Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?

Choices:
A. cell wall
B. nucleus
C. chloroplast
D. mitochondrion

Prompt:
Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?
A. cell wall
B. nucleus
C. chloroplast
D. mitochondrion
Answer:

Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?

Choices:
A. chloroplast
B. cell wall
C. mitochondrion
D. nucleus

Prompt:
Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?
A. chloroplast
B. cell wall
C. mitochondrion
D. nucleus
Answer:

Answer: 1

Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?

Choices:
1. cell wall
2. nucleus
3. chloroplast
4. mitochondrion

Prompt:
Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?
1. cell wall
2. nucleus
3. chloroplast
4. mitochondrion
Answer:

Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?

Choices:
Y. cell wall
B. nucleus
E. chloroplast
I. mitochondrion

Prompt:
Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?
Y. cell wall
B. nucleus
E. chloroplast
I. mitochondrion
Answer:

Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?

Choices:
Y. chloroplast
B. cell wall
E. mitochondrion
I. nucleus

Prompt:
Question: Which cell structure carries out a function for a cell that is similar to the function that bark carries out for a tree?
Y. chloroplast
B. cell wall
E. mitochondrion
I. nucleus
Answer:

Answer: 1


Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?

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

Prompt:
Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?
A. pie chart
B. line graph
C. pictogram
D. data table
Answer:

Answer: 1

Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?

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

Prompt:
Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?
A. line graph
B. pie chart
C. data table
D. pictogram
Answer:

Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?

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

Prompt:
Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?
1. pie chart
2. line graph
3. pictogram
4. data table
Answer:

Answer: 1

Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?

Choices:
K. pie chart
L. line graph
D. pictogram
A. data table

Prompt:
Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?
K. pie chart
L. line graph
D. pictogram
A. data table
Answer:

Answer: 1

Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?

Choices:
K. line graph
L. pie chart
D. data table
A. pictogram

Prompt:
Question: The number of squirrels in a certain ecosystem changes over time. These changes can be represented as a number of connected data points. Which method would a student most likely use to show this information?
K. line graph
L. pie chart
D. data table
A. pictogram
Answer:


Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?

Choices:
A. A new substance was formed.
B. The gas pressure was released from the can.
C. The sugar in the soda turned into a gas.
D. The can absorbed heat from the air.

Prompt:
Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?
A. A new substance was formed.
B. The gas pressure was released from the can.
C. The sugar in the soda turned into a gas.
D. The can absorbed heat from the air.
Answer:

Answer: 1

Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?

Choices:
A. The gas pressure was released from the can.
B. The can absorbed heat from the air.
C. A new substance was formed.
D. The sugar in the soda turned into a gas.

Prompt:
Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?
A. The gas pressure was released from the can.
B. The can absorbed heat from the air.
C. A new substance was formed.
D. The sugar in the soda turned into a gas.
Answer:

Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?

Choices:
1. A new substance was formed.
2. The gas pressure was released from the can.
3. The sugar in the soda turned into a gas.
4. The can absorbed heat from the air.

Prompt:
Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?
1. A new substance was formed.
2. The gas pressure was released from the can.
3. The sugar in the soda turned into a gas.
4. The can absorbed heat from the air.
Answer:

Answer: 1

Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?

Choices:
V. A new substance was formed.
C. The gas pressure was released from the can.
K. The sugar in the soda turned into a gas.
R. The can absorbed heat from the air.

Prompt:
Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?
V. A new substance was formed.
C. The gas pressure was released from the can.
K. The sugar in the soda turned into a gas.
R. The can absorbed heat from the air.
Answer:

Answer: 1

Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?

Choices:
V. The gas pressure was released from the can.
C. The can absorbed heat from the air.
K. A new substance was formed.
R. The sugar in the soda turned into a gas.

Prompt:
Question: Pedro shook a can of soda. When the soda was opened, foam and soda burst from the can. Which statement best explains what happened?
V. The gas pressure was released from the can.
C. The can absorbed heat from the air.
K. A new substance was formed.
R. The sugar in the soda turned into a gas.
Answer:


Question: Where is most of Earth's water located?

Choices:
A. glaciers
B. lakes
C. oceans
D. rivers

Prompt:
Question: Where is most of Earth's water located?
A. glaciers
B. lakes
C. oceans
D. rivers
Answer:

Answer: 2

Question: Where is most of Earth's water located?

Choices:
A. oceans
B. rivers
C. lakes
D. glaciers

Prompt:
Question: Where is most of Earth's water located?
A. oceans
B. rivers
C. lakes
D. glaciers
Answer:

Question: Where is most of Earth's water located?

Choices:
1. glaciers
2. lakes
3. oceans
4. rivers

Prompt:
Question: Where is most of Earth's water located?
1. glaciers
2. lakes
3. oceans
4. rivers
Answer:

Answer: 2

Question: Where is most of Earth's water located?

Choices:
K. glaciers
G. lakes
M. oceans
B. rivers

Prompt:
Question: Where is most of Earth's water located?
K. glaciers
G. lakes
M. oceans
B. rivers
Answer:

Answer: 2

Question: Where is most of Earth's water located?

Choices:
K. oceans
G. rivers
M. lakes
B. glaciers

Prompt:
Question: Where is most of Earth's water located?
K. oceans
G. rivers
M. lakes
B. glaciers
Answer:


Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?

Choices:
A. to test a hypothesis
B. to form a theory
C. to produce a scientific paper
D. to change previous results

Prompt:
Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?
A. to test a hypothesis
B. to form a theory
C. to produce a scientific paper
D. to change previous results
Answer:

Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?

Choices:
A. to change previous results
B. to form a theory
C. to test a hypothesis
D. to produce a scientific paper

Prompt:
Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?
A. to change previous results
B. to form a theory
C. to test a hypothesis
D. to produce a scientific paper
Answer:

Answer: 2

Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?

Choices:
1. to test a hypothesis
2. to form a theory
3. to produce a scientific paper
4. to change previous results

Prompt:
Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?
1. to test a hypothesis
2. to form a theory
3. to produce a scientific paper
4. to change previous results
Answer:

Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?

Choices:
C. to test a hypothesis
V. to form a theory
U. to produce a scientific paper
M. to change previous results

Prompt:
Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?
C. to test a hypothesis
V. to form a theory
U. to produce a scientific paper
M. to change previous results
Answer:

Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?

Choices:
C. to change previous results
V. to form a theory
U. to test a hypothesis
M. to produce a scientific paper

Prompt:
Question: Investigations were performed to test several methods of keeping petals from falling off flowers that had been cut. Which is the most likely reason for this investigation?
C. to change previous results
V. to form a theory
U. to test a hypothesis
M. to produce a scientific paper
Answer:

Answer: 2


Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?

Choices:
A. the pull of gravity on the waves
B. the interaction of light with waves
C. the differences in the strength of the waves' origins
D. the different media through which the waves travel

Prompt:
Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?
A. the pull of gravity on the waves
B. the interaction of light with waves
C. the differences in the strength of the waves' origins
D. the different media through which the waves travel
Answer:

Answer: 3

Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?

Choices:
A. the interaction of light with waves
B. the different media through which the waves travel
C. the pull of gravity on the waves
D. the differences in the strength of the waves' origins

Prompt:
Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?
A. the interaction of light with waves
B. the different media through which the waves travel
C. the pull of gravity on the waves
D. the differences in the strength of the waves' origins
Answer:

Answer: 1

Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?

Choices:
1. the pull of gravity on the waves
2. the interaction of light with waves
3. the differences in the strength of the waves' origins
4. the different media through which the waves travel

Prompt:
Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?
1. the pull of gravity on the waves
2. the interaction of light with waves
3. the differences in the strength of the waves' origins
4. the different media through which the waves travel
Answer:

Answer: 3

Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?

Choices:
L. the pull of gravity on the waves
Z. the interaction of light with waves
C. the differences in the strength of the waves' origins
D. the different media through which the waves travel

Prompt:
Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?
L. the pull of gravity on the waves
Z. the interaction of light with waves
C. the differences in the strength of the waves' origins
D. the different media through which the waves travel
Answer:

Answer: 3

Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?

