Question: What is the main source of energy that causes water to evaporate from the surface of Earth?

Choices:
A. lightning
B. sun
C. gravity
D. wind

Prompt:
Question: What is the main source of energy that causes water to evaporate from the surface of Earth?
A. lightning
B. sun
C. gravity
D. wind
Answer:

Answer: 1

Question: What is the main source of energy that causes water to evaporate from the surface of Earth?

Choices:
A. wind
B. lightning
C. gravity
D. sun

Prompt:
Question: What is the main source of energy that causes water to evaporate from the surface of Earth?
A. wind
B. lightning
C. gravity
D. sun
Answer:

Answer: 3

Question: What is the main source of energy that causes water to evaporate from the surface of Earth?

Choices:
1. lightning
2. sun
3. gravity
4. wind

Prompt:
Question: What is the main source of energy that causes water to evaporate from the surface of Earth?
1. lightning
2. sun
3. gravity
4. wind
Answer:

Answer: 1

Question: What is the main source of energy that causes water to evaporate from the surface of Earth?

Choices:
I. lightning
Y. sun
Z. gravity
L. wind

Prompt:
Question: What is the main source of energy that causes water to evaporate from the surface of Earth?
I. lightning
Y. sun
Z. gravity
L. wind
Answer:

Answer: 1

Question: What is the main source of energy that causes water to evaporate from the surface of Earth?

Choices:
I. wind
Y. lightning
Z. gravity
L. sun

Prompt:
Question: What is the main source of energy that causes water to evaporate from the surface of Earth?
I. wind
Y. lightning
Z. gravity
L. sun
Answer:

Answer: 3


Question: Which terms can be used to describe the properties of both a wave and a particle of light?

Choices:
A. charge and volume
B. frequency and mass
C. speed and frequency
D. frequency and density

Prompt:
Question: Which terms can be used to describe the properties of both a wave and a particle of light?
A. charge and volume
B. frequency and mass
C. speed and frequency
D. frequency and density
Answer:

Answer: 2

Question: Which terms can be used to describe the properties of both a wave and a particle of light?

Choices:
A. frequency and mass
B. frequency and density
C. charge and volume
D. speed and frequency

Prompt:
Question: Which terms can be used to describe the properties of both a wave and a particle of light?
A. frequency and mass
B. frequency and density
C. charge and volume
D. speed and frequency
Answer:

Answer: 3

Question: Which terms can be used to describe the properties of both a wave and a particle of light?

Choices:
1. charge and volume
2. frequency and mass
3. speed and frequency
4. frequency and density

Prompt:
Question: Which terms can be used to describe the properties of both a wave and a particle of light?
1. charge and volume
2. frequency and mass
3. speed and frequency
4. frequency and density
Answer:

Answer: 2

Question: Which terms can be used to describe the properties of both a wave and a particle of light?

Choices:
Q. charge and volume
A. frequency and mass
J. speed and frequency
W. frequency and density

Prompt:
Question: Which terms can be used to describe the properties of both a wave and a particle of light?
Q. charge and volume
A. frequency and mass
J. speed and frequency
W. frequency and density
Answer:

Answer: 2

Question: Which terms can be used to describe the properties of both a wave and a particle of light?

Choices:
Q. frequency and mass
A. frequency and density
J. charge and volume
W. speed and frequency

Prompt:
Question: Which terms can be used to describe the properties of both a wave and a particle of light?
Q. frequency and mass
A. frequency and density
J. charge and volume
W. speed and frequency
Answer:

Answer: 3


Question: To use energy from the Sun to power household appliances, the solar energy must be converted to

Choices:
A. heat energy.
B. light energy.
C. nuclear energy.
D. electrical energy.

Prompt:
Question: To use energy from the Sun to power household appliances, the solar energy must be converted to
A. heat energy.
B. light energy.
C. nuclear energy.
D. electrical energy.
Answer:

Answer: 3

Question: To use energy from the Sun to power household appliances, the solar energy must be converted to

Choices:
A. nuclear energy.
B. heat energy.
C. electrical energy.
D. light energy.

Prompt:
Question: To use energy from the Sun to power household appliances, the solar energy must be converted to
A. nuclear energy.
B. heat energy.
C. electrical energy.
D. light energy.
Answer:

Answer: 2

Question: To use energy from the Sun to power household appliances, the solar energy must be converted to

Choices:
1. heat energy.
2. light energy.
3. nuclear energy.
4. electrical energy.

Prompt:
Question: To use energy from the Sun to power household appliances, the solar energy must be converted to
1. heat energy.
2. light energy.
3. nuclear energy.
4. electrical energy.
Answer:

Answer: 3

Question: To use energy from the Sun to power household appliances, the solar energy must be converted to

Choices:
V. heat energy.
L. light energy.
F. nuclear energy.
N. electrical energy.

Prompt:
Question: To use energy from the Sun to power household appliances, the solar energy must be converted to
V. heat energy.
L. light energy.
F. nuclear energy.
N. electrical energy.
Answer:

Answer: 3

Question: To use energy from the Sun to power household appliances, the solar energy must be converted to

Choices:
V. nuclear energy.
L. heat energy.
F. electrical energy.
N. light energy.

Prompt:
Question: To use energy from the Sun to power household appliances, the solar energy must be converted to
V. nuclear energy.
L. heat energy.
F. electrical energy.
N. light energy.
Answer:

Answer: 2


Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?

Choices:
A. sexual selection
B. disruptive selection
C. divergent evolution
D. convergent evolution

Prompt:
Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?
A. sexual selection
B. disruptive selection
C. divergent evolution
D. convergent evolution
Answer:

Answer: 3

Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?

Choices:
A. disruptive selection
B. sexual selection
C. convergent evolution
D. divergent evolution

Prompt:
Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?
A. disruptive selection
B. sexual selection
C. convergent evolution
D. divergent evolution
Answer:

Answer: 2

Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?

Choices:
1. sexual selection
2. disruptive selection
3. divergent evolution
4. convergent evolution

Prompt:
Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?
1. sexual selection
2. disruptive selection
3. divergent evolution
4. convergent evolution
Answer:

Answer: 3

Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?

Choices:
F. sexual selection
C. disruptive selection
H. divergent evolution
X. convergent evolution

Prompt:
Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?
F. sexual selection
C. disruptive selection
H. divergent evolution
X. convergent evolution
Answer:

Answer: 3

Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?

Choices:
F. disruptive selection
C. sexual selection
H. convergent evolution
X. divergent evolution

Prompt:
Question: The yellow-throated longclaw is a bird that lives on the dry savanna of Africa. It looks almost exactly like another bird, the western meadowlark of North America. Although the birds look very similar, they are not even in the same taxonomic family. Scientists think the birds look alike because the two species developed under similar environmental pressures, even though they developed thousands of miles apart. Which process does their development demonstrate?
F. disruptive selection
C. sexual selection
H. convergent evolution
X. divergent evolution
Answer:

Answer: 2


Question: The reaction that releases energy for use by the cell occurs in which site?

Choices:
A. Golgi apparatus
B. endoplasmic reticulum
C. cytoplasmic membrane
D. mitochondrial membrane

Prompt:
Question: The reaction that releases energy for use by the cell occurs in which site?
A. Golgi apparatus
B. endoplasmic reticulum
C. cytoplasmic membrane
D. mitochondrial membrane
Answer:

Answer: 3

Question: The reaction that releases energy for use by the cell occurs in which site?

