Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?

Choices:
A. the accumulation of the sound waves
B. the diffraction of the sound waves
C. the refraction of the sound waves
D. the reflection of the sound waves

Prompt:
Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?
A. the accumulation of the sound waves
B. the diffraction of the sound waves
C. the refraction of the sound waves
D. the reflection of the sound waves
Answer:

Answer: 3

Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?

Choices:
A. the diffraction of the sound waves
B. the refraction of the sound waves
C. the reflection of the sound waves
D. the accumulation of the sound waves

Prompt:
Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?
A. the diffraction of the sound waves
B. the refraction of the sound waves
C. the reflection of the sound waves
D. the accumulation of the sound waves
Answer:

Answer: 2

Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?

Choices:
1. the accumulation of the sound waves
2. the diffraction of the sound waves
3. the refraction of the sound waves
4. the reflection of the sound waves

Prompt:
Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?
1. the accumulation of the sound waves
2. the diffraction of the sound waves
3. the refraction of the sound waves
4. the reflection of the sound waves
Answer:

Answer: 3

Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?

Choices:
J. the accumulation of the sound waves
M. the diffraction of the sound waves
N. the refraction of the sound waves
T. the reflection of the sound waves

Prompt:
Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?
J. the accumulation of the sound waves
M. the diffraction of the sound waves
N. the refraction of the sound waves
T. the reflection of the sound waves
Answer:

Answer: 3

Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?

Choices:
J. the diffraction of the sound waves
M. the refraction of the sound waves
N. the reflection of the sound waves
T. the accumulation of the sound waves

Prompt:
Question: Some students were on a tour exploring the inside of a cave. While the students were in the cave, they realized they heard an echo every time that they spoke. Which most likely caused the echo to occur?
J. the diffraction of the sound waves
M. the refraction of the sound waves
N. the reflection of the sound waves
T. the accumulation of the sound waves
Answer:

Answer: 2


Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two

Choices:
A. atoms.
B. cities.
C. continents.
D. stars.

Prompt:
Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two
A. atoms.
B. cities.
C. continents.
D. stars.
Answer:

Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two

Choices:
A. continents.
B. cities.
C. stars.
D. atoms.

Prompt:
Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two
A. continents.
B. cities.
C. stars.
D. atoms.
Answer:

Answer: 3

Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two

Choices:
1. atoms.
2. cities.
3. continents.
4. stars.

Prompt:
Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two
1. atoms.
2. cities.
3. continents.
4. stars.
Answer:

Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two

Choices:
J. atoms.
Y. cities.
O. continents.
Z. stars.

Prompt:
Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two
J. atoms.
Y. cities.
O. continents.
Z. stars.
Answer:

Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two

Choices:
J. continents.
Y. cities.
O. stars.
Z. atoms.

Prompt:
Question: A scientist uses angstrom units to measure the distance between two points. The scientist is most likely measuring the distance between two
J. continents.
Y. cities.
O. stars.
Z. atoms.
Answer:

Answer: 3


Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?

Choices:
A. The Sun is at the center of this model.
B. Earth is the largest object in this model.
C. This model contains more than one star.
D. This model shows that Earth is stationary.

Prompt:
Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?
A. The Sun is at the center of this model.
B. Earth is the largest object in this model.
C. This model contains more than one star.
D. This model shows that Earth is stationary.
Answer:

Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?

Choices:
A. This model contains more than one star.
B. This model shows that Earth is stationary.
C. The Sun is at the center of this model.
D. Earth is the largest object in this model.

Prompt:
Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?
A. This model contains more than one star.
B. This model shows that Earth is stationary.
C. The Sun is at the center of this model.
D. Earth is the largest object in this model.
Answer:

Answer: 2

Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?

Choices:
1. The Sun is at the center of this model.
2. Earth is the largest object in this model.
3. This model contains more than one star.
4. This model shows that Earth is stationary.

Prompt:
Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?
1. The Sun is at the center of this model.
2. Earth is the largest object in this model.
3. This model contains more than one star.
4. This model shows that Earth is stationary.
Answer:

Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?

Choices:
M. The Sun is at the center of this model.
Z. Earth is the largest object in this model.
O. This model contains more than one star.
G. This model shows that Earth is stationary.

Prompt:
Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?
M. The Sun is at the center of this model.
Z. Earth is the largest object in this model.
O. This model contains more than one star.
G. This model shows that Earth is stationary.
Answer:

Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?

Choices:
M. This model contains more than one star.
Z. This model shows that Earth is stationary.
O. The Sun is at the center of this model.
G. Earth is the largest object in this model.

Prompt:
Question: Based on the evidence available at the time, early models of the solar system stated that all objects in space orbited Earth. In the 16th century, an astronomer reevaluated the evidence and proposed a model of the solar system that is still in use. What part of this model corrected the mistake in previous solar system models?
M. This model contains more than one star.
Z. This model shows that Earth is stationary.
O. The Sun is at the center of this model.
G. Earth is the largest object in this model.
Answer:

Answer: 2


Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?

Choices:
A. driving
B. eating
C. jogging
D. sleeping

Prompt:
Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?
A. driving
B. eating
C. jogging
D. sleeping
Answer:

Answer: 1

Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?

Choices:
A. eating
B. sleeping
C. driving
D. jogging

Prompt:
Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?
A. eating
B. sleeping
C. driving
D. jogging
Answer:

Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?

Choices:
1. driving
2. eating
3. jogging
4. sleeping

Prompt:
Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?
1. driving
2. eating
3. jogging
4. sleeping
Answer:

Answer: 1

Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?

Choices:
Z. driving
W. eating
G. jogging
K. sleeping

Prompt:
Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?
Z. driving
W. eating
G. jogging
K. sleeping
Answer:

Answer: 1

Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?

Choices:
Z. eating
W. sleeping
G. driving
K. jogging

Prompt:
Question: The hormone insulin is secreted by the pancreas. Which activity is most likely to trigger an increase in the levels of insulin circulating in the blood?
Z. eating
W. sleeping
G. driving
K. jogging
Answer:


Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?

Choices:
A. kinetic energy
B. thermal energy
C. potential energy
D. mechanical energy

Prompt:
Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?
A. kinetic energy
B. thermal energy
C. potential energy
D. mechanical energy
Answer:

Answer: 2

Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?

Choices:
A. thermal energy
B. potential energy
C. mechanical energy
D. kinetic energy

Prompt:
Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?
A. thermal energy
B. potential energy
C. mechanical energy
D. kinetic energy
Answer:

Answer: 1

Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?

Choices:
1. kinetic energy
2. thermal energy
3. potential energy
4. mechanical energy

Prompt:
Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?
1. kinetic energy
2. thermal energy
3. potential energy
4. mechanical energy
Answer:

Answer: 2

Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?

Choices:
R. kinetic energy
Z. thermal energy
Y. potential energy
E. mechanical energy

Prompt:
Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?
R. kinetic energy
Z. thermal energy
Y. potential energy
E. mechanical energy
Answer:

Answer: 2

Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?

Choices:
R. thermal energy
Z. potential energy
Y. mechanical energy
E. kinetic energy

Prompt:
Question: In gym class a student kicks a soccer ball high into the air. As the ball goes upward, which type of energy is increasing?
R. thermal energy
Z. potential energy
Y. mechanical energy
E. kinetic energy
Answer:

Answer: 1


Question: Which best describes the orbit of the Moon around Earth?

Choices:
A. circular with a period of about one month
B. circular with a period of about one week
C. elliptical with a period of about one month
D. elliptical with a period of about one week

Prompt:
Question: Which best describes the orbit of the Moon around Earth?
A. circular with a period of about one month
B. circular with a period of about one week
C. elliptical with a period of about one month
D. elliptical with a period of about one week
Answer:

Answer: 2

Question: Which best describes the orbit of the Moon around Earth?

Choices:
A. circular with a period of about one week
B. circular with a period of about one month
C. elliptical with a period of about one week
D. elliptical with a period of about one month

Prompt:
Question: Which best describes the orbit of the Moon around Earth?
A. circular with a period of about one week
B. circular with a period of about one month
C. elliptical with a period of about one week
D. elliptical with a period of about one month
Answer:

Answer: 3

Question: Which best describes the orbit of the Moon around Earth?

Choices:
1. circular with a period of about one month
2. circular with a period of about one week
3. elliptical with a period of about one month
4. elliptical with a period of about one week

Prompt:
Question: Which best describes the orbit of the Moon around Earth?
1. circular with a period of about one month
2. circular with a period of about one week
3. elliptical with a period of about one month
4. elliptical with a period of about one week
Answer:

Answer: 2

Question: Which best describes the orbit of the Moon around Earth?

Choices:
C. circular with a period of about one month
R. circular with a period of about one week
Q. elliptical with a period of about one month
O. elliptical with a period of about one week

Prompt:
Question: Which best describes the orbit of the Moon around Earth?
C. circular with a period of about one month
R. circular with a period of about one week
Q. elliptical with a period of about one month
O. elliptical with a period of about one week
Answer:

Answer: 2

Question: Which best describes the orbit of the Moon around Earth?

Choices:
C. circular with a period of about one week
R. circular with a period of about one month
Q. elliptical with a period of about one week
O. elliptical with a period of about one month

Prompt:
Question: Which best describes the orbit of the Moon around Earth?
C. circular with a period of about one week
R. circular with a period of about one month
Q. elliptical with a period of about one week
O. elliptical with a period of about one month
Answer:

Answer: 3


Question: In any physical or chemical process, what two quantities are always conserved?

