choices:
S. condense
I. melt
F. evaporate
U. freeze

Prompt:
Question: An area received six inches of snow during the winter. Before the snow can continue through the water cycle as ground water or runoff, it must first ___.
S. condense
I. melt
F. evaporate
U. freeze
Answer:

Answer: 1