Choices:
A. mitochondrial membrane
B. Golgi apparatus
C. endoplasmic reticulum
D. cytoplasmic membrane

Prompt:
Question: The reaction that releases energy for use by the cell occurs in which site?
A. mitochondrial membrane
B. Golgi apparatus
C. endoplasmic reticulum
D. cytoplasmic membrane
Answer:

Question: The reaction that releases energy for use by the cell occurs in which site?

Choices:
1. Golgi apparatus
2. endoplasmic reticulum
3. cytoplasmic membrane
4. mitochondrial membrane

Prompt:
Question: The reaction that releases energy for use by the cell occurs in which site?
1. Golgi apparatus
2. endoplasmic reticulum
3. cytoplasmic membrane
4. mitochondrial membrane
Answer:

Answer: 3

Question: The reaction that releases energy for use by the cell occurs in which site?

Choices:
K. Golgi apparatus
E. endoplasmic reticulum
H. cytoplasmic membrane
W. mitochondrial membrane

Prompt:
Question: The reaction that releases energy for use by the cell occurs in which site?
K. Golgi apparatus
E. endoplasmic reticulum
H. cytoplasmic membrane
W. mitochondrial membrane
Answer:

Answer: 3

Question: The reaction that releases energy for use by the cell occurs in which site?

Choices:
K. mitochondrial membrane
E. Golgi apparatus
H. endoplasmic reticulum
W. cytoplasmic membrane

Prompt:
Question: The reaction that releases energy for use by the cell occurs in which site?
K. mitochondrial membrane
E. Golgi apparatus
H. endoplasmic reticulum
W. cytoplasmic membrane
Answer:


Question: Why do doctors suggest that people get a flu vaccine each year?

Choices:
A. Viruses replicate more rapidly over time.
B. Viruses can mutate from year to year.
C. Vaccines are absorbed by the body after a year.
D. Vaccines get stronger over time.

Prompt:
Question: Why do doctors suggest that people get a flu vaccine each year?
A. Viruses replicate more rapidly over time.
B. Viruses can mutate from year to year.
C. Vaccines are absorbed by the body after a year.
D. Vaccines get stronger over time.
Answer:

Answer: 1

Question: Why do doctors suggest that people get a flu vaccine each year?

Choices:
A. Viruses can mutate from year to year.
B. Vaccines are absorbed by the body after a year.
C. Viruses replicate more rapidly over time.
D. Vaccines get stronger over time.

Prompt:
Question: Why do doctors suggest that people get a flu vaccine each year?
A. Viruses can mutate from year to year.
B. Vaccines are absorbed by the body after a year.
C. Viruses replicate more rapidly over time.
D. Vaccines get stronger over time.
Answer:

Question: Why do doctors suggest that people get a flu vaccine each year?

Choices:
1. Viruses replicate more rapidly over time.
2. Viruses can mutate from year to year.
3. Vaccines are absorbed by the body after a year.
4. Vaccines get stronger over time.

Prompt:
Question: Why do doctors suggest that people get a flu vaccine each year?
1. Viruses replicate more rapidly over time.
2. Viruses can mutate from year to year.
3. Vaccines are absorbed by the body after a year.
4. Vaccines get stronger over time.
Answer:

Answer: 1

Question: Why do doctors suggest that people get a flu vaccine each year?

Choices:
D. Viruses replicate more rapidly over time.
E. Viruses can mutate from year to year.
P. Vaccines are absorbed by the body after a year.
Z. Vaccines get stronger over time.

Prompt:
Question: Why do doctors suggest that people get a flu vaccine each year?
D. Viruses replicate more rapidly over time.
E. Viruses can mutate from year to year.
P. Vaccines are absorbed by the body after a year.
Z. Vaccines get stronger over time.
Answer:

Answer: 1

Question: Why do doctors suggest that people get a flu vaccine each year?

Choices:
D. Viruses can mutate from year to year.
E. Vaccines are absorbed by the body after a year.
P. Viruses replicate more rapidly over time.
Z. Vaccines get stronger over time.

Prompt:
Question: Why do doctors suggest that people get a flu vaccine each year?
D. Viruses can mutate from year to year.
E. Vaccines are absorbed by the body after a year.
P. Viruses replicate more rapidly over time.
Z. Vaccines get stronger over time.
Answer:


Question: Which of the following events involves a consumer and producer in a food chain?

Choices:
A. A cat eats a mouse.
B. A deer eats a leaf.
C. A hawk eats a mouse.
D. A snake eats a rat.

Prompt:
Question: Which of the following events involves a consumer and producer in a food chain?
A. A cat eats a mouse.
B. A deer eats a leaf.
C. A hawk eats a mouse.
D. A snake eats a rat.
Answer:

Answer: 1

Question: Which of the following events involves a consumer and producer in a food chain?

Choices:
A. A snake eats a rat.
B. A cat eats a mouse.
C. A hawk eats a mouse.
D. A deer eats a leaf.

Prompt:
Question: Which of the following events involves a consumer and producer in a food chain?
A. A snake eats a rat.
B. A cat eats a mouse.
C. A hawk eats a mouse.
D. A deer eats a leaf.
Answer:

Answer: 3

Question: Which of the following events involves a consumer and producer in a food chain?

Choices:
1. A cat eats a mouse.
2. A deer eats a leaf.
3. A hawk eats a mouse.
4. A snake eats a rat.

Prompt:
Question: Which of the following events involves a consumer and producer in a food chain?
1. A cat eats a mouse.
2. A deer eats a leaf.
3. A hawk eats a mouse.
4. A snake eats a rat.
Answer:

Answer: 1

Question: Which of the following events involves a consumer and producer in a food chain?

Choices:
J. A cat eats a mouse.
Q. A deer eats a leaf.
P. A hawk eats a mouse.
H. A snake eats a rat.

Prompt:
Question: Which of the following events involves a consumer and producer in a food chain?
J. A cat eats a mouse.
Q. A deer eats a leaf.
P. A hawk eats a mouse.
H. A snake eats a rat.
Answer:

Answer: 1

Question: Which of the following events involves a consumer and producer in a food chain?

Choices:
J. A snake eats a rat.
Q. A cat eats a mouse.
P. A hawk eats a mouse.
H. A deer eats a leaf.

Prompt:
Question: Which of the following events involves a consumer and producer in a food chain?
J. A snake eats a rat.
Q. A cat eats a mouse.
P. A hawk eats a mouse.
H. A deer eats a leaf.
Answer:

Answer: 3


Question: The change from day to night on Earth can be explained by

Choices:
A. the movement of the Sun.
B. the rotation of Earth.
C. the movement of the Moon.
D. the tilt of Earth.

Prompt:
Question: The change from day to night on Earth can be explained by
A. the movement of the Sun.
B. the rotation of Earth.
C. the movement of the Moon.
D. the tilt of Earth.
Answer:

Answer: 1

Question: The change from day to night on Earth can be explained by

Choices:
A. the tilt of Earth.
B. the movement of the Moon.
C. the movement of the Sun.
D. the rotation of Earth.