Choices:
A. matter and total energy
B. light and acoustic energy
C. density and thermal energy
D. gravity and potential energy

Prompt:
Question: In any physical or chemical process, what two quantities are always conserved?
A. matter and total energy
B. light and acoustic energy
C. density and thermal energy
D. gravity and potential energy
Answer:

Question: In any physical or chemical process, what two quantities are always conserved?

Choices:
A. light and acoustic energy
B. density and thermal energy
C. gravity and potential energy
D. matter and total energy

Prompt:
Question: In any physical or chemical process, what two quantities are always conserved?
A. light and acoustic energy
B. density and thermal energy
C. gravity and potential energy
D. matter and total energy
Answer:

Answer: 3

Question: In any physical or chemical process, what two quantities are always conserved?

Choices:
1. matter and total energy
2. light and acoustic energy
3. density and thermal energy
4. gravity and potential energy

Prompt:
Question: In any physical or chemical process, what two quantities are always conserved?
1. matter and total energy
2. light and acoustic energy
3. density and thermal energy
4. gravity and potential energy
Answer:

Question: In any physical or chemical process, what two quantities are always conserved?

Choices:
I. matter and total energy
K. light and acoustic energy
Q. density and thermal energy
G. gravity and potential energy

Prompt:
Question: In any physical or chemical process, what two quantities are always conserved?
I. matter and total energy
K. light and acoustic energy
Q. density and thermal energy
G. gravity and potential energy
Answer:

Question: In any physical or chemical process, what two quantities are always conserved?

Choices:
I. light and acoustic energy
K. density and thermal energy
Q. gravity and potential energy
G. matter and total energy

Prompt:
Question: In any physical or chemical process, what two quantities are always conserved?
I. light and acoustic energy
K. density and thermal energy
Q. gravity and potential energy
G. matter and total energy
Answer:

Answer: 3


Question: The nucleus of MOST atoms consists of

Choices:
A. neutrons only
B. protons and neutrons
C. protons and electrons
D. neutrons and electrons

Prompt:
Question: The nucleus of MOST atoms consists of
A. neutrons only
B. protons and neutrons
C. protons and electrons
D. neutrons and electrons
Answer:

Answer: 1

Question: The nucleus of MOST atoms consists of

Choices:
A. neutrons only
B. protons and electrons
C. protons and neutrons
D. neutrons and electrons

Prompt:
Question: The nucleus of MOST atoms consists of
A. neutrons only
B. protons and electrons
C. protons and neutrons
D. neutrons and electrons
Answer:

Answer: 2

Question: The nucleus of MOST atoms consists of

Choices:
1. neutrons only
2. protons and neutrons
3. protons and electrons
4. neutrons and electrons

Prompt:
Question: The nucleus of MOST atoms consists of
1. neutrons only
2. protons and neutrons
3. protons and electrons
4. neutrons and electrons
Answer:

Answer: 1

Question: The nucleus of MOST atoms consists of

Choices:
E. neutrons only
F. protons and neutrons
J. protons and electrons
V. neutrons and electrons

Prompt:
Question: The nucleus of MOST atoms consists of
E. neutrons only
F. protons and neutrons
J. protons and electrons
V. neutrons and electrons
Answer:

Answer: 1

Question: The nucleus of MOST atoms consists of

Choices:
E. neutrons only
F. protons and electrons
J. protons and neutrons
V. neutrons and electrons

Prompt:
Question: The nucleus of MOST atoms consists of
E. neutrons only
F. protons and electrons
J. protons and neutrons
V. neutrons and electrons
Answer:

Answer: 2


Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?

Choices:
A. the spread of disease
B. the availability of water
C. the recycling of nutrients
D. the distribution of organisms

Prompt:
Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?
A. the spread of disease
B. the availability of water
C. the recycling of nutrients
D. the distribution of organisms
Answer:

Answer: 2

Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?

Choices:
A. the distribution of organisms
B. the recycling of nutrients
C. the availability of water
D. the spread of disease

Prompt:
Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?
A. the distribution of organisms
B. the recycling of nutrients
C. the availability of water
D. the spread of disease
Answer:

Answer: 1

Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?

Choices:
1. the spread of disease
2. the availability of water
3. the recycling of nutrients
4. the distribution of organisms

Prompt:
Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?
1. the spread of disease
2. the availability of water
3. the recycling of nutrients
4. the distribution of organisms
Answer:

Answer: 2

Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?

Choices:
P. the spread of disease
C. the availability of water
K. the recycling of nutrients
T. the distribution of organisms

Prompt:
Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?
P. the spread of disease
C. the availability of water
K. the recycling of nutrients
T. the distribution of organisms
Answer:

Answer: 2

Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?

Choices:
P. the distribution of organisms
C. the recycling of nutrients
K. the availability of water
T. the spread of disease

Prompt:
Question: The complete removal of decomposers from an ecosystem will have the greatest effect on which of the following?
P. the distribution of organisms
C. the recycling of nutrients
K. the availability of water
T. the spread of disease
Answer:

Answer: 1


Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?

Choices:
A. the Moon
B. the asteroid belt
C. Mars
D. Saturn

Prompt:
Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?
A. the Moon
B. the asteroid belt
C. Mars
D. Saturn
Answer:

Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?

Choices:
A. Saturn
B. Mars
C. the Moon
D. the asteroid belt

Prompt:
Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?
A. Saturn
B. Mars
C. the Moon
D. the asteroid belt
Answer:

Answer: 2

Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?

Choices:
1. the Moon
2. the asteroid belt
3. Mars
4. Saturn

Prompt:
Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?
1. the Moon
2. the asteroid belt
3. Mars
4. Saturn
Answer:

Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?

Choices:
D. the Moon
X. the asteroid belt
Z. Mars
J. Saturn

Prompt:
Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?
D. the Moon
X. the asteroid belt
Z. Mars
J. Saturn
Answer:

Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?

Choices:
D. Saturn
X. Mars
Z. the Moon
J. the asteroid belt

Prompt:
Question: In an accurate diagram of the solar system, which object would be shown closest to Earth?
D. Saturn
X. Mars
Z. the Moon
J. the asteroid belt
Answer:

Answer: 2


Question: Typically, sedimentary rocks are formed

Choices:
A. only in erupting volcanoes.
B. only under great pressure and high temperatures.
C. below Earth's surface as magma cools and crystallizes.
D. from materials that settle.

Prompt:
Question: Typically, sedimentary rocks are formed
A. only in erupting volcanoes.
B. only under great pressure and high temperatures.
C. below Earth's surface as magma cools and crystallizes.
D. from materials that settle.
Answer:

Answer: 3

Question: Typically, sedimentary rocks are formed

Choices:
A. below Earth's surface as magma cools and crystallizes.
B. from materials that settle.
C. only under great pressure and high temperatures.
D. only in erupting volcanoes.

Prompt:
Question: Typically, sedimentary rocks are formed
A. below Earth's surface as magma cools and crystallizes.
B. from materials that settle.
C. only under great pressure and high temperatures.
D. only in erupting volcanoes.
Answer:

Answer: 1

Question: Typically, sedimentary rocks are formed

Choices:
1. only in erupting volcanoes.
2. only under great pressure and high temperatures.
3. below Earth's surface as magma cools and crystallizes.
4. from materials that settle.

Prompt:
Question: Typically, sedimentary rocks are formed
1. only in erupting volcanoes.
2. only under great pressure and high temperatures.
3. below Earth's surface as magma cools and crystallizes.
4. from materials that settle.
Answer:

Answer: 3

Question: Typically, sedimentary rocks are formed

Choices:
H. only in erupting volcanoes.
L. only under great pressure and high temperatures.
X. below Earth's surface as magma cools and crystallizes.
V. from materials that settle.

Prompt:
Question: Typically, sedimentary rocks are formed
H. only in erupting volcanoes.
L. only under great pressure and high temperatures.
X. below Earth's surface as magma cools and crystallizes.
V. from materials that settle.
Answer:

Answer: 3

Question: Typically, sedimentary rocks are formed

Choices:
H. below Earth's surface as magma cools and crystallizes.
L. from materials that settle.
X. only under great pressure and high temperatures.
V. only in erupting volcanoes.

Prompt:
Question: Typically, sedimentary rocks are formed
H. below Earth's surface as magma cools and crystallizes.
L. from materials that settle.
X. only under great pressure and high temperatures.
V. only in erupting volcanoes.
Answer:

Answer: 1


Question: Which renewable resource is used with photovoltaic cells to produce electricity?

Choices:
A. hydrothermal energy
B. solar energy
C. geothermal energy
D. nuclear energy

Prompt:
Question: Which renewable resource is used with photovoltaic cells to produce electricity?
A. hydrothermal energy
B. solar energy
C. geothermal energy
D. nuclear energy
Answer:

Answer: 1

Question: Which renewable resource is used with photovoltaic cells to produce electricity?

Choices:
A. geothermal energy
B. nuclear energy
C. hydrothermal energy
D. solar energy

Prompt:
Question: Which renewable resource is used with photovoltaic cells to produce electricity?
A. geothermal energy
B. nuclear energy
C. hydrothermal energy
D. solar energy
Answer:

Answer: 3

Question: Which renewable resource is used with photovoltaic cells to produce electricity?