Choices:
L. the interaction of light with waves
Z. the different media through which the waves travel
C. the pull of gravity on the waves
D. the differences in the strength of the waves' origins

Prompt:
Question: Two seismographs are placed 500 km from an active fault line, one on each side of the active fault line. During an earthquake, what most likely accounts for the different readings on the seismographs?
L. the interaction of light with waves
Z. the different media through which the waves travel
C. the pull of gravity on the waves
D. the differences in the strength of the waves' origins
Answer:

Answer: 1


Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?

Choices:
A. Rivers once flowed through the area.
B. Volcanoes were once active in the area.
C. The ocean shoreline once reached this area.
D. Floods were a common occurrence in this area.

Prompt:
Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?
A. Rivers once flowed through the area.
B. Volcanoes were once active in the area.
C. The ocean shoreline once reached this area.
D. Floods were a common occurrence in this area.
Answer:

Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?

Choices:
A. The ocean shoreline once reached this area.
B. Volcanoes were once active in the area.
C. Floods were a common occurrence in this area.
D. Rivers once flowed through the area.

Prompt:
Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?
A. The ocean shoreline once reached this area.
B. Volcanoes were once active in the area.
C. Floods were a common occurrence in this area.
D. Rivers once flowed through the area.
Answer:

Answer: 3

Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?

Choices:
1. Rivers once flowed through the area.
2. Volcanoes were once active in the area.
3. The ocean shoreline once reached this area.
4. Floods were a common occurrence in this area.

Prompt:
Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?
1. Rivers once flowed through the area.
2. Volcanoes were once active in the area.
3. The ocean shoreline once reached this area.
4. Floods were a common occurrence in this area.
Answer:

Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?

Choices:
C. Rivers once flowed through the area.
X. Volcanoes were once active in the area.
W. The ocean shoreline once reached this area.
R. Floods were a common occurrence in this area.

Prompt:
Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?
C. Rivers once flowed through the area.
X. Volcanoes were once active in the area.
W. The ocean shoreline once reached this area.
R. Floods were a common occurrence in this area.
Answer:

Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?

Choices:
C. The ocean shoreline once reached this area.
X. Volcanoes were once active in the area.
W. Floods were a common occurrence in this area.
R. Rivers once flowed through the area.

Prompt:
Question: Scientists dig in a dry area at the bottom of a mountain range. Fossilized shells of freshwater mussels are found in the area. Which is a likely conclusion that scientists will draw based on this evidence?
C. The ocean shoreline once reached this area.
X. Volcanoes were once active in the area.
W. Floods were a common occurrence in this area.
R. Rivers once flowed through the area.
Answer:

Answer: 3


Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?

Choices:
A. black
B. blue
C. red
D. white

Prompt:
Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?
A. black
B. blue
C. red
D. white
Answer:

Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?

Choices:
A. red
B. white
C. blue
D. black

Prompt:
Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?
A. red
B. white
C. blue
D. black
Answer:

Answer: 3

Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?

Choices:
1. black
2. blue
3. red
4. white

Prompt:
Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?
1. black
2. blue
3. red
4. white
Answer:

Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?

Choices:
H. black
G. blue
P. red
J. white

Prompt:
Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?
H. black
G. blue
P. red
J. white
Answer:

Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?

Choices:
H. red
G. white
P. blue
J. black

Prompt:
Question: An apple appears red when struck by white light. This appearance is because the red light is reflected and the other colors are absorbed. What color will this apple appear to be when struck by blue light?
H. red
G. white
P. blue
J. black
Answer:

Answer: 3


Question: In New York State, an observer will usually see the Sun rise in the

Choices:
A. north
B. south
C. east
D. west

Prompt:
Question: In New York State, an observer will usually see the Sun rise in the
A. north
B. south
C. east
D. west
Answer:

Answer: 2

Question: In New York State, an observer will usually see the Sun rise in the

Choices:
A. east
B. west
C. south
D. north

Prompt:
Question: In New York State, an observer will usually see the Sun rise in the
A. east
B. west
C. south
D. north
Answer:

Question: In New York State, an observer will usually see the Sun rise in the

Choices:
1. north
2. south
3. east
4. west

Prompt:
Question: In New York State, an observer will usually see the Sun rise in the
1. north
2. south
3. east
4. west
Answer:

Answer: 2

Question: In New York State, an observer will usually see the Sun rise in the

Choices:
F. north
H. south
L. east
O. west

Prompt:
Question: In New York State, an observer will usually see the Sun rise in the
F. north
H. south
L. east
O. west
Answer:

Answer: 2

Question: In New York State, an observer will usually see the Sun rise in the

Choices:
F. east
H. west
L. south
O. north

Prompt:
Question: In New York State, an observer will usually see the Sun rise in the
F. east
H. west
L. south
O. north
Answer:


Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?

Choices:
A. using food pieces to make compost
B. gliding a boat through the water using sails
C. putting an energy-saving lightbulb in a lamp
D. heating a home with energy collected by solar panels

Prompt:
Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?
A. using food pieces to make compost
B. gliding a boat through the water using sails
C. putting an energy-saving lightbulb in a lamp
D. heating a home with energy collected by solar panels
Answer:

Answer: 3

Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?

Choices:
A. putting an energy-saving lightbulb in a lamp
B. heating a home with energy collected by solar panels
C. using food pieces to make compost
D. gliding a boat through the water using sails

Prompt:
Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?
A. putting an energy-saving lightbulb in a lamp
B. heating a home with energy collected by solar panels
C. using food pieces to make compost
D. gliding a boat through the water using sails
Answer:

Answer: 1

Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?

Choices:
1. using food pieces to make compost
2. gliding a boat through the water using sails
3. putting an energy-saving lightbulb in a lamp
4. heating a home with energy collected by solar panels

Prompt:
Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?
1. using food pieces to make compost
2. gliding a boat through the water using sails
3. putting an energy-saving lightbulb in a lamp
4. heating a home with energy collected by solar panels
Answer:

Answer: 3

Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?

Choices:
C. using food pieces to make compost
Z. gliding a boat through the water using sails
U. putting an energy-saving lightbulb in a lamp
V. heating a home with energy collected by solar panels

Prompt:
Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?
C. using food pieces to make compost
Z. gliding a boat through the water using sails
U. putting an energy-saving lightbulb in a lamp
V. heating a home with energy collected by solar panels
Answer:

Answer: 3

Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?

Choices:
C. putting an energy-saving lightbulb in a lamp
Z. heating a home with energy collected by solar panels
U. using food pieces to make compost
V. gliding a boat through the water using sails

Prompt:
Question: Burning coal and natural gas are ways to produce electricity. Both coal and natural gas are nonrenewable resources. Which is an example of producing electricity using a renewable source of energy?
C. putting an energy-saving lightbulb in a lamp
Z. heating a home with energy collected by solar panels
U. using food pieces to make compost
V. gliding a boat through the water using sails
Answer:

Answer: 1


Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?

Choices:
A. gas
B. solid
C. liquid
D. plasma

Prompt:
Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?
A. gas
B. solid
C. liquid
D. plasma
Answer:

Answer: 1

Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?

Choices:
A. plasma
B. gas
C. solid
D. liquid

Prompt:
Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?
A. plasma
B. gas
C. solid
D. liquid
Answer:

Answer: 2

Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?

Choices:
1. gas
2. solid
3. liquid
4. plasma

Prompt:
Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?
1. gas
2. solid
3. liquid
4. plasma
Answer:

Answer: 1

Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?

Choices:
L. gas
E. solid
D. liquid
C. plasma

Prompt:
Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?
L. gas
E. solid
D. liquid
C. plasma
Answer:

Answer: 1

Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?

Choices:
L. plasma
E. gas
D. solid
C. liquid

Prompt:
Question: When liquid water freezes, it forms ice. What is the physical state of an ice cube?
L. plasma
E. gas
D. solid
C. liquid
Answer:

Answer: 2


Question: A student uses a hand lens to observe which of these objects?

Choices:
A. a mountain
B. the Moon
C. an insect
D. bacteria

Prompt:
Question: A student uses a hand lens to observe which of these objects?
A. a mountain
B. the Moon
C. an insect
D. bacteria
Answer:

Answer: 2

Question: A student uses a hand lens to observe which of these objects?

Choices:
A. an insect
B. bacteria
C. a mountain
D. the Moon

Prompt:
Question: A student uses a hand lens to observe which of these objects?
A. an insect
B. bacteria
C. a mountain
D. the Moon
Answer:

Question: A student uses a hand lens to observe which of these objects?