Prompt:
Question: The change from day to night on Earth can be explained by
A. the tilt of Earth.
B. the movement of the Moon.
C. the movement of the Sun.
D. the rotation of Earth.
Answer:

Answer: 3

Question: The change from day to night on Earth can be explained by

Choices:
1. the movement of the Sun.
2. the rotation of Earth.
3. the movement of the Moon.
4. the tilt of Earth.

Prompt:
Question: The change from day to night on Earth can be explained by
1. the movement of the Sun.
2. the rotation of Earth.
3. the movement of the Moon.
4. the tilt of Earth.
Answer:

Answer: 1

Question: The change from day to night on Earth can be explained by

Choices:
U. the movement of the Sun.
X. the rotation of Earth.
T. the movement of the Moon.
O. the tilt of Earth.

Prompt:
Question: The change from day to night on Earth can be explained by
U. the movement of the Sun.
X. the rotation of Earth.
T. the movement of the Moon.
O. the tilt of Earth.
Answer:

Answer: 1

Question: The change from day to night on Earth can be explained by

Choices:
U. the tilt of Earth.
X. the movement of the Moon.
T. the movement of the Sun.
O. the rotation of Earth.

Prompt:
Question: The change from day to night on Earth can be explained by
U. the tilt of Earth.
X. the movement of the Moon.
T. the movement of the Sun.
O. the rotation of Earth.
Answer:

Answer: 3


Question: Which part of a bicycle BEST moves in a circle?

Choices:
A. Seat
B. Frame
C. Foot pedal
D. Kickstand

Prompt:
Question: Which part of a bicycle BEST moves in a circle?
A. Seat
B. Frame
C. Foot pedal
D. Kickstand
Answer:

Answer: 2

Question: Which part of a bicycle BEST moves in a circle?

Choices:
A. Frame
B. Kickstand
C. Seat
D. Foot pedal

Prompt:
Question: Which part of a bicycle BEST moves in a circle?
A. Frame
B. Kickstand
C. Seat
D. Foot pedal
Answer:

Answer: 3

Question: Which part of a bicycle BEST moves in a circle?

Choices:
1. Seat
2. Frame
3. Foot pedal
4. Kickstand

Prompt:
Question: Which part of a bicycle BEST moves in a circle?
1. Seat
2. Frame
3. Foot pedal
4. Kickstand
Answer:

Answer: 2

Question: Which part of a bicycle BEST moves in a circle?

Choices:
S. Seat
Y. Frame
J. Foot pedal
D. Kickstand

Prompt:
Question: Which part of a bicycle BEST moves in a circle?
S. Seat
Y. Frame
J. Foot pedal
D. Kickstand
Answer:

Answer: 2

Question: Which part of a bicycle BEST moves in a circle?

Choices:
S. Frame
Y. Kickstand
J. Seat
D. Foot pedal

Prompt:
Question: Which part of a bicycle BEST moves in a circle?
S. Frame
Y. Kickstand
J. Seat
D. Foot pedal
Answer:

Answer: 3


Question: When animals use energy, what is always produced?

Choices:
A. sugar
B. heat
C. oxygen
D. starch

Prompt:
Question: When animals use energy, what is always produced?
A. sugar
B. heat
C. oxygen
D. starch
Answer:

Answer: 1

Question: When animals use energy, what is always produced?

Choices:
A. oxygen
B. starch
C. sugar
D. heat

Prompt:
Question: When animals use energy, what is always produced?
A. oxygen
B. starch
C. sugar
D. heat
Answer:

Answer: 3

Question: When animals use energy, what is always produced?

Choices:
1. sugar
2. heat
3. oxygen
4. starch

Prompt:
Question: When animals use energy, what is always produced?
1. sugar
2. heat
3. oxygen
4. starch
Answer:

Answer: 1

Question: When animals use energy, what is always produced?

Choices:
G. sugar
R. heat
X. oxygen
P. starch

Prompt:
Question: When animals use energy, what is always produced?
G. sugar
R. heat
X. oxygen
P. starch
Answer:

Answer: 1

Question: When animals use energy, what is always produced?

Choices:
G. oxygen
R. starch
X. sugar
P. heat

Prompt:
Question: When animals use energy, what is always produced?
G. oxygen
R. starch
X. sugar
P. heat
Answer:

Answer: 3


Question: Which type of rock is formed when hot lava cools?

Choices:
A. coal
B. igneous
C. limestone
D. metamorphic

Prompt:
Question: Which type of rock is formed when hot lava cools?
A. coal
B. igneous
C. limestone
D. metamorphic
Answer:

Answer: 1

Question: Which type of rock is formed when hot lava cools?

Choices:
A. metamorphic
B. limestone
C. igneous
D. coal

Prompt:
Question: Which type of rock is formed when hot lava cools?
A. metamorphic
B. limestone
C. igneous
D. coal
Answer:

Answer: 2

Question: Which type of rock is formed when hot lava cools?

Choices:
1. coal
2. igneous
3. limestone
4. metamorphic

Prompt:
Question: Which type of rock is formed when hot lava cools?
1. coal
2. igneous
3. limestone
4. metamorphic
Answer:

Answer: 1

Question: Which type of rock is formed when hot lava cools?

Choices:
S. coal
M. igneous
Z. limestone
A. metamorphic

Prompt:
Question: Which type of rock is formed when hot lava cools?
S. coal
M. igneous
Z. limestone
A. metamorphic
Answer:

Answer: 1

Question: Which type of rock is formed when hot lava cools?

Choices:
S. metamorphic
M. limestone
Z. igneous
A. coal

Prompt:
Question: Which type of rock is formed when hot lava cools?
S. metamorphic
M. limestone
Z. igneous
A. coal
Answer:

Answer: 2


Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?

Choices:
A. the lack of moisture
B. the high levels of heat
C. the extra amount of wind
D. the low levels of sunlight

Prompt:
Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?
A. the lack of moisture
B. the high levels of heat
C. the extra amount of wind
D. the low levels of sunlight
Answer:

Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?

Choices:
A. the high levels of heat
B. the low levels of sunlight
C. the lack of moisture
D. the extra amount of wind

Prompt:
Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?
A. the high levels of heat
B. the low levels of sunlight
C. the lack of moisture
D. the extra amount of wind
Answer:

Answer: 2

Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?

Choices:
1. the lack of moisture
2. the high levels of heat
3. the extra amount of wind
4. the low levels of sunlight

Prompt:
Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?
1. the lack of moisture
2. the high levels of heat
3. the extra amount of wind
4. the low levels of sunlight
Answer:

Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?

Choices:
M. the lack of moisture
W. the high levels of heat
S. the extra amount of wind
P. the low levels of sunlight

Prompt:
Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?
M. the lack of moisture
W. the high levels of heat
S. the extra amount of wind
P. the low levels of sunlight
Answer:

Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?

Choices:
M. the high levels of heat
W. the low levels of sunlight
S. the lack of moisture
P. the extra amount of wind

Prompt:
Question: Which environmental factor would most likely prevent an orange tree from surviving in the desert?
M. the high levels of heat
W. the low levels of sunlight
S. the lack of moisture
P. the extra amount of wind
Answer:

Answer: 2


Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?

Choices:
A. a tsunami
B. a blizzard
C. a landslide
D. a hurricane

Prompt:
Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?
A. a tsunami
B. a blizzard
C. a landslide
D. a hurricane
Answer:

Answer: 2

Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?