Choices:
1. hydrothermal energy
2. solar energy
3. geothermal energy
4. nuclear energy

Prompt:
Question: Which renewable resource is used with photovoltaic cells to produce electricity?
1. hydrothermal energy
2. solar energy
3. geothermal energy
4. nuclear energy
Answer:

Answer: 1

Question: Which renewable resource is used with photovoltaic cells to produce electricity?

Choices:
U. hydrothermal energy
Z. solar energy
O. geothermal energy
S. nuclear energy

Prompt:
Question: Which renewable resource is used with photovoltaic cells to produce electricity?
U. hydrothermal energy
Z. solar energy
O. geothermal energy
S. nuclear energy
Answer:

Answer: 1

Question: Which renewable resource is used with photovoltaic cells to produce electricity?

Choices:
U. geothermal energy
Z. nuclear energy
O. hydrothermal energy
S. solar energy

Prompt:
Question: Which renewable resource is used with photovoltaic cells to produce electricity?
U. geothermal energy
Z. nuclear energy
O. hydrothermal energy
S. solar energy
Answer:

Answer: 3


Question: Which will most likely happen to a solid substance that is heated?

Choices:
A. It will melt.
B. It will boil.
C. It will harden.
D. It will evaporate.

Prompt:
Question: Which will most likely happen to a solid substance that is heated?
A. It will melt.
B. It will boil.
C. It will harden.
D. It will evaporate.
Answer:

Question: Which will most likely happen to a solid substance that is heated?

Choices:
A. It will harden.
B. It will boil.
C. It will evaporate.
D. It will melt.

Prompt:
Question: Which will most likely happen to a solid substance that is heated?
A. It will harden.
B. It will boil.
C. It will evaporate.
D. It will melt.
Answer:

Answer: 3

Question: Which will most likely happen to a solid substance that is heated?

Choices:
1. It will melt.
2. It will boil.
3. It will harden.
4. It will evaporate.

Prompt:
Question: Which will most likely happen to a solid substance that is heated?
1. It will melt.
2. It will boil.
3. It will harden.
4. It will evaporate.
Answer:

Question: Which will most likely happen to a solid substance that is heated?

Choices:
R. It will melt.
U. It will boil.
G. It will harden.
M. It will evaporate.

Prompt:
Question: Which will most likely happen to a solid substance that is heated?
R. It will melt.
U. It will boil.
G. It will harden.
M. It will evaporate.
Answer:

Question: Which will most likely happen to a solid substance that is heated?

Choices:
R. It will harden.
U. It will boil.
G. It will evaporate.
M. It will melt.

Prompt:
Question: Which will most likely happen to a solid substance that is heated?
R. It will harden.
U. It will boil.
G. It will evaporate.
M. It will melt.
Answer:

Answer: 3


Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to

Choices:
A. control the behavior.
B. prove that the behavior is beneficial.
C. evaluate different explanations of the behavior.
D. conclude how the behavior will change in the future.

Prompt:
Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to
A. control the behavior.
B. prove that the behavior is beneficial.
C. evaluate different explanations of the behavior.
D. conclude how the behavior will change in the future.
Answer:

Answer: 2

Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to

Choices:
A. prove that the behavior is beneficial.
B. control the behavior.
C. conclude how the behavior will change in the future.
D. evaluate different explanations of the behavior.

Prompt:
Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to
A. prove that the behavior is beneficial.
B. control the behavior.
C. conclude how the behavior will change in the future.
D. evaluate different explanations of the behavior.
Answer:

Answer: 3

Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to

Choices:
1. control the behavior.
2. prove that the behavior is beneficial.
3. evaluate different explanations of the behavior.
4. conclude how the behavior will change in the future.

Prompt:
Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to
1. control the behavior.
2. prove that the behavior is beneficial.
3. evaluate different explanations of the behavior.
4. conclude how the behavior will change in the future.
Answer:

Answer: 2

Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to

Choices:
N. control the behavior.
P. prove that the behavior is beneficial.
B. evaluate different explanations of the behavior.
G. conclude how the behavior will change in the future.

Prompt:
Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to
N. control the behavior.
P. prove that the behavior is beneficial.
B. evaluate different explanations of the behavior.
G. conclude how the behavior will change in the future.
Answer:

Answer: 2

Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to

Choices:
N. prove that the behavior is beneficial.
P. control the behavior.
B. conclude how the behavior will change in the future.
G. evaluate different explanations of the behavior.

Prompt:
Question: A scientist observes an unusual activity while studying bacterial cells. Using scientific inquiry to investigate the activity will enable the scientist to
N. prove that the behavior is beneficial.
P. control the behavior.
B. conclude how the behavior will change in the future.
G. evaluate different explanations of the behavior.
Answer:

Answer: 3


Question: In order to survive, all organisms must have

Choices:
A. chlorophyll
B. carbon dioxide
C. energy
D. blood

Prompt:
Question: In order to survive, all organisms must have
A. chlorophyll
B. carbon dioxide
C. energy
D. blood
Answer:

Answer: 2

Question: In order to survive, all organisms must have

Choices:
A. energy
B. carbon dioxide
C. blood
D. chlorophyll

Prompt:
Question: In order to survive, all organisms must have
A. energy
B. carbon dioxide
C. blood
D. chlorophyll
Answer:

Question: In order to survive, all organisms must have

Choices:
1. chlorophyll
2. carbon dioxide
3. energy
4. blood

Prompt:
Question: In order to survive, all organisms must have
1. chlorophyll
2. carbon dioxide
3. energy
4. blood
Answer:

Answer: 2

Question: In order to survive, all organisms must have

Choices:
X. chlorophyll
O. carbon dioxide
Z. energy
K. blood

Prompt:
Question: In order to survive, all organisms must have
X. chlorophyll
O. carbon dioxide
Z. energy
K. blood
Answer:

Answer: 2

Question: In order to survive, all organisms must have

Choices:
X. energy
O. carbon dioxide
Z. blood
K. chlorophyll

Prompt:
Question: In order to survive, all organisms must have
X. energy
O. carbon dioxide
Z. blood
K. chlorophyll
Answer:


Question: Which observation of a plant supports the inference that photosynthesis can take place?

Choices:
A. a strong, sweet smell
B. a dry, rough texture
C. a green color
D. a smooth stem

Prompt:
Question: Which observation of a plant supports the inference that photosynthesis can take place?
A. a strong, sweet smell
B. a dry, rough texture
C. a green color
D. a smooth stem
Answer:

Answer: 2

Question: Which observation of a plant supports the inference that photosynthesis can take place?

Choices:
A. a smooth stem
B. a green color
C. a dry, rough texture
D. a strong, sweet smell

Prompt:
Question: Which observation of a plant supports the inference that photosynthesis can take place?
A. a smooth stem
B. a green color
C. a dry, rough texture
D. a strong, sweet smell
Answer:

Answer: 1

Question: Which observation of a plant supports the inference that photosynthesis can take place?

Choices:
1. a strong, sweet smell
2. a dry, rough texture
3. a green color
4. a smooth stem

Prompt:
Question: Which observation of a plant supports the inference that photosynthesis can take place?
1. a strong, sweet smell
2. a dry, rough texture
3. a green color
4. a smooth stem
Answer:

Answer: 2

Question: Which observation of a plant supports the inference that photosynthesis can take place?

Choices:
T. a strong, sweet smell
C. a dry, rough texture
H. a green color
E. a smooth stem

Prompt:
Question: Which observation of a plant supports the inference that photosynthesis can take place?
T. a strong, sweet smell
C. a dry, rough texture
H. a green color
E. a smooth stem
Answer:

Answer: 2

Question: Which observation of a plant supports the inference that photosynthesis can take place?

Choices:
T. a smooth stem
C. a green color
H. a dry, rough texture
E. a strong, sweet smell

Prompt:
Question: Which observation of a plant supports the inference that photosynthesis can take place?
T. a smooth stem
C. a green color
H. a dry, rough texture
E. a strong, sweet smell
Answer:

Answer: 1


Question: To safely conduct an experiment using chemicals, what should students always do?

Choices:
A. Work in large groups.
B. Wear safety goggles.
C. Wear short sleeves.
D. Keep a window open.

Prompt:
Question: To safely conduct an experiment using chemicals, what should students always do?
A. Work in large groups.
B. Wear safety goggles.
C. Wear short sleeves.
D. Keep a window open.
Answer:

Answer: 1

Question: To safely conduct an experiment using chemicals, what should students always do?

Choices:
A. Wear safety goggles.
B. Keep a window open.
C. Wear short sleeves.
D. Work in large groups.

Prompt:
Question: To safely conduct an experiment using chemicals, what should students always do?
A. Wear safety goggles.
B. Keep a window open.
C. Wear short sleeves.
D. Work in large groups.
Answer:

Question: To safely conduct an experiment using chemicals, what should students always do?

Choices:
1. Work in large groups.
2. Wear safety goggles.
3. Wear short sleeves.
4. Keep a window open.