Choices:
1. a mountain
2. the Moon
3. an insect
4. bacteria

Prompt:
Question: A student uses a hand lens to observe which of these objects?
1. a mountain
2. the Moon
3. an insect
4. bacteria
Answer:

Answer: 2

Question: A student uses a hand lens to observe which of these objects?

Choices:
L. a mountain
O. the Moon
D. an insect
E. bacteria

Prompt:
Question: A student uses a hand lens to observe which of these objects?
L. a mountain
O. the Moon
D. an insect
E. bacteria
Answer:

Answer: 2

Question: A student uses a hand lens to observe which of these objects?

Choices:
L. an insect
O. bacteria
D. a mountain
E. the Moon

Prompt:
Question: A student uses a hand lens to observe which of these objects?
L. an insect
O. bacteria
D. a mountain
E. the Moon
Answer:


Question: Which type of rock would most likely contain a fossil?

Choices:
A. metamorphic rock
B. sedimentary rock
C. igneous rock
D. molten rock

Prompt:
Question: Which type of rock would most likely contain a fossil?
A. metamorphic rock
B. sedimentary rock
C. igneous rock
D. molten rock
Answer:

Answer: 1

Question: Which type of rock would most likely contain a fossil?

Choices:
A. sedimentary rock
B. igneous rock
C. molten rock
D. metamorphic rock

Prompt:
Question: Which type of rock would most likely contain a fossil?
A. sedimentary rock
B. igneous rock
C. molten rock
D. metamorphic rock
Answer:

Question: Which type of rock would most likely contain a fossil?

Choices:
1. metamorphic rock
2. sedimentary rock
3. igneous rock
4. molten rock

Prompt:
Question: Which type of rock would most likely contain a fossil?
1. metamorphic rock
2. sedimentary rock
3. igneous rock
4. molten rock
Answer:

Answer: 1

Question: Which type of rock would most likely contain a fossil?

Choices:
I. metamorphic rock
Z. sedimentary rock
Q. igneous rock
N. molten rock

Prompt:
Question: Which type of rock would most likely contain a fossil?
I. metamorphic rock
Z. sedimentary rock
Q. igneous rock
N. molten rock
Answer:

Answer: 1

Question: Which type of rock would most likely contain a fossil?

Choices:
I. sedimentary rock
Z. igneous rock
Q. molten rock
N. metamorphic rock

Prompt:
Question: Which type of rock would most likely contain a fossil?
I. sedimentary rock
Z. igneous rock
Q. molten rock
N. metamorphic rock
Answer:


Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?

Choices:
A. rivers rising due to storms and floods
B. evaporation of water from the leaves of a plant
C. weathering of a rock to form small rocks and sand
D. movement of small pieces of rock by flowing water

Prompt:
Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?
A. rivers rising due to storms and floods
B. evaporation of water from the leaves of a plant
C. weathering of a rock to form small rocks and sand
D. movement of small pieces of rock by flowing water
Answer:

Answer: 2

Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?

Choices:
A. weathering of a rock to form small rocks and sand
B. rivers rising due to storms and floods
C. evaporation of water from the leaves of a plant
D. movement of small pieces of rock by flowing water

Prompt:
Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?
A. weathering of a rock to form small rocks and sand
B. rivers rising due to storms and floods
C. evaporation of water from the leaves of a plant
D. movement of small pieces of rock by flowing water
Answer:

Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?

Choices:
1. rivers rising due to storms and floods
2. evaporation of water from the leaves of a plant
3. weathering of a rock to form small rocks and sand
4. movement of small pieces of rock by flowing water

Prompt:
Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?
1. rivers rising due to storms and floods
2. evaporation of water from the leaves of a plant
3. weathering of a rock to form small rocks and sand
4. movement of small pieces of rock by flowing water
Answer:

Answer: 2

Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?

Choices:
C. rivers rising due to storms and floods
X. evaporation of water from the leaves of a plant
T. weathering of a rock to form small rocks and sand
Z. movement of small pieces of rock by flowing water

Prompt:
Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?
C. rivers rising due to storms and floods
X. evaporation of water from the leaves of a plant
T. weathering of a rock to form small rocks and sand
Z. movement of small pieces of rock by flowing water
Answer:

Answer: 2

Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?

Choices:
C. weathering of a rock to form small rocks and sand
X. rivers rising due to storms and floods
T. evaporation of water from the leaves of a plant
Z. movement of small pieces of rock by flowing water

Prompt:
Question: Some events on Earth happen instantly while others take thousands of years to occur. Which process takes the longest time to complete?
C. weathering of a rock to form small rocks and sand
X. rivers rising due to storms and floods
T. evaporation of water from the leaves of a plant
Z. movement of small pieces of rock by flowing water
Answer:


Question: Where do many of the basic life functions take place in organisms?

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

Prompt:
Question: Where do many of the basic life functions take place in organisms?
A. brain
B. cells
C. heart
D. nerves
Answer:

Answer: 1

Question: Where do many of the basic life functions take place in organisms?

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

Prompt:
Question: Where do many of the basic life functions take place in organisms?
A. brain
B. heart
C. nerves
D. cells
Answer:

Answer: 3

Question: Where do many of the basic life functions take place in organisms?

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

Prompt:
Question: Where do many of the basic life functions take place in organisms?
1. brain
2. cells
3. heart
4. nerves
Answer:

Answer: 1

Question: Where do many of the basic life functions take place in organisms?

Choices:
O. brain
I. cells
U. heart
C. nerves

Prompt:
Question: Where do many of the basic life functions take place in organisms?
O. brain
I. cells
U. heart
C. nerves
Answer:

Answer: 1

Question: Where do many of the basic life functions take place in organisms?

Choices:
O. brain
I. heart
U. nerves
C. cells

Prompt:
Question: Where do many of the basic life functions take place in organisms?
O. brain
I. heart
U. nerves
C. cells
Answer:

Answer: 3


Question: Which physical structure would best help a bear to survive a winter in New York State?

Choices:
A. big ears
B. black nose
C. thick fur
D. brown eyes

Prompt:
Question: Which physical structure would best help a bear to survive a winter in New York State?
A. big ears
B. black nose
C. thick fur
D. brown eyes
Answer:

Answer: 2

Question: Which physical structure would best help a bear to survive a winter in New York State?

Choices:
A. big ears
B. brown eyes
C. black nose
D. thick fur

Prompt:
Question: Which physical structure would best help a bear to survive a winter in New York State?
A. big ears
B. brown eyes
C. black nose
D. thick fur
Answer:

Answer: 3

Question: Which physical structure would best help a bear to survive a winter in New York State?

Choices:
1. big ears
2. black nose
3. thick fur
4. brown eyes

Prompt:
Question: Which physical structure would best help a bear to survive a winter in New York State?
1. big ears
2. black nose
3. thick fur
4. brown eyes
Answer:

Answer: 2

Question: Which physical structure would best help a bear to survive a winter in New York State?

Choices:
P. big ears
D. black nose
F. thick fur
J. brown eyes

Prompt:
Question: Which physical structure would best help a bear to survive a winter in New York State?
P. big ears
D. black nose
F. thick fur
J. brown eyes
Answer:

Answer: 2

Question: Which physical structure would best help a bear to survive a winter in New York State?

Choices:
P. big ears
D. brown eyes
F. black nose
J. thick fur

Prompt:
Question: Which physical structure would best help a bear to survive a winter in New York State?
P. big ears
D. brown eyes
F. black nose
J. thick fur
Answer:

Answer: 3


Question: What is made when sugar is dissolved in water?

Choices:
A. a colloid
B. a solution
C. a suspension
D. an evaporation

Prompt:
Question: What is made when sugar is dissolved in water?
A. a colloid
B. a solution
C. a suspension
D. an evaporation
Answer:

Answer: 1

Question: What is made when sugar is dissolved in water?

Choices:
A. a solution
B. an evaporation
C. a colloid
D. a suspension

Prompt:
Question: What is made when sugar is dissolved in water?
A. a solution
B. an evaporation
C. a colloid
D. a suspension
Answer:

Question: What is made when sugar is dissolved in water?