Choices:
A. a hurricane
B. a tsunami
C. a blizzard
D. a landslide

Prompt:
Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?
A. a hurricane
B. a tsunami
C. a blizzard
D. a landslide
Answer:

Answer: 3

Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?

Choices:
1. a tsunami
2. a blizzard
3. a landslide
4. a hurricane

Prompt:
Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?
1. a tsunami
2. a blizzard
3. a landslide
4. a hurricane
Answer:

Answer: 2

Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?

Choices:
P. a tsunami
F. a blizzard
N. a landslide
B. a hurricane

Prompt:
Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?
P. a tsunami
F. a blizzard
N. a landslide
B. a hurricane
Answer:

Answer: 2

Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?

Choices:
P. a hurricane
F. a tsunami
N. a blizzard
B. a landslide

Prompt:
Question: After a rainstorm, a big pile of rocks blocks part of a mountain road. Which event most likely caused the rocks to move onto the road?
P. a hurricane
F. a tsunami
N. a blizzard
B. a landslide
Answer:

Answer: 3


Question: What would be the result of adding one proton to an atom?

Choices:
A. one electron would be added
B. the atomic number would change
C. the total mass of the atom would decrease
D. the electrical charge would become neutral

Prompt:
Question: What would be the result of adding one proton to an atom?
A. one electron would be added
B. the atomic number would change
C. the total mass of the atom would decrease
D. the electrical charge would become neutral
Answer:

Answer: 1

Question: What would be the result of adding one proton to an atom?

Choices:
A. the atomic number would change
B. the electrical charge would become neutral
C. the total mass of the atom would decrease
D. one electron would be added

Prompt:
Question: What would be the result of adding one proton to an atom?
A. the atomic number would change
B. the electrical charge would become neutral
C. the total mass of the atom would decrease
D. one electron would be added
Answer:

Question: What would be the result of adding one proton to an atom?

Choices:
1. one electron would be added
2. the atomic number would change
3. the total mass of the atom would decrease
4. the electrical charge would become neutral

Prompt:
Question: What would be the result of adding one proton to an atom?
1. one electron would be added
2. the atomic number would change
3. the total mass of the atom would decrease
4. the electrical charge would become neutral
Answer:

Answer: 1

Question: What would be the result of adding one proton to an atom?

Choices:
W. one electron would be added
I. the atomic number would change
L. the total mass of the atom would decrease
T. the electrical charge would become neutral

Prompt:
Question: What would be the result of adding one proton to an atom?
W. one electron would be added
I. the atomic number would change
L. the total mass of the atom would decrease
T. the electrical charge would become neutral
Answer:

Answer: 1

Question: What would be the result of adding one proton to an atom?

Choices:
W. the atomic number would change
I. the electrical charge would become neutral
L. the total mass of the atom would decrease
T. one electron would be added

Prompt:
Question: What would be the result of adding one proton to an atom?
W. the atomic number would change
I. the electrical charge would become neutral
L. the total mass of the atom would decrease
T. one electron would be added
Answer:


Question: What would be the best source to find information about DNA testing?

Choices:
A. local newspaper
B. TV news report
C. scientific journals
D. world almanac

Prompt:
Question: What would be the best source to find information about DNA testing?
A. local newspaper
B. TV news report
C. scientific journals
D. world almanac
Answer:

Answer: 2

Question: What would be the best source to find information about DNA testing?

Choices:
A. scientific journals
B. local newspaper
C. TV news report
D. world almanac

Prompt:
Question: What would be the best source to find information about DNA testing?
A. scientific journals
B. local newspaper
C. TV news report
D. world almanac
Answer:

Question: What would be the best source to find information about DNA testing?

Choices:
1. local newspaper
2. TV news report
3. scientific journals
4. world almanac

Prompt:
Question: What would be the best source to find information about DNA testing?
1. local newspaper
2. TV news report
3. scientific journals
4. world almanac
Answer:

Answer: 2

Question: What would be the best source to find information about DNA testing?

Choices:
L. local newspaper
O. TV news report
I. scientific journals
G. world almanac

Prompt:
Question: What would be the best source to find information about DNA testing?
L. local newspaper
O. TV news report
I. scientific journals
G. world almanac
Answer:

Answer: 2

Question: What would be the best source to find information about DNA testing?

Choices:
L. scientific journals
O. local newspaper
I. TV news report
G. world almanac

Prompt:
Question: What would be the best source to find information about DNA testing?
L. scientific journals
O. local newspaper
I. TV news report
G. world almanac
Answer:


Question: In what section of Earth do earthquakes happen?

Choices:
A. crust
B. mantle
C. inner core
D. outer core

Prompt:
Question: In what section of Earth do earthquakes happen?
A. crust
B. mantle
C. inner core
D. outer core
Answer:

Question: In what section of Earth do earthquakes happen?

Choices:
A. outer core
B. mantle
C. crust
D. inner core

Prompt:
Question: In what section of Earth do earthquakes happen?
A. outer core
B. mantle
C. crust
D. inner core
Answer:

Answer: 2

Question: In what section of Earth do earthquakes happen?

Choices:
1. crust
2. mantle
3. inner core
4. outer core

Prompt:
Question: In what section of Earth do earthquakes happen?
1. crust
2. mantle
3. inner core
4. outer core
Answer:

Question: In what section of Earth do earthquakes happen?

Choices:
B. crust
D. mantle
T. inner core
A. outer core

Prompt:
Question: In what section of Earth do earthquakes happen?
B. crust
D. mantle
T. inner core
A. outer core
Answer:

Question: In what section of Earth do earthquakes happen?

Choices:
B. outer core
D. mantle
T. crust
A. inner core

Prompt:
Question: In what section of Earth do earthquakes happen?
B. outer core
D. mantle
T. crust
A. inner core
Answer:

Answer: 2


Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?

Choices:
A. The bird lived for a very short time.
B. The bird lived in a dry environment.
C. The bird existed at one time but is now extinct.
D. The bird was not well preserved during the process of fossilization.

Prompt:
Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?
A. The bird lived for a very short time.
B. The bird lived in a dry environment.
C. The bird existed at one time but is now extinct.
D. The bird was not well preserved during the process of fossilization.
Answer:

Answer: 2

Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?

Choices:
A. The bird was not well preserved during the process of fossilization.
B. The bird lived for a very short time.
C. The bird lived in a dry environment.
D. The bird existed at one time but is now extinct.

Prompt:
Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?
A. The bird was not well preserved during the process of fossilization.
B. The bird lived for a very short time.
C. The bird lived in a dry environment.
D. The bird existed at one time but is now extinct.
Answer:

Answer: 3

Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?

Choices:
1. The bird lived for a very short time.
2. The bird lived in a dry environment.
3. The bird existed at one time but is now extinct.
4. The bird was not well preserved during the process of fossilization.

Prompt:
Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?
1. The bird lived for a very short time.
2. The bird lived in a dry environment.
3. The bird existed at one time but is now extinct.
4. The bird was not well preserved during the process of fossilization.
Answer:

Answer: 2

Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?

Choices:
N. The bird lived for a very short time.
E. The bird lived in a dry environment.
Q. The bird existed at one time but is now extinct.
F. The bird was not well preserved during the process of fossilization.

Prompt:
Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?
N. The bird lived for a very short time.
E. The bird lived in a dry environment.
Q. The bird existed at one time but is now extinct.
F. The bird was not well preserved during the process of fossilization.
Answer:

Answer: 2

Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?