Prompt:
Question: To safely conduct an experiment using chemicals, what should students always do?
1. Work in large groups.
2. Wear safety goggles.
3. Wear short sleeves.
4. Keep a window open.
Answer:

Answer: 1

Question: To safely conduct an experiment using chemicals, what should students always do?

Choices:
S. Work in large groups.
C. Wear safety goggles.
D. Wear short sleeves.
U. Keep a window open.

Prompt:
Question: To safely conduct an experiment using chemicals, what should students always do?
S. Work in large groups.
C. Wear safety goggles.
D. Wear short sleeves.
U. Keep a window open.
Answer:

Answer: 1

Question: To safely conduct an experiment using chemicals, what should students always do?

Choices:
S. Wear safety goggles.
C. Keep a window open.
D. Wear short sleeves.
U. Work in large groups.

Prompt:
Question: To safely conduct an experiment using chemicals, what should students always do?
S. Wear safety goggles.
C. Keep a window open.
D. Wear short sleeves.
U. Work in large groups.
Answer:


Question: Infections may be caused by

Choices:
A. mutations
B. microorganisms
C. toxic substances
D. climate changes

Prompt:
Question: Infections may be caused by
A. mutations
B. microorganisms
C. toxic substances
D. climate changes
Answer:

Answer: 1

Question: Infections may be caused by

Choices:
A. toxic substances
B. mutations
C. microorganisms
D. climate changes

Prompt:
Question: Infections may be caused by
A. toxic substances
B. mutations
C. microorganisms
D. climate changes
Answer:

Answer: 2

Question: Infections may be caused by

Choices:
1. mutations
2. microorganisms
3. toxic substances
4. climate changes

Prompt:
Question: Infections may be caused by
1. mutations
2. microorganisms
3. toxic substances
4. climate changes
Answer:

Answer: 1

Question: Infections may be caused by

Choices:
C. mutations
Q. microorganisms
E. toxic substances
X. climate changes

Prompt:
Question: Infections may be caused by
C. mutations
Q. microorganisms
E. toxic substances
X. climate changes
Answer:

Answer: 1

Question: Infections may be caused by

Choices:
C. toxic substances
Q. mutations
E. microorganisms
X. climate changes

Prompt:
Question: Infections may be caused by
C. toxic substances
Q. mutations
E. microorganisms
X. climate changes
Answer:

Answer: 2


Question: Which are two parts of the carbon cycle?

Choices:
A. freezing and thawing
B. growth and reproduction
C. evaporation and precipitation
D. photosynthesis and respiration

Prompt:
Question: Which are two parts of the carbon cycle?
A. freezing and thawing
B. growth and reproduction
C. evaporation and precipitation
D. photosynthesis and respiration
Answer:

Answer: 3

Question: Which are two parts of the carbon cycle?

Choices:
A. evaporation and precipitation
B. growth and reproduction
C. photosynthesis and respiration
D. freezing and thawing

Prompt:
Question: Which are two parts of the carbon cycle?
A. evaporation and precipitation
B. growth and reproduction
C. photosynthesis and respiration
D. freezing and thawing
Answer:

Answer: 2

Question: Which are two parts of the carbon cycle?

Choices:
1. freezing and thawing
2. growth and reproduction
3. evaporation and precipitation
4. photosynthesis and respiration

Prompt:
Question: Which are two parts of the carbon cycle?
1. freezing and thawing
2. growth and reproduction
3. evaporation and precipitation
4. photosynthesis and respiration
Answer:

Answer: 3

Question: Which are two parts of the carbon cycle?

Choices:
C. freezing and thawing
U. growth and reproduction
D. evaporation and precipitation
Y. photosynthesis and respiration

Prompt:
Question: Which are two parts of the carbon cycle?
C. freezing and thawing
U. growth and reproduction
D. evaporation and precipitation
Y. photosynthesis and respiration
Answer:

Answer: 3

Question: Which are two parts of the carbon cycle?

Choices:
C. evaporation and precipitation
U. growth and reproduction
D. photosynthesis and respiration
Y. freezing and thawing

Prompt:
Question: Which are two parts of the carbon cycle?
C. evaporation and precipitation
U. growth and reproduction
D. photosynthesis and respiration
Y. freezing and thawing
Answer:

Answer: 2


Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?

Choices:
A. circulatory
B. nervous
C. respiratory
D. skeletal

Prompt:
Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?
A. circulatory
B. nervous
C. respiratory
D. skeletal
Answer:

Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?

Choices:
A. nervous
B. circulatory
C. respiratory
D. skeletal

Prompt:
Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?
A. nervous
B. circulatory
C. respiratory
D. skeletal
Answer:

Answer: 1

Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?

Choices:
1. circulatory
2. nervous
3. respiratory
4. skeletal

Prompt:
Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?
1. circulatory
2. nervous
3. respiratory
4. skeletal
Answer:

Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?

Choices:
H. circulatory
D. nervous
J. respiratory
O. skeletal

Prompt:
Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?
H. circulatory
D. nervous
J. respiratory
O. skeletal
Answer:

Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?

Choices:
H. nervous
D. circulatory
J. respiratory
O. skeletal

Prompt:
Question: The digestive system breaks food into simple substances that the body can use. What system carries these simple substances from the digestive system to other parts of the body?
H. nervous
D. circulatory
J. respiratory
O. skeletal
Answer:

Answer: 1


Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?

Choices:
A. turn off any electrical equipment
B. dispose of waste materials
C. wash hands and tabletops thoroughly
D. return materials to their proper place

Prompt:
Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?
A. turn off any electrical equipment
B. dispose of waste materials
C. wash hands and tabletops thoroughly
D. return materials to their proper place
Answer:

Answer: 2

Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?

Choices:
A. return materials to their proper place
B. dispose of waste materials
C. turn off any electrical equipment
D. wash hands and tabletops thoroughly

Prompt:
Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?
A. return materials to their proper place
B. dispose of waste materials
C. turn off any electrical equipment
D. wash hands and tabletops thoroughly
Answer:

Answer: 3

Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?

Choices:
1. turn off any electrical equipment
2. dispose of waste materials
3. wash hands and tabletops thoroughly
4. return materials to their proper place

Prompt:
Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?
1. turn off any electrical equipment
2. dispose of waste materials
3. wash hands and tabletops thoroughly
4. return materials to their proper place
Answer:

Answer: 2

Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?

Choices:
A. turn off any electrical equipment
S. dispose of waste materials
C. wash hands and tabletops thoroughly
R. return materials to their proper place

Prompt:
Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?
A. turn off any electrical equipment
S. dispose of waste materials
C. wash hands and tabletops thoroughly
R. return materials to their proper place
Answer:

Answer: 2

Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?

Choices:
A. return materials to their proper place
S. dispose of waste materials
C. turn off any electrical equipment
R. wash hands and tabletops thoroughly

Prompt:
Question: A student conducts an experiment using a common but potentially harmful bacteria culture. After working with the bacteria, which is the most important safety practice to follow?
A. return materials to their proper place
S. dispose of waste materials
C. turn off any electrical equipment
R. wash hands and tabletops thoroughly
Answer:

Answer: 3


Question: Which of these environmental changes goes on for months or years?

Choices:
A. drought
B. flood
C. avalanche
D. landslide

Prompt:
Question: Which of these environmental changes goes on for months or years?
A. drought
B. flood
C. avalanche
D. landslide
Answer:

Question: Which of these environmental changes goes on for months or years?

Choices:
A. landslide
B. drought
C. flood
D. avalanche

Prompt:
Question: Which of these environmental changes goes on for months or years?
A. landslide
B. drought
C. flood
D. avalanche
Answer:

Answer: 1

Question: Which of these environmental changes goes on for months or years?

Choices:
1. drought
2. flood
3. avalanche
4. landslide

Prompt:
Question: Which of these environmental changes goes on for months or years?
1. drought
2. flood
3. avalanche
4. landslide
Answer:

Question: Which of these environmental changes goes on for months or years?

Choices:
Y. drought
D. flood
R. avalanche
V. landslide

Prompt:
Question: Which of these environmental changes goes on for months or years?
Y. drought
D. flood
R. avalanche
V. landslide
Answer:

Question: Which of these environmental changes goes on for months or years?

Choices:
Y. landslide
D. drought
R. flood
V. avalanche

Prompt:
Question: Which of these environmental changes goes on for months or years?
Y. landslide
D. drought
R. flood
V. avalanche
Answer:

Answer: 1


Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?

Choices:
A. sunlight during the day
B. air during the day
C. darkness at night
D. warmth at night

Prompt:
Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?
A. sunlight during the day
B. air during the day
C. darkness at night
D. warmth at night
Answer:

Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?

Choices:
A. darkness at night
B. air during the day
C. warmth at night
D. sunlight during the day

Prompt:
Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?
A. darkness at night
B. air during the day
C. warmth at night
D. sunlight during the day
Answer:

Answer: 3

Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?

Choices:
1. sunlight during the day
2. air during the day
3. darkness at night
4. warmth at night

Prompt:
Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?
1. sunlight during the day
2. air during the day
3. darkness at night
4. warmth at night
Answer:

Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?

Choices:
Z. sunlight during the day
D. air during the day
Q. darkness at night
C. warmth at night

Prompt:
Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?
Z. sunlight during the day
D. air during the day
Q. darkness at night
C. warmth at night
Answer:

Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?