Choices:
1. a colloid
2. a solution
3. a suspension
4. an evaporation

Prompt:
Question: What is made when sugar is dissolved in water?
1. a colloid
2. a solution
3. a suspension
4. an evaporation
Answer:

Answer: 1

Question: What is made when sugar is dissolved in water?

Choices:
H. a colloid
V. a solution
J. a suspension
O. an evaporation

Prompt:
Question: What is made when sugar is dissolved in water?
H. a colloid
V. a solution
J. a suspension
O. an evaporation
Answer:

Answer: 1

Question: What is made when sugar is dissolved in water?

Choices:
H. a solution
V. an evaporation
J. a colloid
O. a suspension

Prompt:
Question: What is made when sugar is dissolved in water?
H. a solution
V. an evaporation
J. a colloid
O. a suspension
Answer:


Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?

Choices:
A. soil erosion
B. water pollution
C. wildlife extinction
D. global warming

Prompt:
Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?
A. soil erosion
B. water pollution
C. wildlife extinction
D. global warming
Answer:

Answer: 3

Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?

Choices:
A. wildlife extinction
B. global warming
C. soil erosion
D. water pollution

Prompt:
Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?
A. wildlife extinction
B. global warming
C. soil erosion
D. water pollution
Answer:

Answer: 1

Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?

Choices:
1. soil erosion
2. water pollution
3. wildlife extinction
4. global warming

Prompt:
Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?
1. soil erosion
2. water pollution
3. wildlife extinction
4. global warming
Answer:

Answer: 3

Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?

Choices:
P. soil erosion
T. water pollution
V. wildlife extinction
G. global warming

Prompt:
Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?
P. soil erosion
T. water pollution
V. wildlife extinction
G. global warming
Answer:

Answer: 3

Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?

Choices:
P. wildlife extinction
T. global warming
V. soil erosion
G. water pollution

Prompt:
Question: Gasoline for cars is produced from fossil fuels. Using gasoline can most likely lead to which environmental problem?
P. wildlife extinction
T. global warming
V. soil erosion
G. water pollution
Answer:

Answer: 1


Question: Which of the following is a cause of the ocean levels periodically rising and then falling?

Choices:
A. the slight tilt of the Moon
B. the force of gravity from the Moon
C. the convection within Earth's mantle
D. the revolution of Earth around the Sun

Prompt:
Question: Which of the following is a cause of the ocean levels periodically rising and then falling?
A. the slight tilt of the Moon
B. the force of gravity from the Moon
C. the convection within Earth's mantle
D. the revolution of Earth around the Sun
Answer:

Answer: 1

Question: Which of the following is a cause of the ocean levels periodically rising and then falling?

Choices:
A. the slight tilt of the Moon
B. the convection within Earth's mantle
C. the revolution of Earth around the Sun
D. the force of gravity from the Moon

Prompt:
Question: Which of the following is a cause of the ocean levels periodically rising and then falling?
A. the slight tilt of the Moon
B. the convection within Earth's mantle
C. the revolution of Earth around the Sun
D. the force of gravity from the Moon
Answer:

Answer: 3

Question: Which of the following is a cause of the ocean levels periodically rising and then falling?

Choices:
1. the slight tilt of the Moon
2. the force of gravity from the Moon
3. the convection within Earth's mantle
4. the revolution of Earth around the Sun

Prompt:
Question: Which of the following is a cause of the ocean levels periodically rising and then falling?
1. the slight tilt of the Moon
2. the force of gravity from the Moon
3. the convection within Earth's mantle
4. the revolution of Earth around the Sun
Answer:

Answer: 1

Question: Which of the following is a cause of the ocean levels periodically rising and then falling?

Choices:
Q. the slight tilt of the Moon
Z. the force of gravity from the Moon
S. the convection within Earth's mantle
P. the revolution of Earth around the Sun

Prompt:
Question: Which of the following is a cause of the ocean levels periodically rising and then falling?
Q. the slight tilt of the Moon
Z. the force of gravity from the Moon
S. the convection within Earth's mantle
P. the revolution of Earth around the Sun
Answer:

Answer: 1

Question: Which of the following is a cause of the ocean levels periodically rising and then falling?

Choices:
Q. the slight tilt of the Moon
Z. the convection within Earth's mantle
S. the revolution of Earth around the Sun
P. the force of gravity from the Moon

Prompt:
Question: Which of the following is a cause of the ocean levels periodically rising and then falling?
Q. the slight tilt of the Moon
Z. the convection within Earth's mantle
S. the revolution of Earth around the Sun
P. the force of gravity from the Moon
Answer:

Answer: 3


Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?

Choices:
A. a star similar to our Sun
B. a cloud of dust and gas
C. an oxygen-rich atmosphere
D. a gravitational acceleration of 9.8 m/sec2

Prompt:
Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?
A. a star similar to our Sun
B. a cloud of dust and gas
C. an oxygen-rich atmosphere
D. a gravitational acceleration of 9.8 m/sec2
Answer:

Answer: 1

Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?

Choices:
A. a gravitational acceleration of 9.8 m/sec2
B. an oxygen-rich atmosphere
C. a cloud of dust and gas
D. a star similar to our Sun

Prompt:
Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?
A. a gravitational acceleration of 9.8 m/sec2
B. an oxygen-rich atmosphere
C. a cloud of dust and gas
D. a star similar to our Sun
Answer:

Answer: 2

Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?

Choices:
1. a star similar to our Sun
2. a cloud of dust and gas
3. an oxygen-rich atmosphere
4. a gravitational acceleration of 9.8 m/sec2

Prompt:
Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?
1. a star similar to our Sun
2. a cloud of dust and gas
3. an oxygen-rich atmosphere
4. a gravitational acceleration of 9.8 m/sec2
Answer:

Answer: 1

Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?

Choices:
I. a star similar to our Sun
W. a cloud of dust and gas
L. an oxygen-rich atmosphere
K. a gravitational acceleration of 9.8 m/sec2

Prompt:
Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?
I. a star similar to our Sun
W. a cloud of dust and gas
L. an oxygen-rich atmosphere
K. a gravitational acceleration of 9.8 m/sec2
Answer:

Answer: 1

Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?

Choices:
I. a gravitational acceleration of 9.8 m/sec2
W. an oxygen-rich atmosphere
L. a cloud of dust and gas
K. a star similar to our Sun

Prompt:
Question: A scientist is searching for areas where new solar systems might form. What feature is the scientist looking for?
I. a gravitational acceleration of 9.8 m/sec2
W. an oxygen-rich atmosphere
L. a cloud of dust and gas
K. a star similar to our Sun
Answer:

Answer: 2


Question: About how often is a full moon observed from Earth's surface?

Choices:
A. each week
B. once a month
C. every two weeks
D. once each leap year

Prompt:
Question: About how often is a full moon observed from Earth's surface?
A. each week
B. once a month
C. every two weeks
D. once each leap year
Answer:

Answer: 1

Question: About how often is a full moon observed from Earth's surface?

Choices:
A. once each leap year
B. each week
C. once a month
D. every two weeks

Prompt:
Question: About how often is a full moon observed from Earth's surface?
A. once each leap year
B. each week
C. once a month
D. every two weeks
Answer:

Answer: 2

Question: About how often is a full moon observed from Earth's surface?

Choices:
1. each week
2. once a month
3. every two weeks
4. once each leap year

Prompt:
Question: About how often is a full moon observed from Earth's surface?
1. each week
2. once a month
3. every two weeks
4. once each leap year
Answer:

Answer: 1

Question: About how often is a full moon observed from Earth's surface?

Choices:
V. each week
E. once a month
X. every two weeks
Q. once each leap year

Prompt:
Question: About how often is a full moon observed from Earth's surface?
V. each week
E. once a month
X. every two weeks
Q. once each leap year
Answer:

Answer: 1

Question: About how often is a full moon observed from Earth's surface?