Choices:
N. The bird was not well preserved during the process of fossilization.
E. The bird lived for a very short time.
Q. The bird lived in a dry environment.
F. The bird existed at one time but is now extinct.

Prompt:
Question: A complete fossil has been found of a type of bird that cannot be identified. What can most likely be determined about the bird from the fossil?
N. The bird was not well preserved during the process of fossilization.
E. The bird lived for a very short time.
Q. The bird lived in a dry environment.
F. The bird existed at one time but is now extinct.
Answer:

Answer: 3


Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?

Choices:
A. by threatening native plants and animals
B. by increasing the rate of soil erosion
C. by increasing the water levels in oceans
D. by releasing carbon into the atmosphere

Prompt:
Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?
A. by threatening native plants and animals
B. by increasing the rate of soil erosion
C. by increasing the water levels in oceans
D. by releasing carbon into the atmosphere
Answer:

Answer: 3

Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?

Choices:
A. by increasing the rate of soil erosion
B. by releasing carbon into the atmosphere
C. by threatening native plants and animals
D. by increasing the water levels in oceans

Prompt:
Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?
A. by increasing the rate of soil erosion
B. by releasing carbon into the atmosphere
C. by threatening native plants and animals
D. by increasing the water levels in oceans
Answer:

Answer: 1

Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?

Choices:
1. by threatening native plants and animals
2. by increasing the rate of soil erosion
3. by increasing the water levels in oceans
4. by releasing carbon into the atmosphere

Prompt:
Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?
1. by threatening native plants and animals
2. by increasing the rate of soil erosion
3. by increasing the water levels in oceans
4. by releasing carbon into the atmosphere
Answer:

Answer: 3

Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?

Choices:
E. by threatening native plants and animals
M. by increasing the rate of soil erosion
W. by increasing the water levels in oceans
X. by releasing carbon into the atmosphere

Prompt:
Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?
E. by threatening native plants and animals
M. by increasing the rate of soil erosion
W. by increasing the water levels in oceans
X. by releasing carbon into the atmosphere
Answer:

Answer: 3

Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?

Choices:
E. by increasing the rate of soil erosion
M. by releasing carbon into the atmosphere
W. by threatening native plants and animals
X. by increasing the water levels in oceans

Prompt:
Question: When large areas of the rainforests are cleared and burned, climate can be affected. Which best explains how rainforest destruction can contribute to the greenhouse effect?
E. by increasing the rate of soil erosion
M. by releasing carbon into the atmosphere
W. by threatening native plants and animals
X. by increasing the water levels in oceans
Answer:

Answer: 1


Question: Which information is used in a station model?

Choices:
A. yearly average precipitation
B. daily average barometric pressure
C. number of lightning strikes
D. wind direction in a particular point and time

Prompt:
Question: Which information is used in a station model?
A. yearly average precipitation
B. daily average barometric pressure
C. number of lightning strikes
D. wind direction in a particular point and time
Answer:

Answer: 3

Question: Which information is used in a station model?

Choices:
A. wind direction in a particular point and time
B. yearly average precipitation
C. number of lightning strikes
D. daily average barometric pressure

Prompt:
Question: Which information is used in a station model?
A. wind direction in a particular point and time
B. yearly average precipitation
C. number of lightning strikes
D. daily average barometric pressure
Answer:

Question: Which information is used in a station model?

Choices:
1. yearly average precipitation
2. daily average barometric pressure
3. number of lightning strikes
4. wind direction in a particular point and time

Prompt:
Question: Which information is used in a station model?
1. yearly average precipitation
2. daily average barometric pressure
3. number of lightning strikes
4. wind direction in a particular point and time
Answer:

Answer: 3

Question: Which information is used in a station model?

Choices:
J. yearly average precipitation
L. daily average barometric pressure
C. number of lightning strikes
Y. wind direction in a particular point and time

Prompt:
Question: Which information is used in a station model?
J. yearly average precipitation
L. daily average barometric pressure
C. number of lightning strikes
Y. wind direction in a particular point and time
Answer:

Answer: 3

Question: Which information is used in a station model?

Choices:
J. wind direction in a particular point and time
L. yearly average precipitation
C. number of lightning strikes
Y. daily average barometric pressure

Prompt:
Question: Which information is used in a station model?
J. wind direction in a particular point and time
L. yearly average precipitation
C. number of lightning strikes
Y. daily average barometric pressure
Answer:


Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?

Choices:
A. flower
B. leaf
C. root
D. stem

Prompt:
Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?
A. flower
B. leaf
C. root
D. stem
Answer:

Answer: 1

Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?

Choices:
A. leaf
B. stem
C. root
D. flower

Prompt:
Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?
A. leaf
B. stem
C. root
D. flower
Answer:

Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?

Choices:
1. flower
2. leaf
3. root
4. stem

Prompt:
Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?
1. flower
2. leaf
3. root
4. stem
Answer:

Answer: 1

Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?

Choices:
L. flower
M. leaf
E. root
J. stem

Prompt:
Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?
L. flower
M. leaf
E. root
J. stem
Answer:

Answer: 1

Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?

Choices:
L. leaf
M. stem
E. root
J. flower

Prompt:
Question: Which part of a plant is most responsible for using energy from the Sun to produce food for the plant?
L. leaf
M. stem
E. root
J. flower
Answer:


Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?

Choices:
A. The Mid-Atlantic Ridge
B. The Grand Canyon
C. The Mojave Desert
D. The Himalayan Mountains

Prompt:
Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?
A. The Mid-Atlantic Ridge
B. The Grand Canyon
C. The Mojave Desert
D. The Himalayan Mountains
Answer:

Answer: 1

Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?

Choices:
A. The Grand Canyon
B. The Himalayan Mountains
C. The Mid-Atlantic Ridge
D. The Mojave Desert

Prompt:
Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?
A. The Grand Canyon
B. The Himalayan Mountains
C. The Mid-Atlantic Ridge
D. The Mojave Desert
Answer:

Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?

Choices:
1. The Mid-Atlantic Ridge
2. The Grand Canyon
3. The Mojave Desert
4. The Himalayan Mountains

Prompt:
Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?
1. The Mid-Atlantic Ridge
2. The Grand Canyon
3. The Mojave Desert
4. The Himalayan Mountains
Answer:

Answer: 1

Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?

Choices:
O. The Mid-Atlantic Ridge
M. The Grand Canyon
V. The Mojave Desert
T. The Himalayan Mountains

Prompt:
Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?
O. The Mid-Atlantic Ridge
M. The Grand Canyon
V. The Mojave Desert
T. The Himalayan Mountains
Answer:

Answer: 1

Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?

Choices:
O. The Grand Canyon
M. The Himalayan Mountains
V. The Mid-Atlantic Ridge
T. The Mojave Desert

Prompt:
Question: Which natural formation is the best example of the result of both constructive and destructive forces such as weathering, erosion, and deposition of sediment?
O. The Grand Canyon
M. The Himalayan Mountains
V. The Mid-Atlantic Ridge
T. The Mojave Desert
Answer:


Question: Which characteristic helps a fox find food?

Choices:
A. sense of smell
B. thick fur
C. long tail
D. pointed teeth

Prompt:
Question: Which characteristic helps a fox find food?
A. sense of smell
B. thick fur
C. long tail
D. pointed teeth
Answer:

Question: Which characteristic helps a fox find food?