Choices:
Z. darkness at night
D. air during the day
Q. warmth at night
C. sunlight during the day

Prompt:
Question: Erin placed her shamrock plant in a dark corner. Soon she saw that the leaves had tilted toward her window. What did the plant need most from the window?
Z. darkness at night
D. air during the day
Q. warmth at night
C. sunlight during the day
Answer:

Answer: 3


Question: Which gravitational pull has the greatest influence on Earth's tides?

Choices:
A. the gravitational pull between Earth and the Moon
B. the gravitational pull between Earth and the Sun
C. the gravitational pull between Earth and Jupiter
D. the gravitational pull between Earth and Mars

Prompt:
Question: Which gravitational pull has the greatest influence on Earth's tides?
A. the gravitational pull between Earth and the Moon
B. the gravitational pull between Earth and the Sun
C. the gravitational pull between Earth and Jupiter
D. the gravitational pull between Earth and Mars
Answer:

Question: Which gravitational pull has the greatest influence on Earth's tides?

Choices:
A. the gravitational pull between Earth and the Sun
B. the gravitational pull between Earth and Mars
C. the gravitational pull between Earth and Jupiter
D. the gravitational pull between Earth and the Moon

Prompt:
Question: Which gravitational pull has the greatest influence on Earth's tides?
A. the gravitational pull between Earth and the Sun
B. the gravitational pull between Earth and Mars
C. the gravitational pull between Earth and Jupiter
D. the gravitational pull between Earth and the Moon
Answer:

Answer: 3

Question: Which gravitational pull has the greatest influence on Earth's tides?

Choices:
1. the gravitational pull between Earth and the Moon
2. the gravitational pull between Earth and the Sun
3. the gravitational pull between Earth and Jupiter
4. the gravitational pull between Earth and Mars

Prompt:
Question: Which gravitational pull has the greatest influence on Earth's tides?
1. the gravitational pull between Earth and the Moon
2. the gravitational pull between Earth and the Sun
3. the gravitational pull between Earth and Jupiter
4. the gravitational pull between Earth and Mars
Answer:

Question: Which gravitational pull has the greatest influence on Earth's tides?

Choices:
K. the gravitational pull between Earth and the Moon
A. the gravitational pull between Earth and the Sun
N. the gravitational pull between Earth and Jupiter
M. the gravitational pull between Earth and Mars

Prompt:
Question: Which gravitational pull has the greatest influence on Earth's tides?
K. the gravitational pull between Earth and the Moon
A. the gravitational pull between Earth and the Sun
N. the gravitational pull between Earth and Jupiter
M. the gravitational pull between Earth and Mars
Answer:

Question: Which gravitational pull has the greatest influence on Earth's tides?

Choices:
K. the gravitational pull between Earth and the Sun
A. the gravitational pull between Earth and Mars
N. the gravitational pull between Earth and Jupiter
M. the gravitational pull between Earth and the Moon

Prompt:
Question: Which gravitational pull has the greatest influence on Earth's tides?
K. the gravitational pull between Earth and the Sun
A. the gravitational pull between Earth and Mars
N. the gravitational pull between Earth and Jupiter
M. the gravitational pull between Earth and the Moon
Answer:

Answer: 3


Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?

Choices:
A. thermal
B. potential
C. chemical
D. mechanical

Prompt:
Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?
A. thermal
B. potential
C. chemical
D. mechanical
Answer:

Answer: 3

Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?

Choices:
A. mechanical
B. chemical
C. potential
D. thermal

Prompt:
Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?
A. mechanical
B. chemical
C. potential
D. thermal
Answer:

Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?

Choices:
1. thermal
2. potential
3. chemical
4. mechanical

Prompt:
Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?
1. thermal
2. potential
3. chemical
4. mechanical
Answer:

Answer: 3

Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?

Choices:
Y. thermal
H. potential
U. chemical
J. mechanical

Prompt:
Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?
Y. thermal
H. potential
U. chemical
J. mechanical
Answer:

Answer: 3

Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?

Choices:
Y. mechanical
H. chemical
U. potential
J. thermal

Prompt:
Question: One key physical process in beach formation is wave action. Sand is deposited on beaches as waves break onto the shoreline and the energy from the wave scatters. Which type of energy is most used by wave action to modify the shape of the beaches?
Y. mechanical
H. chemical
U. potential
J. thermal
Answer:


Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?

Choices:
A. Pillow
B. Marble
C. Sandpaper
D. Trading card

Prompt:
Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?
A. Pillow
B. Marble
C. Sandpaper
D. Trading card
Answer:

Answer: 2

Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?

Choices:
A. Sandpaper
B. Marble
C. Pillow
D. Trading card

Prompt:
Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?
A. Sandpaper
B. Marble
C. Pillow
D. Trading card
Answer:

Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?

Choices:
1. Pillow
2. Marble
3. Sandpaper
4. Trading card

Prompt:
Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?
1. Pillow
2. Marble
3. Sandpaper
4. Trading card
Answer:

Answer: 2

Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?

Choices:
S. Pillow
B. Marble
O. Sandpaper
M. Trading card

Prompt:
Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?
S. Pillow
B. Marble
O. Sandpaper
M. Trading card
Answer:

Answer: 2

Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?

Choices:
S. Sandpaper
B. Marble
O. Pillow
M. Trading card

Prompt:
Question: A student is asked to bring something that feels rough to class. Which would be BEST for him to bring?
S. Sandpaper
B. Marble
O. Pillow
M. Trading card
Answer:


Question: What tool would be used to examine a fingerprint?

Choices:
A. a graduated cylinder
B. a hand lens
C. a pair of goggles
D. a thermometer

Prompt:
Question: What tool would be used to examine a fingerprint?
A. a graduated cylinder
B. a hand lens
C. a pair of goggles
D. a thermometer
Answer:

Answer: 1

Question: What tool would be used to examine a fingerprint?

Choices:
A. a hand lens
B. a thermometer
C. a pair of goggles
D. a graduated cylinder

Prompt:
Question: What tool would be used to examine a fingerprint?
A. a hand lens
B. a thermometer
C. a pair of goggles
D. a graduated cylinder
Answer:

Question: What tool would be used to examine a fingerprint?

Choices:
1. a graduated cylinder
2. a hand lens
3. a pair of goggles
4. a thermometer

Prompt:
Question: What tool would be used to examine a fingerprint?
1. a graduated cylinder
2. a hand lens
3. a pair of goggles
4. a thermometer
Answer:

Answer: 1

Question: What tool would be used to examine a fingerprint?

Choices:
U. a graduated cylinder
S. a hand lens
J. a pair of goggles
G. a thermometer

Prompt:
Question: What tool would be used to examine a fingerprint?
U. a graduated cylinder
S. a hand lens
J. a pair of goggles
G. a thermometer
Answer:

Answer: 1

Question: What tool would be used to examine a fingerprint?

Choices:
U. a hand lens
S. a thermometer
J. a pair of goggles
G. a graduated cylinder

Prompt:
Question: What tool would be used to examine a fingerprint?
U. a hand lens
S. a thermometer
J. a pair of goggles
G. a graduated cylinder
Answer:


Question: Which of the following is a mineral?

Choices:
A. diamond
B. plastic
C. steel
D. wood

Prompt:
Question: Which of the following is a mineral?
A. diamond
B. plastic
C. steel
D. wood
Answer:

Question: Which of the following is a mineral?

Choices:
A. plastic
B. wood
C. steel
D. diamond

Prompt:
Question: Which of the following is a mineral?
A. plastic
B. wood
C. steel
D. diamond
Answer:

Answer: 3

Question: Which of the following is a mineral?

Choices:
1. diamond
2. plastic
3. steel
4. wood

Prompt:
Question: Which of the following is a mineral?
1. diamond
2. plastic
3. steel
4. wood
Answer:

Question: Which of the following is a mineral?

Choices:
U. diamond
S. plastic
E. steel
A. wood

Prompt:
Question: Which of the following is a mineral?
U. diamond
S. plastic
E. steel
A. wood
Answer:

Question: Which of the following is a mineral?

Choices:
U. plastic
S. wood
E. steel
A. diamond

Prompt:
Question: Which of the following is a mineral?
U. plastic
S. wood
E. steel
A. diamond
Answer:

Answer: 3


Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?

Choices:
A. a basalt column
B. a stalactite
C. a fault line
D. a delta

Prompt:
Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?
A. a basalt column
B. a stalactite
C. a fault line
D. a delta
Answer:

Answer: 3

Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?

Choices:
A. a basalt column
B. a delta
C. a fault line
D. a stalactite

Prompt:
Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?
A. a basalt column
B. a delta
C. a fault line
D. a stalactite
Answer:

Answer: 1

Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?

Choices:
1. a basalt column
2. a stalactite
3. a fault line
4. a delta

Prompt:
Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?
1. a basalt column
2. a stalactite
3. a fault line
4. a delta
Answer:

Answer: 3

Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?

Choices:
V. a basalt column
I. a stalactite
C. a fault line
N. a delta

Prompt:
Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?
V. a basalt column
I. a stalactite
C. a fault line
N. a delta
Answer:

Answer: 3

Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?