Choices:
V. once each leap year
E. each week
X. once a month
Q. every two weeks

Prompt:
Question: About how often is a full moon observed from Earth's surface?
V. once each leap year
E. each week
X. once a month
Q. every two weeks
Answer:

Answer: 2


Question: When animals use energy, they produce

Choices:
A. nitrogen
B. iron sulfide
C. oxygen
D. carbon dioxide

Prompt:
Question: When animals use energy, they produce
A. nitrogen
B. iron sulfide
C. oxygen
D. carbon dioxide
Answer:

Answer: 3

Question: When animals use energy, they produce

Choices:
A. nitrogen
B. carbon dioxide
C. oxygen
D. iron sulfide

Prompt:
Question: When animals use energy, they produce
A. nitrogen
B. carbon dioxide
C. oxygen
D. iron sulfide
Answer:

Answer: 1

Question: When animals use energy, they produce

Choices:
1. nitrogen
2. iron sulfide
3. oxygen
4. carbon dioxide

Prompt:
Question: When animals use energy, they produce
1. nitrogen
2. iron sulfide
3. oxygen
4. carbon dioxide
Answer:

Answer: 3

Question: When animals use energy, they produce

Choices:
V. nitrogen
X. iron sulfide
M. oxygen
E. carbon dioxide

Prompt:
Question: When animals use energy, they produce
V. nitrogen
X. iron sulfide
M. oxygen
E. carbon dioxide
Answer:

Answer: 3

Question: When animals use energy, they produce

Choices:
V. nitrogen
X. carbon dioxide
M. oxygen
E. iron sulfide

Prompt:
Question: When animals use energy, they produce
V. nitrogen
X. carbon dioxide
M. oxygen
E. iron sulfide
Answer:

Answer: 1


Question: Which would provide evidence of seafloor spreading?

Choices:
A. higher levels of salinity in the ocean water
B. stronger currents at the surface of the ocean
C. cooled magma found on the edge of the plates
D. greater reproduction levels for organisms at the bottom of the ocean

Prompt:
Question: Which would provide evidence of seafloor spreading?
A. higher levels of salinity in the ocean water
B. stronger currents at the surface of the ocean
C. cooled magma found on the edge of the plates
D. greater reproduction levels for organisms at the bottom of the ocean
Answer:

Answer: 2

Question: Which would provide evidence of seafloor spreading?

Choices:
A. cooled magma found on the edge of the plates
B. stronger currents at the surface of the ocean
C. higher levels of salinity in the ocean water
D. greater reproduction levels for organisms at the bottom of the ocean

Prompt:
Question: Which would provide evidence of seafloor spreading?
A. cooled magma found on the edge of the plates
B. stronger currents at the surface of the ocean
C. higher levels of salinity in the ocean water
D. greater reproduction levels for organisms at the bottom of the ocean
Answer:

Question: Which would provide evidence of seafloor spreading?

Choices:
1. higher levels of salinity in the ocean water
2. stronger currents at the surface of the ocean
3. cooled magma found on the edge of the plates
4. greater reproduction levels for organisms at the bottom of the ocean

Prompt:
Question: Which would provide evidence of seafloor spreading?
1. higher levels of salinity in the ocean water
2. stronger currents at the surface of the ocean
3. cooled magma found on the edge of the plates
4. greater reproduction levels for organisms at the bottom of the ocean
Answer:

Answer: 2

Question: Which would provide evidence of seafloor spreading?

Choices:
Y. higher levels of salinity in the ocean water
J. stronger currents at the surface of the ocean
K. cooled magma found on the edge of the plates
W. greater reproduction levels for organisms at the bottom of the ocean

Prompt:
Question: Which would provide evidence of seafloor spreading?
Y. higher levels of salinity in the ocean water
J. stronger currents at the surface of the ocean
K. cooled magma found on the edge of the plates
W. greater reproduction levels for organisms at the bottom of the ocean
Answer:

Answer: 2

Question: Which would provide evidence of seafloor spreading?

Choices:
Y. cooled magma found on the edge of the plates
J. stronger currents at the surface of the ocean
K. higher levels of salinity in the ocean water
W. greater reproduction levels for organisms at the bottom of the ocean

Prompt:
Question: Which would provide evidence of seafloor spreading?
Y. cooled magma found on the edge of the plates
J. stronger currents at the surface of the ocean
K. higher levels of salinity in the ocean water
W. greater reproduction levels for organisms at the bottom of the ocean
Answer:


Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?

Choices:
A. half as many
B. the same number
C. twice as many
D. an unpredictable number

Prompt:
Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?
A. half as many
B. the same number
C. twice as many
D. an unpredictable number
Answer:

Answer: 1

Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?

Choices:
A. the same number
B. an unpredictable number
C. twice as many
D. half as many

Prompt:
Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?
A. the same number
B. an unpredictable number
C. twice as many
D. half as many
Answer:

Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?

Choices:
1. half as many
2. the same number
3. twice as many
4. an unpredictable number

Prompt:
Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?
1. half as many
2. the same number
3. twice as many
4. an unpredictable number
Answer:

Answer: 1

Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?

Choices:
W. half as many
D. the same number
A. twice as many
C. an unpredictable number

Prompt:
Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?
W. half as many
D. the same number
A. twice as many
C. an unpredictable number
Answer:

Answer: 1

Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?

Choices:
W. the same number
D. an unpredictable number
A. twice as many
C. half as many

Prompt:
Question: Mitosis occurs in living things when a cell divides to produce two cells. Compared to the original cell, how many chromosomes are in each of the resulting cells?
W. the same number
D. an unpredictable number
A. twice as many
C. half as many
Answer:


Question: Which organ directly works to protect the human body from disease?

Choices:
A. heart
B. kidney
C. pancreas
D. skin

Prompt:
Question: Which organ directly works to protect the human body from disease?
A. heart
B. kidney
C. pancreas
D. skin
Answer:

Answer: 3

Question: Which organ directly works to protect the human body from disease?

Choices:
A. kidney
B. pancreas
C. skin
D. heart

Prompt:
Question: Which organ directly works to protect the human body from disease?
A. kidney
B. pancreas
C. skin
D. heart
Answer:

Answer: 2

Question: Which organ directly works to protect the human body from disease?

Choices:
1. heart
2. kidney
3. pancreas
4. skin

Prompt:
Question: Which organ directly works to protect the human body from disease?
1. heart
2. kidney
3. pancreas
4. skin
Answer:

Answer: 3

Question: Which organ directly works to protect the human body from disease?

Choices:
W. heart
R. kidney
S. pancreas
C. skin

Prompt:
Question: Which organ directly works to protect the human body from disease?
W. heart
R. kidney
S. pancreas
C. skin
Answer:

Answer: 3

Question: Which organ directly works to protect the human body from disease?

Choices:
W. kidney
R. pancreas
S. skin
C. heart

Prompt:
Question: Which organ directly works to protect the human body from disease?
W. kidney
R. pancreas
S. skin
C. heart
Answer:

Answer: 2


Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?

Choices:
A. color of the skin
B. size of rotten spots
C. length of worms inside
D. number of broken branches

Prompt:
Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?
A. color of the skin
B. size of rotten spots
C. length of worms inside
D. number of broken branches
Answer:

Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?

Choices:
A. length of worms inside
B. color of the skin
C. number of broken branches
D. size of rotten spots

Prompt:
Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?
A. length of worms inside
B. color of the skin
C. number of broken branches
D. size of rotten spots
Answer:

Answer: 1

Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?

Choices:
1. color of the skin
2. size of rotten spots
3. length of worms inside
4. number of broken branches

Prompt:
Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?
1. color of the skin
2. size of rotten spots
3. length of worms inside
4. number of broken branches
Answer:

Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?

Choices:
C. color of the skin
P. size of rotten spots
X. length of worms inside
K. number of broken branches

Prompt:
Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?
C. color of the skin
P. size of rotten spots
X. length of worms inside
K. number of broken branches
Answer:

Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?

Choices:
C. length of worms inside
P. color of the skin
X. number of broken branches
K. size of rotten spots

Prompt:
Question: Steven went to a farm and picked a bright red tomato from a broken branch on the plant. The tomato had a rotten spot with a worm inside of it. Instead of eating the tomato, Steven decided to plant the seeds and grow new tomato plants. Which characteristic of the tomato plant is inherited and could change over several generations?
C. length of worms inside
P. color of the skin
X. number of broken branches
K. size of rotten spots
Answer:

Answer: 1


Question: Many leaves appear green because the leaves

Choices:
A. resist green light.
B. bend all colors except green.
C. reflect green light.
D. reflect all colors except green.