Choices:
A. thick fur
B. sense of smell
C. pointed teeth
D. long tail

Prompt:
Question: Which characteristic helps a fox find food?
A. thick fur
B. sense of smell
C. pointed teeth
D. long tail
Answer:

Answer: 1

Question: Which characteristic helps a fox find food?

Choices:
1. sense of smell
2. thick fur
3. long tail
4. pointed teeth

Prompt:
Question: Which characteristic helps a fox find food?
1. sense of smell
2. thick fur
3. long tail
4. pointed teeth
Answer:

Question: Which characteristic helps a fox find food?

Choices:
G. sense of smell
K. thick fur
F. long tail
Y. pointed teeth

Prompt:
Question: Which characteristic helps a fox find food?
G. sense of smell
K. thick fur
F. long tail
Y. pointed teeth
Answer:

Question: Which characteristic helps a fox find food?

Choices:
G. thick fur
K. sense of smell
F. pointed teeth
Y. long tail

Prompt:
Question: Which characteristic helps a fox find food?
G. thick fur
K. sense of smell
F. pointed teeth
Y. long tail
Answer:

Answer: 1


Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?

Choices:
A. 0%
B. 25%
C. 50%
D. 75%

Prompt:
Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?
A. 0%
B. 25%
C. 50%
D. 75%
Answer:

Answer: 1

Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?

Choices:
A. 75%
B. 0%
C. 25%
D. 50%

Prompt:
Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?
A. 75%
B. 0%
C. 25%
D. 50%
Answer:

Answer: 2

Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?

Choices:
1. 0%
2. 25%
3. 50%
4. 75%

Prompt:
Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?
1. 0%
2. 25%
3. 50%
4. 75%
Answer:

Answer: 1

Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?

Choices:
H. 0%
A. 25%
E. 50%
Q. 75%

Prompt:
Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?
H. 0%
A. 25%
E. 50%
Q. 75%
Answer:

Answer: 1

Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?

Choices:
H. 75%
A. 0%
E. 25%
Q. 50%

Prompt:
Question: Tay-Sachs disease is a recessive genetic disorder. If only one gene is present, an individual is a carrier. What is the probability of two healthy Tay-Sachs carriers having a child that has the disease?
H. 75%
A. 0%
E. 25%
Q. 50%
Answer:

Answer: 2


Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?

Choices:
A. final weight of lamp
B. original volume of oil
C. time it took for lamps to use oil
D. height of flame produced by lamp

Prompt:
Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?
A. final weight of lamp
B. original volume of oil
C. time it took for lamps to use oil
D. height of flame produced by lamp
Answer:

Answer: 2

Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?

Choices:
A. height of flame produced by lamp
B. time it took for lamps to use oil
C. original volume of oil
D. final weight of lamp

Prompt:
Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?
A. height of flame produced by lamp
B. time it took for lamps to use oil
C. original volume of oil
D. final weight of lamp
Answer:

Answer: 1

Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?

Choices:
1. final weight of lamp
2. original volume of oil
3. time it took for lamps to use oil
4. height of flame produced by lamp

Prompt:
Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?
1. final weight of lamp
2. original volume of oil
3. time it took for lamps to use oil
4. height of flame produced by lamp
Answer:

Answer: 2

Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?

Choices:
E. final weight of lamp
H. original volume of oil
O. time it took for lamps to use oil
R. height of flame produced by lamp

Prompt:
Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?
E. final weight of lamp
H. original volume of oil
O. time it took for lamps to use oil
R. height of flame produced by lamp
Answer:

Answer: 2

Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?

Choices:
E. height of flame produced by lamp
H. time it took for lamps to use oil
O. original volume of oil
R. final weight of lamp

Prompt:
Question: Two identical lamps contain the same amount of different types of oil. They are allowed to burn until all the oil has been burned. Which measurement will best provide the total difference in chemical energy between the two oils?
E. height of flame produced by lamp
H. time it took for lamps to use oil
O. original volume of oil
R. final weight of lamp
Answer:

Answer: 1


Question: Which disease is a result of abnormal cell division?

Choices:
A. AIDS
B. cancer
C. chicken pox
D. common cold

Prompt:
Question: Which disease is a result of abnormal cell division?
A. AIDS
B. cancer
C. chicken pox
D. common cold
Answer:

Answer: 1

Question: Which disease is a result of abnormal cell division?

Choices:
A. common cold
B. AIDS
C. cancer
D. chicken pox

Prompt:
Question: Which disease is a result of abnormal cell division?
A. common cold
B. AIDS
C. cancer
D. chicken pox
Answer:

Answer: 2

Question: Which disease is a result of abnormal cell division?

Choices:
1. AIDS
2. cancer
3. chicken pox
4. common cold

Prompt:
Question: Which disease is a result of abnormal cell division?
1. AIDS
2. cancer
3. chicken pox
4. common cold
Answer:

Answer: 1

Question: Which disease is a result of abnormal cell division?

Choices:
R. AIDS
N. cancer
Z. chicken pox
M. common cold

Prompt:
Question: Which disease is a result of abnormal cell division?
R. AIDS
N. cancer
Z. chicken pox
M. common cold
Answer:

Answer: 1

Question: Which disease is a result of abnormal cell division?

Choices:
R. common cold
N. AIDS
Z. cancer
M. chicken pox

Prompt:
Question: Which disease is a result of abnormal cell division?
R. common cold
N. AIDS
Z. cancer
M. chicken pox
Answer:

Answer: 2


Question: During which season of the year would a rabbit's fur be thickest?

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

Prompt:
Question: During which season of the year would a rabbit's fur be thickest?
A. fall
B. spring
C. summer
D. winter
Answer:

Answer: 3

Question: During which season of the year would a rabbit's fur be thickest?

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

Prompt:
Question: During which season of the year would a rabbit's fur be thickest?
A. winter
B. spring
C. fall
D. summer
Answer:

Question: During which season of the year would a rabbit's fur be thickest?

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

Prompt:
Question: During which season of the year would a rabbit's fur be thickest?
1. fall
2. spring
3. summer
4. winter
Answer:

Answer: 3

Question: During which season of the year would a rabbit's fur be thickest?

Choices:
I. fall
T. spring
W. summer
O. winter

Prompt:
Question: During which season of the year would a rabbit's fur be thickest?
I. fall
T. spring
W. summer
O. winter
Answer:

Answer: 3

Question: During which season of the year would a rabbit's fur be thickest?

Choices:
I. winter
T. spring
W. fall
O. summer

Prompt:
Question: During which season of the year would a rabbit's fur be thickest?
I. winter
T. spring
W. fall
O. summer
Answer:


Question: Which property of an element is determined by adding the number of protons and number of neutrons?

Choices:
A. atomic mass
B. atomic radius
C. electrical charge
D. electrical potential

Prompt:
Question: Which property of an element is determined by adding the number of protons and number of neutrons?
A. atomic mass
B. atomic radius
C. electrical charge
D. electrical potential
Answer:

Question: Which property of an element is determined by adding the number of protons and number of neutrons?

Choices:
A. electrical charge
B. electrical potential
C. atomic mass
D. atomic radius

Prompt:
Question: Which property of an element is determined by adding the number of protons and number of neutrons?
A. electrical charge
B. electrical potential
C. atomic mass
D. atomic radius
Answer:

Answer: 2

Question: Which property of an element is determined by adding the number of protons and number of neutrons?