Choices:
V. a basalt column
I. a delta
C. a fault line
N. a stalactite

Prompt:
Question: During a rainstorm, leaves wash down a gully on a hillside. The water slows down at the foot of the hill and fans out, depositing the leaves. What geologic structure is formed in a similar way?
V. a basalt column
I. a delta
C. a fault line
N. a stalactite
Answer:

Answer: 1


Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of

Choices:
A. mimicry.
B. heredity.
C. diversity.
D. camouflage.

Prompt:
Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of
A. mimicry.
B. heredity.
C. diversity.
D. camouflage.
Answer:

Answer: 3

Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of

Choices:
A. heredity.
B. mimicry.
C. camouflage.
D. diversity.

Prompt:
Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of
A. heredity.
B. mimicry.
C. camouflage.
D. diversity.
Answer:

Answer: 2

Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of

Choices:
1. mimicry.
2. heredity.
3. diversity.
4. camouflage.

Prompt:
Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of
1. mimicry.
2. heredity.
3. diversity.
4. camouflage.
Answer:

Answer: 3

Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of

Choices:
W. mimicry.
D. heredity.
V. diversity.
I. camouflage.

Prompt:
Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of
W. mimicry.
D. heredity.
V. diversity.
I. camouflage.
Answer:

Answer: 3

Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of

Choices:
W. heredity.
D. mimicry.
V. camouflage.
I. diversity.

Prompt:
Question: The change in fur color of the Arctic hare from brown in the summer to white in the winter is an example of
W. heredity.
D. mimicry.
V. camouflage.
I. diversity.
Answer:

Answer: 2


Question: Which sense is used to tell if there is sugar in a glass of tea?

Choices:
A. Touch
B. Hearing
C. Smell
D. Taste

Prompt:
Question: Which sense is used to tell if there is sugar in a glass of tea?
A. Touch
B. Hearing
C. Smell
D. Taste
Answer:

Answer: 3

Question: Which sense is used to tell if there is sugar in a glass of tea?

Choices:
A. Touch
B. Taste
C. Hearing
D. Smell

Prompt:
Question: Which sense is used to tell if there is sugar in a glass of tea?
A. Touch
B. Taste
C. Hearing
D. Smell
Answer:

Answer: 1

Question: Which sense is used to tell if there is sugar in a glass of tea?

Choices:
1. Touch
2. Hearing
3. Smell
4. Taste

Prompt:
Question: Which sense is used to tell if there is sugar in a glass of tea?
1. Touch
2. Hearing
3. Smell
4. Taste
Answer:

Answer: 3

Question: Which sense is used to tell if there is sugar in a glass of tea?

Choices:
I. Touch
Q. Hearing
T. Smell
S. Taste

Prompt:
Question: Which sense is used to tell if there is sugar in a glass of tea?
I. Touch
Q. Hearing
T. Smell
S. Taste
Answer:

Answer: 3

Question: Which sense is used to tell if there is sugar in a glass of tea?

Choices:
I. Touch
Q. Taste
T. Hearing
S. Smell

Prompt:
Question: Which sense is used to tell if there is sugar in a glass of tea?
I. Touch
Q. Taste
T. Hearing
S. Smell
Answer:

Answer: 1


Question: The surface of Earth is covered by a relatively thin layer of water called the

Choices:
A. crust
B. mantle
C. hydrosphere
D. atmosphere

Prompt:
Question: The surface of Earth is covered by a relatively thin layer of water called the
A. crust
B. mantle
C. hydrosphere
D. atmosphere
Answer:

Answer: 2

Question: The surface of Earth is covered by a relatively thin layer of water called the

Choices:
A. mantle
B. hydrosphere
C. atmosphere
D. crust

Prompt:
Question: The surface of Earth is covered by a relatively thin layer of water called the
A. mantle
B. hydrosphere
C. atmosphere
D. crust
Answer:

Answer: 1

Question: The surface of Earth is covered by a relatively thin layer of water called the

Choices:
1. crust
2. mantle
3. hydrosphere
4. atmosphere

Prompt:
Question: The surface of Earth is covered by a relatively thin layer of water called the
1. crust
2. mantle
3. hydrosphere
4. atmosphere
Answer:

Answer: 2

Question: The surface of Earth is covered by a relatively thin layer of water called the

Choices:
L. crust
E. mantle
B. hydrosphere
C. atmosphere

Prompt:
Question: The surface of Earth is covered by a relatively thin layer of water called the
L. crust
E. mantle
B. hydrosphere
C. atmosphere
Answer:

Answer: 2

Question: The surface of Earth is covered by a relatively thin layer of water called the

Choices:
L. mantle
E. hydrosphere
B. atmosphere
C. crust

Prompt:
Question: The surface of Earth is covered by a relatively thin layer of water called the
L. mantle
E. hydrosphere
B. atmosphere
C. crust
Answer:

Answer: 1


Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?

Choices:
A. simple sugars
B. amino acids
C. carbohydrates
D. nucleotides

Prompt:
Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?
A. simple sugars
B. amino acids
C. carbohydrates
D. nucleotides
Answer:

Answer: 3

Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?

Choices:
A. nucleotides
B. carbohydrates
C. simple sugars
D. amino acids

Prompt:
Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?
A. nucleotides
B. carbohydrates
C. simple sugars
D. amino acids
Answer:

Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?

Choices:
1. simple sugars
2. amino acids
3. carbohydrates
4. nucleotides

Prompt:
Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?
1. simple sugars
2. amino acids
3. carbohydrates
4. nucleotides
Answer:

Answer: 3

Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?

Choices:
U. simple sugars
L. amino acids
M. carbohydrates
I. nucleotides

Prompt:
Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?
U. simple sugars
L. amino acids
M. carbohydrates
I. nucleotides
Answer:

Answer: 3

Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?

Choices:
U. nucleotides
L. carbohydrates
M. simple sugars
I. amino acids

Prompt:
Question: All organisms contain DNA and RNA. What are the subunits of DNA and RNA?
U. nucleotides
L. carbohydrates
M. simple sugars
I. amino acids
Answer:


Question: How does ice change the shape of rocks?

Choices:
A. It dissolves the rocks by pooling on surfaces.
B. It breaks the rocks by expanding in openings.
C. It smooths the rocks by colliding with them.
D. It moves the rocks by pressing on them.

Prompt:
Question: How does ice change the shape of rocks?
A. It dissolves the rocks by pooling on surfaces.
B. It breaks the rocks by expanding in openings.
C. It smooths the rocks by colliding with them.
D. It moves the rocks by pressing on them.
Answer:

Answer: 1

Question: How does ice change the shape of rocks?

Choices:
A. It moves the rocks by pressing on them.
B. It smooths the rocks by colliding with them.
C. It breaks the rocks by expanding in openings.
D. It dissolves the rocks by pooling on surfaces.

Prompt:
Question: How does ice change the shape of rocks?
A. It moves the rocks by pressing on them.
B. It smooths the rocks by colliding with them.
C. It breaks the rocks by expanding in openings.
D. It dissolves the rocks by pooling on surfaces.
Answer:

Answer: 2

Question: How does ice change the shape of rocks?

Choices:
1. It dissolves the rocks by pooling on surfaces.
2. It breaks the rocks by expanding in openings.
3. It smooths the rocks by colliding with them.
4. It moves the rocks by pressing on them.

Prompt:
Question: How does ice change the shape of rocks?
1. It dissolves the rocks by pooling on surfaces.
2. It breaks the rocks by expanding in openings.
3. It smooths the rocks by colliding with them.
4. It moves the rocks by pressing on them.
Answer:

Answer: 1

Question: How does ice change the shape of rocks?

Choices:
D. It dissolves the rocks by pooling on surfaces.
N. It breaks the rocks by expanding in openings.
X. It smooths the rocks by colliding with them.
K. It moves the rocks by pressing on them.

Prompt:
Question: How does ice change the shape of rocks?
D. It dissolves the rocks by pooling on surfaces.
N. It breaks the rocks by expanding in openings.
X. It smooths the rocks by colliding with them.
K. It moves the rocks by pressing on them.
Answer:

Answer: 1

Question: How does ice change the shape of rocks?

Choices:
D. It moves the rocks by pressing on them.
N. It smooths the rocks by colliding with them.
X. It breaks the rocks by expanding in openings.
K. It dissolves the rocks by pooling on surfaces.

Prompt:
Question: How does ice change the shape of rocks?
D. It moves the rocks by pressing on them.
N. It smooths the rocks by colliding with them.
X. It breaks the rocks by expanding in openings.
K. It dissolves the rocks by pooling on surfaces.
Answer:

Answer: 2


Question: Which property of Earth's interior keeps the innermost part in a solid state?

Choices:
A. relatively low temperature
B. extremely high pressure
C. high rate of heat flow
D. low rate of radioactive decay

Prompt:
Question: Which property of Earth's interior keeps the innermost part in a solid state?
A. relatively low temperature
B. extremely high pressure
C. high rate of heat flow
D. low rate of radioactive decay
Answer:

Answer: 1

Question: Which property of Earth's interior keeps the innermost part in a solid state?

Choices:
A. low rate of radioactive decay
B. high rate of heat flow
C. extremely high pressure
D. relatively low temperature

Prompt:
Question: Which property of Earth's interior keeps the innermost part in a solid state?
A. low rate of radioactive decay
B. high rate of heat flow
C. extremely high pressure
D. relatively low temperature
Answer:

Answer: 2

Question: Which property of Earth's interior keeps the innermost part in a solid state?