Prompt:
Question: Many leaves appear green because the leaves
A. resist green light.
B. bend all colors except green.
C. reflect green light.
D. reflect all colors except green.
Answer:

Answer: 2

Question: Many leaves appear green because the leaves

Choices:
A. reflect all colors except green.
B. reflect green light.
C. resist green light.
D. bend all colors except green.

Prompt:
Question: Many leaves appear green because the leaves
A. reflect all colors except green.
B. reflect green light.
C. resist green light.
D. bend all colors except green.
Answer:

Answer: 1

Question: Many leaves appear green because the leaves

Choices:
1. resist green light.
2. bend all colors except green.
3. reflect green light.
4. reflect all colors except green.

Prompt:
Question: Many leaves appear green because the leaves
1. resist green light.
2. bend all colors except green.
3. reflect green light.
4. reflect all colors except green.
Answer:

Answer: 2

Question: Many leaves appear green because the leaves

Choices:
V. resist green light.
Q. bend all colors except green.
F. reflect green light.
L. reflect all colors except green.

Prompt:
Question: Many leaves appear green because the leaves
V. resist green light.
Q. bend all colors except green.
F. reflect green light.
L. reflect all colors except green.
Answer:

Answer: 2

Question: Many leaves appear green because the leaves

Choices:
V. reflect all colors except green.
Q. reflect green light.
F. resist green light.
L. bend all colors except green.

Prompt:
Question: Many leaves appear green because the leaves
V. reflect all colors except green.
Q. reflect green light.
F. resist green light.
L. bend all colors except green.
Answer:

Answer: 1


Question: Which of these is the best definition of heredity?

Choices:
A. the transfer of learning from one generation to the next
B. the transfer of visible features from one generation to the next
C. the passage of dominant genes from one generation to the next
D. the passage of genetic information from one generation to the next

Prompt:
Question: Which of these is the best definition of heredity?
A. the transfer of learning from one generation to the next
B. the transfer of visible features from one generation to the next
C. the passage of dominant genes from one generation to the next
D. the passage of genetic information from one generation to the next
Answer:

Answer: 3

Question: Which of these is the best definition of heredity?

Choices:
A. the passage of genetic information from one generation to the next
B. the transfer of visible features from one generation to the next
C. the passage of dominant genes from one generation to the next
D. the transfer of learning from one generation to the next

Prompt:
Question: Which of these is the best definition of heredity?
A. the passage of genetic information from one generation to the next
B. the transfer of visible features from one generation to the next
C. the passage of dominant genes from one generation to the next
D. the transfer of learning from one generation to the next
Answer:

Question: Which of these is the best definition of heredity?

Choices:
1. the transfer of learning from one generation to the next
2. the transfer of visible features from one generation to the next
3. the passage of dominant genes from one generation to the next
4. the passage of genetic information from one generation to the next

Prompt:
Question: Which of these is the best definition of heredity?
1. the transfer of learning from one generation to the next
2. the transfer of visible features from one generation to the next
3. the passage of dominant genes from one generation to the next
4. the passage of genetic information from one generation to the next
Answer:

Answer: 3

Question: Which of these is the best definition of heredity?

Choices:
V. the transfer of learning from one generation to the next
M. the transfer of visible features from one generation to the next
P. the passage of dominant genes from one generation to the next
W. the passage of genetic information from one generation to the next

Prompt:
Question: Which of these is the best definition of heredity?
V. the transfer of learning from one generation to the next
M. the transfer of visible features from one generation to the next
P. the passage of dominant genes from one generation to the next
W. the passage of genetic information from one generation to the next
Answer:

Answer: 3

Question: Which of these is the best definition of heredity?

Choices:
V. the passage of genetic information from one generation to the next
M. the transfer of visible features from one generation to the next
P. the passage of dominant genes from one generation to the next
W. the transfer of learning from one generation to the next

Prompt:
Question: Which of these is the best definition of heredity?
V. the passage of genetic information from one generation to the next
M. the transfer of visible features from one generation to the next
P. the passage of dominant genes from one generation to the next
W. the transfer of learning from one generation to the next
Answer:


Question: Which of the following describes how a microwave oven heats food?

Choices:
A. The oven's interior reflects heat onto the food.
B. The oven's interior, like a lens, focuses heat onto the food.
C. Water molecules in the food reflect energy from microwave radiation.
D. Water molecules in the food absorb the energy of microwave radiation.

Prompt:
Question: Which of the following describes how a microwave oven heats food?
A. The oven's interior reflects heat onto the food.
B. The oven's interior, like a lens, focuses heat onto the food.
C. Water molecules in the food reflect energy from microwave radiation.
D. Water molecules in the food absorb the energy of microwave radiation.
Answer:

Answer: 3

Question: Which of the following describes how a microwave oven heats food?

Choices:
A. The oven's interior, like a lens, focuses heat onto the food.
B. Water molecules in the food reflect energy from microwave radiation.
C. Water molecules in the food absorb the energy of microwave radiation.
D. The oven's interior reflects heat onto the food.

Prompt:
Question: Which of the following describes how a microwave oven heats food?
A. The oven's interior, like a lens, focuses heat onto the food.
B. Water molecules in the food reflect energy from microwave radiation.
C. Water molecules in the food absorb the energy of microwave radiation.
D. The oven's interior reflects heat onto the food.
Answer:

Answer: 2

Question: Which of the following describes how a microwave oven heats food?

Choices:
1. The oven's interior reflects heat onto the food.
2. The oven's interior, like a lens, focuses heat onto the food.
3. Water molecules in the food reflect energy from microwave radiation.
4. Water molecules in the food absorb the energy of microwave radiation.

Prompt:
Question: Which of the following describes how a microwave oven heats food?
1. The oven's interior reflects heat onto the food.
2. The oven's interior, like a lens, focuses heat onto the food.
3. Water molecules in the food reflect energy from microwave radiation.
4. Water molecules in the food absorb the energy of microwave radiation.
Answer:

Answer: 3

Question: Which of the following describes how a microwave oven heats food?

Choices:
M. The oven's interior reflects heat onto the food.
C. The oven's interior, like a lens, focuses heat onto the food.
V. Water molecules in the food reflect energy from microwave radiation.
D. Water molecules in the food absorb the energy of microwave radiation.

Prompt:
Question: Which of the following describes how a microwave oven heats food?
M. The oven's interior reflects heat onto the food.
C. The oven's interior, like a lens, focuses heat onto the food.
V. Water molecules in the food reflect energy from microwave radiation.
D. Water molecules in the food absorb the energy of microwave radiation.
Answer:

Answer: 3

Question: Which of the following describes how a microwave oven heats food?

Choices:
M. The oven's interior, like a lens, focuses heat onto the food.
C. Water molecules in the food reflect energy from microwave radiation.
V. Water molecules in the food absorb the energy of microwave radiation.
D. The oven's interior reflects heat onto the food.

Prompt:
Question: Which of the following describes how a microwave oven heats food?
M. The oven's interior, like a lens, focuses heat onto the food.
C. Water molecules in the food reflect energy from microwave radiation.
V. Water molecules in the food absorb the energy of microwave radiation.
D. The oven's interior reflects heat onto the food.
Answer:

Answer: 2


Question: Which three systems of the human body function together to move and control body parts?

Choices:
A. nervous, skeletal, and muscular
B. muscular, endocrine, and excretory
C. digestive, excretory, and reproductive
D. circulatory, endocrine, and respiratory

Prompt:
Question: Which three systems of the human body function together to move and control body parts?
A. nervous, skeletal, and muscular
B. muscular, endocrine, and excretory
C. digestive, excretory, and reproductive
D. circulatory, endocrine, and respiratory
Answer:

Question: Which three systems of the human body function together to move and control body parts?

Choices:
A. digestive, excretory, and reproductive
B. nervous, skeletal, and muscular
C. muscular, endocrine, and excretory
D. circulatory, endocrine, and respiratory

Prompt:
Question: Which three systems of the human body function together to move and control body parts?
A. digestive, excretory, and reproductive
B. nervous, skeletal, and muscular
C. muscular, endocrine, and excretory
D. circulatory, endocrine, and respiratory
Answer:

Answer: 1

Question: Which three systems of the human body function together to move and control body parts?