Choices:
1. atomic mass
2. atomic radius
3. electrical charge
4. electrical potential

Prompt:
Question: Which property of an element is determined by adding the number of protons and number of neutrons?
1. atomic mass
2. atomic radius
3. electrical charge
4. electrical potential
Answer:

Question: Which property of an element is determined by adding the number of protons and number of neutrons?

Choices:
Z. atomic mass
N. atomic radius
Q. electrical charge
M. electrical potential

Prompt:
Question: Which property of an element is determined by adding the number of protons and number of neutrons?
Z. atomic mass
N. atomic radius
Q. electrical charge
M. electrical potential
Answer:

Question: Which property of an element is determined by adding the number of protons and number of neutrons?

Choices:
Z. electrical charge
N. electrical potential
Q. atomic mass
M. atomic radius

Prompt:
Question: Which property of an element is determined by adding the number of protons and number of neutrons?
Z. electrical charge
N. electrical potential
Q. atomic mass
M. atomic radius
Answer:

Answer: 2


Question: Which of these cycles takes 24 hours?

Choices:
A. Earth rotating on its axis
B. Earth revolving around the Sun
C. the Moon rotating on its axis
D. the Moon revolving around Earth

Prompt:
Question: Which of these cycles takes 24 hours?
A. Earth rotating on its axis
B. Earth revolving around the Sun
C. the Moon rotating on its axis
D. the Moon revolving around Earth
Answer:

Question: Which of these cycles takes 24 hours?

Choices:
A. Earth revolving around the Sun
B. the Moon revolving around Earth
C. Earth rotating on its axis
D. the Moon rotating on its axis

Prompt:
Question: Which of these cycles takes 24 hours?
A. Earth revolving around the Sun
B. the Moon revolving around Earth
C. Earth rotating on its axis
D. the Moon rotating on its axis
Answer:

Answer: 2

Question: Which of these cycles takes 24 hours?

Choices:
1. Earth rotating on its axis
2. Earth revolving around the Sun
3. the Moon rotating on its axis
4. the Moon revolving around Earth

Prompt:
Question: Which of these cycles takes 24 hours?
1. Earth rotating on its axis
2. Earth revolving around the Sun
3. the Moon rotating on its axis
4. the Moon revolving around Earth
Answer:

Question: Which of these cycles takes 24 hours?

Choices:
V. Earth rotating on its axis
U. Earth revolving around the Sun
B. the Moon rotating on its axis
R. the Moon revolving around Earth

Prompt:
Question: Which of these cycles takes 24 hours?
V. Earth rotating on its axis
U. Earth revolving around the Sun
B. the Moon rotating on its axis
R. the Moon revolving around Earth
Answer:

Question: Which of these cycles takes 24 hours?

Choices:
V. Earth revolving around the Sun
U. the Moon revolving around Earth
B. Earth rotating on its axis
R. the Moon rotating on its axis

Prompt:
Question: Which of these cycles takes 24 hours?
V. Earth revolving around the Sun
U. the Moon revolving around Earth
B. Earth rotating on its axis
R. the Moon rotating on its axis
Answer:

Answer: 2


Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as

Choices:
A. an acid.
B. a base.
C. an element.
D. More information is needed to classify lemon juice.

Prompt:
Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as
A. an acid.
B. a base.
C. an element.
D. More information is needed to classify lemon juice.
Answer:

Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as

Choices:
A. a base.
B. More information is needed to classify lemon juice.
C. an element.
D. an acid.

Prompt:
Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as
A. a base.
B. More information is needed to classify lemon juice.
C. an element.
D. an acid.
Answer:

Answer: 3

Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as

Choices:
1. an acid.
2. a base.
3. an element.
4. More information is needed to classify lemon juice.

Prompt:
Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as
1. an acid.
2. a base.
3. an element.
4. More information is needed to classify lemon juice.
Answer:

Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as

Choices:
G. an acid.
B. a base.
O. an element.
M. More information is needed to classify lemon juice.

Prompt:
Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as
G. an acid.
B. a base.
O. an element.
M. More information is needed to classify lemon juice.
Answer:

Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as

Choices:
G. a base.
B. More information is needed to classify lemon juice.
O. an element.
M. an acid.

Prompt:
Question: Lemon juice turns litmus paper red, is corrosive and tastes sour. Lemon juice is classified as
G. a base.
B. More information is needed to classify lemon juice.
O. an element.
M. an acid.
Answer:

Answer: 3


Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a

Choices:
A. metal doorknob.
B. plastic toy.
C. rubber ball.
D. wooden block.

Prompt:
Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a
A. metal doorknob.
B. plastic toy.
C. rubber ball.
D. wooden block.
Answer:

Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a

Choices:
A. wooden block.
B. metal doorknob.
C. rubber ball.
D. plastic toy.

Prompt:
Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a
A. wooden block.
B. metal doorknob.
C. rubber ball.
D. plastic toy.
Answer:

Answer: 1

Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a

Choices:
1. metal doorknob.
2. plastic toy.
3. rubber ball.
4. wooden block.

Prompt:
Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a
1. metal doorknob.
2. plastic toy.
3. rubber ball.
4. wooden block.
Answer:

Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a

Choices:
Q. metal doorknob.
B. plastic toy.
Y. rubber ball.
U. wooden block.

Prompt:
Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a
Q. metal doorknob.
B. plastic toy.
Y. rubber ball.
U. wooden block.
Answer:

Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a

Choices:
Q. wooden block.
B. metal doorknob.
Y. rubber ball.
U. plastic toy.

Prompt:
Question: A child walks across a carpet and generates an electrical charge. The child will get a slight shock by touching a
Q. wooden block.
B. metal doorknob.
Y. rubber ball.
U. plastic toy.
Answer:

Answer: 1


Question: Which animal eats only plants?

Choices:
A. Cat
B. Dog
C. Lion
D. Rabbit

Prompt:
Question: Which animal eats only plants?
A. Cat
B. Dog
C. Lion
D. Rabbit
Answer:

Answer: 3

Question: Which animal eats only plants?

Choices:
A. Lion
B. Cat
C. Rabbit
D. Dog

Prompt:
Question: Which animal eats only plants?
A. Lion
B. Cat
C. Rabbit
D. Dog
Answer:

Answer: 2

Question: Which animal eats only plants?

Choices:
1. Cat
2. Dog
3. Lion
4. Rabbit

Prompt:
Question: Which animal eats only plants?
1. Cat
2. Dog
3. Lion
4. Rabbit
Answer:

Answer: 3

Question: Which animal eats only plants?

Choices:
A. Cat
R. Dog
N. Lion
D. Rabbit

Prompt:
Question: Which animal eats only plants?
A. Cat
R. Dog
N. Lion
D. Rabbit
Answer:

Answer: 3

Question: Which animal eats only plants?

Choices:
A. Lion
R. Cat
N. Rabbit
D. Dog

Prompt:
Question: Which animal eats only plants?
A. Lion
R. Cat
N. Rabbit
D. Dog
Answer:

Answer: 2


Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of

Choices:
A. migration.
B. an instinct.
C. hibernation.
D. a learned behavior.

Prompt:
Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of
A. migration.
B. an instinct.
C. hibernation.
D. a learned behavior.
Answer:

Answer: 1

Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of

Choices:
A. an instinct.
B. hibernation.
C. migration.
D. a learned behavior.