Choices:
1. relatively low temperature
2. extremely high pressure
3. high rate of heat flow
4. low rate of radioactive decay

Prompt:
Question: Which property of Earth's interior keeps the innermost part in a solid state?
1. relatively low temperature
2. extremely high pressure
3. high rate of heat flow
4. low rate of radioactive decay
Answer:

Answer: 1

Question: Which property of Earth's interior keeps the innermost part in a solid state?

Choices:
N. relatively low temperature
R. extremely high pressure
Z. high rate of heat flow
G. low rate of radioactive decay

Prompt:
Question: Which property of Earth's interior keeps the innermost part in a solid state?
N. relatively low temperature
R. extremely high pressure
Z. high rate of heat flow
G. low rate of radioactive decay
Answer:

Answer: 1

Question: Which property of Earth's interior keeps the innermost part in a solid state?

Choices:
N. low rate of radioactive decay
R. high rate of heat flow
Z. extremely high pressure
G. relatively low temperature

Prompt:
Question: Which property of Earth's interior keeps the innermost part in a solid state?
N. low rate of radioactive decay
R. high rate of heat flow
Z. extremely high pressure
G. relatively low temperature
Answer:

Answer: 2


Question: Diseases that can be transmitted between organisms are

Choices:
A. infectious.
B. inherited.
C. environmental.
D. congenital.

Prompt:
Question: Diseases that can be transmitted between organisms are
A. infectious.
B. inherited.
C. environmental.
D. congenital.
Answer:

Question: Diseases that can be transmitted between organisms are

Choices:
A. inherited.
B. environmental.
C. infectious.
D. congenital.

Prompt:
Question: Diseases that can be transmitted between organisms are
A. inherited.
B. environmental.
C. infectious.
D. congenital.
Answer:

Answer: 2

Question: Diseases that can be transmitted between organisms are

Choices:
1. infectious.
2. inherited.
3. environmental.
4. congenital.

Prompt:
Question: Diseases that can be transmitted between organisms are
1. infectious.
2. inherited.
3. environmental.
4. congenital.
Answer:

Question: Diseases that can be transmitted between organisms are

Choices:
R. infectious.
J. inherited.
G. environmental.
Y. congenital.

Prompt:
Question: Diseases that can be transmitted between organisms are
R. infectious.
J. inherited.
G. environmental.
Y. congenital.
Answer:

Question: Diseases that can be transmitted between organisms are

Choices:
R. inherited.
J. environmental.
G. infectious.
Y. congenital.

Prompt:
Question: Diseases that can be transmitted between organisms are
R. inherited.
J. environmental.
G. infectious.
Y. congenital.
Answer:

Answer: 2


Question: The transfer of thermal energy from one object to another is known as

Choices:
A. heat.
B. electricity.
C. magnetism.
D. temperature.

Prompt:
Question: The transfer of thermal energy from one object to another is known as
A. heat.
B. electricity.
C. magnetism.
D. temperature.
Answer:

Question: The transfer of thermal energy from one object to another is known as

Choices:
A. temperature.
B. magnetism.
C. heat.
D. electricity.

Prompt:
Question: The transfer of thermal energy from one object to another is known as
A. temperature.
B. magnetism.
C. heat.
D. electricity.
Answer:

Answer: 2

Question: The transfer of thermal energy from one object to another is known as

Choices:
1. heat.
2. electricity.
3. magnetism.
4. temperature.

Prompt:
Question: The transfer of thermal energy from one object to another is known as
1. heat.
2. electricity.
3. magnetism.
4. temperature.
Answer:

Question: The transfer of thermal energy from one object to another is known as

Choices:
G. heat.
Z. electricity.
H. magnetism.
C. temperature.

Prompt:
Question: The transfer of thermal energy from one object to another is known as
G. heat.
Z. electricity.
H. magnetism.
C. temperature.
Answer:

Question: The transfer of thermal energy from one object to another is known as

Choices:
G. temperature.
Z. magnetism.
H. heat.
C. electricity.

Prompt:
Question: The transfer of thermal energy from one object to another is known as
G. temperature.
Z. magnetism.
H. heat.
C. electricity.
Answer:

Answer: 2


Question: Which part of the body carries out the function of copying DNA?

Choices:
A. brain
B. heart
C. bones
D. cells

Prompt:
Question: Which part of the body carries out the function of copying DNA?
A. brain
B. heart
C. bones
D. cells
Answer:

Answer: 3

Question: Which part of the body carries out the function of copying DNA?

Choices:
A. heart
B. cells
C. bones
D. brain

Prompt:
Question: Which part of the body carries out the function of copying DNA?
A. heart
B. cells
C. bones
D. brain
Answer:

Answer: 1

Question: Which part of the body carries out the function of copying DNA?

Choices:
1. brain
2. heart
3. bones
4. cells

Prompt:
Question: Which part of the body carries out the function of copying DNA?
1. brain
2. heart
3. bones
4. cells
Answer:

Answer: 3

Question: Which part of the body carries out the function of copying DNA?

Choices:
U. brain
Y. heart
Q. bones
P. cells

Prompt:
Question: Which part of the body carries out the function of copying DNA?
U. brain
Y. heart
Q. bones
P. cells
Answer:

Answer: 3

Question: Which part of the body carries out the function of copying DNA?

Choices:
U. heart
Y. cells
Q. bones
P. brain

Prompt:
Question: Which part of the body carries out the function of copying DNA?
U. heart
Y. cells
Q. bones
P. brain
Answer:

Answer: 1


Question: The atomic mass of an atom is

Choices:
A. the same as the atomic number.
B. the same as the group number.
C. the sum of protons and neutrons.
D. the difference between protons and electrons.

Prompt:
Question: The atomic mass of an atom is
A. the same as the atomic number.
B. the same as the group number.
C. the sum of protons and neutrons.
D. the difference between protons and electrons.
Answer:

Answer: 2

Question: The atomic mass of an atom is

Choices:
A. the same as the atomic number.
B. the same as the group number.
C. the difference between protons and electrons.
D. the sum of protons and neutrons.

Prompt:
Question: The atomic mass of an atom is
A. the same as the atomic number.
B. the same as the group number.
C. the difference between protons and electrons.
D. the sum of protons and neutrons.
Answer:

Answer: 3

Question: The atomic mass of an atom is

Choices:
1. the same as the atomic number.
2. the same as the group number.
3. the sum of protons and neutrons.
4. the difference between protons and electrons.

Prompt:
Question: The atomic mass of an atom is
1. the same as the atomic number.
2. the same as the group number.
3. the sum of protons and neutrons.
4. the difference between protons and electrons.
Answer:

Answer: 2

Question: The atomic mass of an atom is

Choices:
A. the same as the atomic number.
F. the same as the group number.
P. the sum of protons and neutrons.
N. the difference between protons and electrons.

Prompt:
Question: The atomic mass of an atom is
A. the same as the atomic number.
F. the same as the group number.
P. the sum of protons and neutrons.
N. the difference between protons and electrons.
Answer:

Answer: 2

Question: The atomic mass of an atom is

Choices:
A. the same as the atomic number.
F. the same as the group number.
P. the difference between protons and electrons.
N. the sum of protons and neutrons.

Prompt:
Question: The atomic mass of an atom is
A. the same as the atomic number.
F. the same as the group number.
P. the difference between protons and electrons.
N. the sum of protons and neutrons.
Answer:

Answer: 3


Question: Different species of carnivorous animals that share the same habitat in an ecosystem may

Choices:
A. become decomposers
B. compete for food
C. produce their own food
D. mate with each other

Prompt:
Question: Different species of carnivorous animals that share the same habitat in an ecosystem may
A. become decomposers
B. compete for food
C. produce their own food
D. mate with each other
Answer:

Answer: 1

Question: Different species of carnivorous animals that share the same habitat in an ecosystem may

Choices:
A. mate with each other
B. produce their own food
C. compete for food
D. become decomposers

Prompt:
Question: Different species of carnivorous animals that share the same habitat in an ecosystem may
A. mate with each other
B. produce their own food
C. compete for food
D. become decomposers
Answer:

Answer: 2

Question: Different species of carnivorous animals that share the same habitat in an ecosystem may

Choices:
1. become decomposers
2. compete for food
3. produce their own food
4. mate with each other

Prompt:
Question: Different species of carnivorous animals that share the same habitat in an ecosystem may
1. become decomposers
2. compete for food
3. produce their own food
4. mate with each other
Answer:

Answer: 1

Question: Different species of carnivorous animals that share the same habitat in an ecosystem may

Choices:
U. become decomposers
Z. compete for food
S. produce their own food
K. mate with each other

Prompt:
Question: Different species of carnivorous animals that share the same habitat in an ecosystem may
U. become decomposers
Z. compete for food
S. produce their own food
K. mate with each other
Answer:

Answer: 1

Question: Different species of carnivorous animals that share the same habitat in an ecosystem may

Choices:
U. mate with each other
Z. produce their own food
S. compete for food
K. become decomposers

Prompt:
Question: Different species of carnivorous animals that share the same habitat in an ecosystem may
U. mate with each other
Z. produce their own food
S. compete for food
K. become decomposers
Answer:

Answer: 2


Question: Which scientist is best known for studying plants and animals?