Choices:
1. nervous, skeletal, and muscular
2. muscular, endocrine, and excretory
3. digestive, excretory, and reproductive
4. circulatory, endocrine, and respiratory

Prompt:
Question: Which three systems of the human body function together to move and control body parts?
1. nervous, skeletal, and muscular
2. muscular, endocrine, and excretory
3. digestive, excretory, and reproductive
4. circulatory, endocrine, and respiratory
Answer:

Question: Which three systems of the human body function together to move and control body parts?

Choices:
Q. nervous, skeletal, and muscular
K. muscular, endocrine, and excretory
E. digestive, excretory, and reproductive
Y. circulatory, endocrine, and respiratory

Prompt:
Question: Which three systems of the human body function together to move and control body parts?
Q. nervous, skeletal, and muscular
K. muscular, endocrine, and excretory
E. digestive, excretory, and reproductive
Y. circulatory, endocrine, and respiratory
Answer:

Question: Which three systems of the human body function together to move and control body parts?

Choices:
Q. digestive, excretory, and reproductive
K. nervous, skeletal, and muscular
E. muscular, endocrine, and excretory
Y. circulatory, endocrine, and respiratory

Prompt:
Question: Which three systems of the human body function together to move and control body parts?
Q. digestive, excretory, and reproductive
K. nervous, skeletal, and muscular
E. muscular, endocrine, and excretory
Y. circulatory, endocrine, and respiratory
Answer:

Answer: 1


Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?

Choices:
A. the death of a low-mass star
B. the gravity of a large nebula
C. the collapse of a high-mass star
D. the combining of material from planets

Prompt:
Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?
A. the death of a low-mass star
B. the gravity of a large nebula
C. the collapse of a high-mass star
D. the combining of material from planets
Answer:

Answer: 2

Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?

Choices:
A. the collapse of a high-mass star
B. the combining of material from planets
C. the death of a low-mass star
D. the gravity of a large nebula

Prompt:
Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?
A. the collapse of a high-mass star
B. the combining of material from planets
C. the death of a low-mass star
D. the gravity of a large nebula
Answer:

Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?

Choices:
1. the death of a low-mass star
2. the gravity of a large nebula
3. the collapse of a high-mass star
4. the combining of material from planets

Prompt:
Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?
1. the death of a low-mass star
2. the gravity of a large nebula
3. the collapse of a high-mass star
4. the combining of material from planets
Answer:

Answer: 2

Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?

Choices:
O. the death of a low-mass star
Z. the gravity of a large nebula
E. the collapse of a high-mass star
T. the combining of material from planets

Prompt:
Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?
O. the death of a low-mass star
Z. the gravity of a large nebula
E. the collapse of a high-mass star
T. the combining of material from planets
Answer:

Answer: 2

Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?

Choices:
O. the collapse of a high-mass star
Z. the combining of material from planets
E. the death of a low-mass star
T. the gravity of a large nebula

Prompt:
Question: Astronomers have found evidence for the existence of a super-massive black hole in the center of the giant elliptical galaxy M87. What is thought to cause black holes to form?
O. the collapse of a high-mass star
Z. the combining of material from planets
E. the death of a low-mass star
T. the gravity of a large nebula
Answer:


Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?

Choices:
A. extinction
B. mutation
C. selective breeding
D. natural selection

Prompt:
Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?
A. extinction
B. mutation
C. selective breeding
D. natural selection
Answer:

Answer: 2

Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?

Choices:
A. extinction
B. mutation
C. natural selection
D. selective breeding

Prompt:
Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?
A. extinction
B. mutation
C. natural selection
D. selective breeding
Answer:

Answer: 3

Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?

Choices:
1. extinction
2. mutation
3. selective breeding
4. natural selection

Prompt:
Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?
1. extinction
2. mutation
3. selective breeding
4. natural selection
Answer:

Answer: 2

Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?

Choices:
Z. extinction
R. mutation
B. selective breeding
A. natural selection

Prompt:
Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?
Z. extinction
R. mutation
B. selective breeding
A. natural selection
Answer:

Answer: 2

Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?

Choices:
Z. extinction
R. mutation
B. natural selection
A. selective breeding

Prompt:
Question: A research team wanted to produce a smaller variety of German shepherd dogs. They mated the smallest dogs from different litters for several generations. This is an example of which concept?
Z. extinction
R. mutation
B. natural selection
A. selective breeding
Answer:

Answer: 3


Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?

Choices:
A. taking the measurement in the shade
B. placing the thermometer on the ground
C. taking a measurement using a different tool each day
D. recording the measurements from three thermometers

Prompt:
Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?
A. taking the measurement in the shade
B. placing the thermometer on the ground
C. taking a measurement using a different tool each day
D. recording the measurements from three thermometers
Answer:

Answer: 3

Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?

Choices:
A. placing the thermometer on the ground
B. recording the measurements from three thermometers
C. taking a measurement using a different tool each day
D. taking the measurement in the shade

Prompt:
Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?
A. placing the thermometer on the ground
B. recording the measurements from three thermometers
C. taking a measurement using a different tool each day
D. taking the measurement in the shade
Answer:

Answer: 1

Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?

Choices:
1. taking the measurement in the shade
2. placing the thermometer on the ground
3. taking a measurement using a different tool each day
4. recording the measurements from three thermometers

Prompt:
Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?
1. taking the measurement in the shade
2. placing the thermometer on the ground
3. taking a measurement using a different tool each day
4. recording the measurements from three thermometers
Answer:

Answer: 3

Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?

Choices:
N. taking the measurement in the shade
M. placing the thermometer on the ground
E. taking a measurement using a different tool each day
L. recording the measurements from three thermometers

Prompt:
Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?
N. taking the measurement in the shade
M. placing the thermometer on the ground
E. taking a measurement using a different tool each day
L. recording the measurements from three thermometers
Answer:

Answer: 3

Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?

Choices:
N. placing the thermometer on the ground
M. recording the measurements from three thermometers
E. taking a measurement using a different tool each day
L. taking the measurement in the shade

Prompt:
Question: A class learns about weather. The students in the class measure the outside air temperature at the same time each day. Which way of measuring the temperature would provide the most accurate data?
N. placing the thermometer on the ground
M. recording the measurements from three thermometers
E. taking a measurement using a different tool each day
L. taking the measurement in the shade
Answer:

Answer: 1


Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?

Choices:
A. centripetal force of Earth's rotation
B. gravitational attraction between Earth and the Sun
C. solar winds bringing high-energy particles toward Earth
D. differences in the distance between Earth and the Sun during Earth's orbit

Prompt:
Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?
A. centripetal force of Earth's rotation
B. gravitational attraction between Earth and the Sun
C. solar winds bringing high-energy particles toward Earth
D. differences in the distance between Earth and the Sun during Earth's orbit
Answer:

Answer: 2

Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?

Choices:
A. solar winds bringing high-energy particles toward Earth
B. gravitational attraction between Earth and the Sun
C. centripetal force of Earth's rotation
D. differences in the distance between Earth and the Sun during Earth's orbit

Prompt:
Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?
A. solar winds bringing high-energy particles toward Earth
B. gravitational attraction between Earth and the Sun
C. centripetal force of Earth's rotation
D. differences in the distance between Earth and the Sun during Earth's orbit
Answer:

Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?

Choices:
1. centripetal force of Earth's rotation
2. gravitational attraction between Earth and the Sun
3. solar winds bringing high-energy particles toward Earth
4. differences in the distance between Earth and the Sun during Earth's orbit

Prompt:
Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?
1. centripetal force of Earth's rotation
2. gravitational attraction between Earth and the Sun
3. solar winds bringing high-energy particles toward Earth
4. differences in the distance between Earth and the Sun during Earth's orbit
Answer:

Answer: 2

Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?

Choices:
Z. centripetal force of Earth's rotation
E. gravitational attraction between Earth and the Sun
W. solar winds bringing high-energy particles toward Earth
G. differences in the distance between Earth and the Sun during Earth's orbit

Prompt:
Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?
Z. centripetal force of Earth's rotation
E. gravitational attraction between Earth and the Sun
W. solar winds bringing high-energy particles toward Earth
G. differences in the distance between Earth and the Sun during Earth's orbit
Answer:

Answer: 2

Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?

Choices:
Z. solar winds bringing high-energy particles toward Earth
E. gravitational attraction between Earth and the Sun
W. centripetal force of Earth's rotation
G. differences in the distance between Earth and the Sun during Earth's orbit

Prompt:
Question: Earth's magnetosphere is not uniformly shaped. It is compressed on the side facing the Sun and has a long tail extending away from the Sun. Which phenomenon is responsible for this shape?
Z. solar winds bringing high-energy particles toward Earth
E. gravitational attraction between Earth and the Sun
W. centripetal force of Earth's rotation
G. differences in the distance between Earth and the Sun during Earth's orbit
Answer:


Question: Which living organism makes its own food using sunlight?

Choices:
A. lizard
B. tree
C. deer
D. hawk

Prompt:
Question: Which living organism makes its own food using sunlight?
A. lizard
B. tree
C. deer
D. hawk
Answer:

Answer: 1

Question: Which living organism makes its own food using sunlight?

Choices:
A. tree
B. lizard
C. hawk
D. deer

Prompt:
Question: Which living organism makes its own food using sunlight?
A. tree
B. lizard
C. hawk
D. deer
Answer:

Question: Which living organism makes its own food using sunlight?

Choices:
1. lizard
2. tree
3. deer
4. hawk

Prompt:
Question: Which living organism makes its own food using sunlight?
1. lizard
2. tree
3. deer
4. hawk
Answer:

Answer: 1

Question: Which living organism makes its own food using sunlight?

Choices:
I. lizard
D. tree
K. deer
O. hawk

Prompt:
Question: Which living organism makes its own food using sunlight?
I. lizard
D. tree
K. deer
O. hawk
Answer:

Answer: 1

Question: Which living organism makes its own food using sunlight?

Choices:
I. tree
D. lizard
K. hawk
O. deer

Prompt:
Question: Which living organism makes its own food using sunlight?
I. tree
D. lizard
K. hawk
O. deer
Answer:


Question: Who was the first person to base a system of classification on organisms having similar structures?

Choices:
A. Aristotle
B. Darwin
C. Einstein
D. Linnaeus

Prompt:
Question: Who was the first person to base a system of classification on organisms having similar structures?
A. Aristotle
B. Darwin
C. Einstein
D. Linnaeus
Answer:

Answer: 3

Question: Who was the first person to base a system of classification on organisms having similar structures?

Choices:
A. Linnaeus
B. Darwin
C. Einstein
D. Aristotle

Prompt:
Question: Who was the first person to base a system of classification on organisms having similar structures?
A. Linnaeus
B. Darwin
C. Einstein
D. Aristotle
Answer:

Question: Who was the first person to base a system of classification on organisms having similar structures?

Choices:
1. Aristotle
2. Darwin
3. Einstein
4. Linnaeus

Prompt:
Question: Who was the first person to base a system of classification on organisms having similar structures?
1. Aristotle
2. Darwin
3. Einstein
4. Linnaeus
Answer:

Answer: 3

Question: Who was the first person to base a system of classification on organisms having similar structures?

Choices:
F. Aristotle
E. Darwin
Z. Einstein
U. Linnaeus

Prompt:
Question: Who was the first person to base a system of classification on organisms having similar structures?
F. Aristotle
E. Darwin
Z. Einstein
U. Linnaeus
Answer:

Answer: 3

Question: Who was the first person to base a system of classification on organisms having similar structures?

Choices:
F. Linnaeus
E. Darwin
Z. Einstein
U. Aristotle

Prompt:
Question: Who was the first person to base a system of classification on organisms having similar structures?
F. Linnaeus
E. Darwin
Z. Einstein
U. Aristotle
Answer:


Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?

Choices:
A. phototropism
B. photosynthesis
C. respiration
D. pollination

Prompt:
Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?
A. phototropism
B. photosynthesis
C. respiration
D. pollination
Answer:

Answer: 1

Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?

Choices:
A. photosynthesis
B. respiration
C. pollination
D. phototropism

Prompt:
Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?
A. photosynthesis
B. respiration
C. pollination
D. phototropism
Answer:

Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?

Choices:
1. phototropism
2. photosynthesis
3. respiration
4. pollination

Prompt:
Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?
1. phototropism
2. photosynthesis
3. respiration
4. pollination
Answer:

Answer: 1

Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?

Choices:
Z. phototropism
N. photosynthesis
K. respiration
L. pollination

Prompt:
Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?
Z. phototropism
N. photosynthesis
K. respiration
L. pollination
Answer:

Answer: 1

Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?

Choices:
Z. photosynthesis
N. respiration
K. pollination
L. phototropism

Prompt:
Question: Which is a process that converts sunlight energy into a compound that stores chemical energy?
Z. photosynthesis
N. respiration
K. pollination
L. phototropism
Answer:


Question: Which most likely contributed to the extinction of many species and endangered the survival of others?

Choices:
A. pollution
B. habitat destruction
C. an asteroid hitting Earth
D. tectonic plate movement

Prompt:
Question: Which most likely contributed to the extinction of many species and endangered the survival of others?
A. pollution
B. habitat destruction
C. an asteroid hitting Earth
D. tectonic plate movement
Answer:

Answer: 1

Question: Which most likely contributed to the extinction of many species and endangered the survival of others?

Choices:
A. tectonic plate movement
B. pollution
C. habitat destruction
D. an asteroid hitting Earth

Prompt:
Question: Which most likely contributed to the extinction of many species and endangered the survival of others?
A. tectonic plate movement
B. pollution
C. habitat destruction
D. an asteroid hitting Earth
Answer:

Answer: 2

Question: Which most likely contributed to the extinction of many species and endangered the survival of others?

Choices:
1. pollution
2. habitat destruction
3. an asteroid hitting Earth
4. tectonic plate movement

Prompt:
Question: Which most likely contributed to the extinction of many species and endangered the survival of others?
1. pollution
2. habitat destruction
3. an asteroid hitting Earth
4. tectonic plate movement
Answer:

Answer: 1

Question: Which most likely contributed to the extinction of many species and endangered the survival of others?

Choices:
J. pollution
E. habitat destruction
S. an asteroid hitting Earth
W. tectonic plate movement

Prompt:
Question: Which most likely contributed to the extinction of many species and endangered the survival of others?
J. pollution
E. habitat destruction
S. an asteroid hitting Earth
W. tectonic plate movement
Answer:

Answer: 1

Question: Which most likely contributed to the extinction of many species and endangered the survival of others?

Choices:
J. tectonic plate movement
E. pollution
S. habitat destruction
W. an asteroid hitting Earth

Prompt:
Question: Which most likely contributed to the extinction of many species and endangered the survival of others?
J. tectonic plate movement
E. pollution
S. habitat destruction
W. an asteroid hitting Earth
Answer:

Answer: 2


Question: Which is the most basic unit of living things?

Choices:
A. Cells
B. Bones
C. Tissues
D. Organs

Prompt:
Question: Which is the most basic unit of living things?
A. Cells
B. Bones
C. Tissues
D. Organs
Answer:

Question: Which is the most basic unit of living things?

Choices:
A. Organs
B. Bones
C. Tissues
D. Cells

Prompt:
Question: Which is the most basic unit of living things?
A. Organs
B. Bones
C. Tissues
D. Cells
Answer:

Answer: 3

Question: Which is the most basic unit of living things?

Choices:
1. Cells
2. Bones
3. Tissues
4. Organs

Prompt:
Question: Which is the most basic unit of living things?
1. Cells
2. Bones
3. Tissues
4. Organs
Answer:

Question: Which is the most basic unit of living things?

Choices:
Q. Cells
M. Bones
B. Tissues
R. Organs

Prompt:
Question: Which is the most basic unit of living things?
Q. Cells
M. Bones
B. Tissues
R. Organs
Answer:

Question: Which is the most basic unit of living things?

Choices:
Q. Organs
M. Bones
B. Tissues
R. Cells

Prompt:
Question: Which is the most basic unit of living things?
Q. Organs
M. Bones
B. Tissues
R. Cells
Answer:

Answer: 3