Choices:
A. Isaac Newton
B. Albert Einstein
C. Charles Darwin
D. Nicolaus Copernicus

Prompt:
Question: Which scientist is best known for studying plants and animals?
A. Isaac Newton
B. Albert Einstein
C. Charles Darwin
D. Nicolaus Copernicus
Answer:

Answer: 2

Question: Which scientist is best known for studying plants and animals?

Choices:
A. Charles Darwin
B. Nicolaus Copernicus
C. Isaac Newton
D. Albert Einstein

Prompt:
Question: Which scientist is best known for studying plants and animals?
A. Charles Darwin
B. Nicolaus Copernicus
C. Isaac Newton
D. Albert Einstein
Answer:

Question: Which scientist is best known for studying plants and animals?

Choices:
1. Isaac Newton
2. Albert Einstein
3. Charles Darwin
4. Nicolaus Copernicus

Prompt:
Question: Which scientist is best known for studying plants and animals?
1. Isaac Newton
2. Albert Einstein
3. Charles Darwin
4. Nicolaus Copernicus
Answer:

Answer: 2

Question: Which scientist is best known for studying plants and animals?

Choices:
K. Isaac Newton
B. Albert Einstein
T. Charles Darwin
C. Nicolaus Copernicus

Prompt:
Question: Which scientist is best known for studying plants and animals?
K. Isaac Newton
B. Albert Einstein
T. Charles Darwin
C. Nicolaus Copernicus
Answer:

Answer: 2

Question: Which scientist is best known for studying plants and animals?

Choices:
K. Charles Darwin
B. Nicolaus Copernicus
T. Isaac Newton
C. Albert Einstein

Prompt:
Question: Which scientist is best known for studying plants and animals?
K. Charles Darwin
B. Nicolaus Copernicus
T. Isaac Newton
C. Albert Einstein
Answer:


Question: Green plants get the energy they need to make food from

Choices:
A. air
B. sunlight
C. water
D. soil

Prompt:
Question: Green plants get the energy they need to make food from
A. air
B. sunlight
C. water
D. soil
Answer:

Answer: 1

Question: Green plants get the energy they need to make food from

Choices:
A. soil
B. water
C. sunlight
D. air

Prompt:
Question: Green plants get the energy they need to make food from
A. soil
B. water
C. sunlight
D. air
Answer:

Answer: 2

Question: Green plants get the energy they need to make food from

Choices:
1. air
2. sunlight
3. water
4. soil

Prompt:
Question: Green plants get the energy they need to make food from
1. air
2. sunlight
3. water
4. soil
Answer:

Answer: 1

Question: Green plants get the energy they need to make food from

Choices:
J. air
E. sunlight
O. water
V. soil

Prompt:
Question: Green plants get the energy they need to make food from
J. air
E. sunlight
O. water
V. soil
Answer:

Answer: 1

Question: Green plants get the energy they need to make food from

Choices:
J. soil
E. water
O. sunlight
V. air

Prompt:
Question: Green plants get the energy they need to make food from
J. soil
E. water
O. sunlight
V. air
Answer:

Answer: 2


Question: The movement of soil by wind or water is called

Choices:
A. condensation
B. evaporation
C. erosion
D. friction

Prompt:
Question: The movement of soil by wind or water is called
A. condensation
B. evaporation
C. erosion
D. friction
Answer:

Answer: 2

Question: The movement of soil by wind or water is called

Choices:
A. condensation
B. evaporation
C. friction
D. erosion

Prompt:
Question: The movement of soil by wind or water is called
A. condensation
B. evaporation
C. friction
D. erosion
Answer:

Answer: 3

Question: The movement of soil by wind or water is called

Choices:
1. condensation
2. evaporation
3. erosion
4. friction

Prompt:
Question: The movement of soil by wind or water is called
1. condensation
2. evaporation
3. erosion
4. friction
Answer:

Answer: 2

Question: The movement of soil by wind or water is called

Choices:
P. condensation
M. evaporation
B. erosion
U. friction

Prompt:
Question: The movement of soil by wind or water is called
P. condensation
M. evaporation
B. erosion
U. friction
Answer:

Answer: 2

Question: The movement of soil by wind or water is called

Choices:
P. condensation
M. evaporation
B. friction
U. erosion

Prompt:
Question: The movement of soil by wind or water is called
P. condensation
M. evaporation
B. friction
U. erosion
Answer:

Answer: 3


Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?

Choices:
A. grey
B. black
C. white
D. brown

Prompt:
Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?
A. grey
B. black
C. white
D. brown
Answer:

Answer: 2

Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?

Choices:
A. white
B. black
C. grey
D. brown

Prompt:
Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?
A. white
B. black
C. grey
D. brown
Answer:

Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?

Choices:
1. grey
2. black
3. white
4. brown

Prompt:
Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?
1. grey
2. black
3. white
4. brown
Answer:

Answer: 2

Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?

Choices:
B. grey
P. black
K. white
X. brown

Prompt:
Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?
B. grey
P. black
K. white
X. brown
Answer:

Answer: 2

Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?

Choices:
B. white
P. black
K. grey
X. brown

Prompt:
Question: Arctic areas are covered with snow and ice for much of the year. Which color rabbits would be safest from foxes there?
B. white
P. black
K. grey
X. brown
Answer:


Question: The ratio of an object's mass to its volume is its

Choices:
A. area.
B. perimeter.
C. density.
D. weight.

Prompt:
Question: The ratio of an object's mass to its volume is its
A. area.
B. perimeter.
C. density.
D. weight.
Answer:

Answer: 2

Question: The ratio of an object's mass to its volume is its

Choices:
A. density.
B. area.
C. perimeter.
D. weight.

Prompt:
Question: The ratio of an object's mass to its volume is its
A. density.
B. area.
C. perimeter.
D. weight.
Answer:

Question: The ratio of an object's mass to its volume is its

Choices:
1. area.
2. perimeter.
3. density.
4. weight.

Prompt:
Question: The ratio of an object's mass to its volume is its
1. area.
2. perimeter.
3. density.
4. weight.
Answer:

Answer: 2

Question: The ratio of an object's mass to its volume is its

Choices:
X. area.
K. perimeter.
S. density.
E. weight.

Prompt:
Question: The ratio of an object's mass to its volume is its
X. area.
K. perimeter.
S. density.
E. weight.
Answer:

Answer: 2

Question: The ratio of an object's mass to its volume is its

Choices:
X. density.
K. area.
S. perimeter.
E. weight.

Prompt:
Question: The ratio of an object's mass to its volume is its
X. density.
K. area.
S. perimeter.
E. weight.
Answer:


Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of

Choices:
A. decrease in food source.
B. increase in disease.
C. increase in predators.
D. decrease in habitat.

Prompt:
Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of
A. decrease in food source.
B. increase in disease.
C. increase in predators.
D. decrease in habitat.
Answer:

Answer: 2

Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of

Choices:
A. decrease in habitat.
B. increase in disease.
C. decrease in food source.
D. increase in predators.

Prompt:
Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of
A. decrease in habitat.
B. increase in disease.
C. decrease in food source.
D. increase in predators.
Answer:

Answer: 3

Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of

Choices:
1. decrease in food source.
2. increase in disease.
3. increase in predators.
4. decrease in habitat.

Prompt:
Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of
1. decrease in food source.
2. increase in disease.
3. increase in predators.
4. decrease in habitat.
Answer:

Answer: 2

Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of

Choices:
V. decrease in food source.
B. increase in disease.
K. increase in predators.
J. decrease in habitat.

Prompt:
Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of
V. decrease in food source.
B. increase in disease.
K. increase in predators.
J. decrease in habitat.
Answer:

Answer: 2

Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of

Choices:
V. decrease in habitat.
B. increase in disease.
K. decrease in food source.
J. increase in predators.

Prompt:
Question: As the hawk population increases in an ecosystem, the deer mouse population will most likely decrease as a result of
V. decrease in habitat.
B. increase in disease.
K. decrease in food source.
J. increase in predators.
Answer:

Answer: 3


Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?

Choices:
A. nitrogen
B. argon
C. water vapor
D. oxygen

Prompt:
Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?
A. nitrogen
B. argon
C. water vapor
D. oxygen
Answer:

Answer: 2

Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?

Choices:
A. oxygen
B. water vapor
C. argon
D. nitrogen

Prompt:
Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?
A. oxygen
B. water vapor
C. argon
D. nitrogen
Answer:

Answer: 1

Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?

Choices:
1. nitrogen
2. argon
3. water vapor
4. oxygen

Prompt:
Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?
1. nitrogen
2. argon
3. water vapor
4. oxygen
Answer:

Answer: 2

Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?

Choices:
K. nitrogen
Z. argon
Q. water vapor
M. oxygen

Prompt:
Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?
K. nitrogen
Z. argon
Q. water vapor
M. oxygen
Answer:

Answer: 2

Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?

Choices:
K. oxygen
Z. water vapor
Q. argon
M. nitrogen

Prompt:
Question: Greenhouse gases in the atmosphere trap heat near Earth's surface. Which of these is a greenhouse gas?
K. oxygen
Z. water vapor
Q. argon
M. nitrogen
Answer:

Answer: 1