Prompt:
Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of
A. an instinct.
B. hibernation.
C. migration.
D. a learned behavior.
Answer:

Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of

Choices:
1. migration.
2. an instinct.
3. hibernation.
4. a learned behavior.

Prompt:
Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of
1. migration.
2. an instinct.
3. hibernation.
4. a learned behavior.
Answer:

Answer: 1

Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of

Choices:
V. migration.
C. an instinct.
E. hibernation.
W. a learned behavior.

Prompt:
Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of
V. migration.
C. an instinct.
E. hibernation.
W. a learned behavior.
Answer:

Answer: 1

Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of

Choices:
V. an instinct.
C. hibernation.
E. migration.
W. a learned behavior.

Prompt:
Question: A newborn kangaroo has the ability to crawl into its mother's pouch to drink milk. This is an example of
V. an instinct.
C. hibernation.
E. migration.
W. a learned behavior.
Answer:


Question: Which characteristic is shared by Earth and the Moon?

Choices:
A. glaciers
B. flowing water
C. an atmosphere that contains oxygen
D. an orbit created by the force of gravity

Prompt:
Question: Which characteristic is shared by Earth and the Moon?
A. glaciers
B. flowing water
C. an atmosphere that contains oxygen
D. an orbit created by the force of gravity
Answer:

Answer: 3

Question: Which characteristic is shared by Earth and the Moon?

Choices:
A. flowing water
B. an atmosphere that contains oxygen
C. an orbit created by the force of gravity
D. glaciers

Prompt:
Question: Which characteristic is shared by Earth and the Moon?
A. flowing water
B. an atmosphere that contains oxygen
C. an orbit created by the force of gravity
D. glaciers
Answer:

Answer: 2

Question: Which characteristic is shared by Earth and the Moon?

Choices:
1. glaciers
2. flowing water
3. an atmosphere that contains oxygen
4. an orbit created by the force of gravity

Prompt:
Question: Which characteristic is shared by Earth and the Moon?
1. glaciers
2. flowing water
3. an atmosphere that contains oxygen
4. an orbit created by the force of gravity
Answer:

Answer: 3

Question: Which characteristic is shared by Earth and the Moon?

Choices:
F. glaciers
I. flowing water
N. an atmosphere that contains oxygen
D. an orbit created by the force of gravity

Prompt:
Question: Which characteristic is shared by Earth and the Moon?
F. glaciers
I. flowing water
N. an atmosphere that contains oxygen
D. an orbit created by the force of gravity
Answer:

Answer: 3

Question: Which characteristic is shared by Earth and the Moon?

Choices:
F. flowing water
I. an atmosphere that contains oxygen
N. an orbit created by the force of gravity
D. glaciers

Prompt:
Question: Which characteristic is shared by Earth and the Moon?
F. flowing water
I. an atmosphere that contains oxygen
N. an orbit created by the force of gravity
D. glaciers
Answer:

Answer: 2


Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?

Choices:
A. soil quality
B. wind speeds
C. bird migration
D. water temperature

Prompt:
Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?
A. soil quality
B. wind speeds
C. bird migration
D. water temperature
Answer:

Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?

Choices:
A. bird migration
B. water temperature
C. wind speeds
D. soil quality

Prompt:
Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?
A. bird migration
B. water temperature
C. wind speeds
D. soil quality
Answer:

Answer: 3

Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?

Choices:
1. soil quality
2. wind speeds
3. bird migration
4. water temperature

Prompt:
Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?
1. soil quality
2. wind speeds
3. bird migration
4. water temperature
Answer:

Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?

Choices:
R. soil quality
P. wind speeds
J. bird migration
A. water temperature

Prompt:
Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?
R. soil quality
P. wind speeds
J. bird migration
A. water temperature
Answer:

Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?

Choices:
R. bird migration
P. water temperature
J. wind speeds
A. soil quality

Prompt:
Question: The Piedmont and Coastal Plains regions in Maryland produce crops such as corn, soybeans, wheat, tobacco, tomatoes, and apples. Which environmental factor most likely influences which crops are grown in these regions?
R. bird migration
P. water temperature
J. wind speeds
A. soil quality
Answer:

Answer: 3


Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?

Choices:
A. circulatory
B. excretory
C. immune
D. respiratory

Prompt:
Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?
A. circulatory
B. excretory
C. immune
D. respiratory
Answer:

Answer: 3

Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?

Choices:
A. excretory
B. circulatory
C. respiratory
D. immune

Prompt:
Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?
A. excretory
B. circulatory
C. respiratory
D. immune
Answer:

Answer: 2

Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?

Choices:
1. circulatory
2. excretory
3. immune
4. respiratory

Prompt:
Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?
1. circulatory
2. excretory
3. immune
4. respiratory
Answer:

Answer: 3

Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?

Choices:
H. circulatory
W. excretory
Q. immune
U. respiratory

Prompt:
Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?
H. circulatory
W. excretory
Q. immune
U. respiratory
Answer:

Answer: 3

Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?

Choices:
H. excretory
W. circulatory
Q. respiratory
U. immune

Prompt:
Question: Which organ system is responsible for the exchange of oxygen and carbon dioxide between the body and the environment?
H. excretory
W. circulatory
Q. respiratory
U. immune
Answer:

Answer: 2


Question: Which of these will always produce a magnetic field?

Choices:
A. a bar of steel
B. a bar of aluminum
C. an electric current
D. an electric charge

Prompt:
Question: Which of these will always produce a magnetic field?
A. a bar of steel
B. a bar of aluminum
C. an electric current
D. an electric charge
Answer:

Answer: 2

Question: Which of these will always produce a magnetic field?

Choices:
A. an electric charge
B. an electric current
C. a bar of steel
D. a bar of aluminum

Prompt:
Question: Which of these will always produce a magnetic field?
A. an electric charge
B. an electric current
C. a bar of steel
D. a bar of aluminum
Answer:

Answer: 1

Question: Which of these will always produce a magnetic field?

Choices:
1. a bar of steel
2. a bar of aluminum
3. an electric current
4. an electric charge

Prompt:
Question: Which of these will always produce a magnetic field?
1. a bar of steel
2. a bar of aluminum
3. an electric current
4. an electric charge
Answer:

Answer: 2

Question: Which of these will always produce a magnetic field?

Choices:
P. a bar of steel
S. a bar of aluminum
T. an electric current
N. an electric charge

Prompt:
Question: Which of these will always produce a magnetic field?
P. a bar of steel
S. a bar of aluminum
T. an electric current
N. an electric charge
Answer:

Answer: 2

Question: Which of these will always produce a magnetic field?

Choices:
P. an electric charge
S. an electric current
T. a bar of steel
N. a bar of aluminum

Prompt:
Question: Which of these will always produce a magnetic field?
P. an electric charge
S. an electric current
T. a bar of steel
N. a bar of aluminum
Answer:

Answer: 1


Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?

Choices:
A. number of neutrons
B. number of protons
C. state of matter
D. atomic mass

Prompt:
Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?
A. number of neutrons
B. number of protons
C. state of matter
D. atomic mass
Answer:

Answer: 1

Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?

Choices:
A. number of neutrons
B. state of matter
C. atomic mass
D. number of protons

Prompt:
Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?
A. number of neutrons
B. state of matter
C. atomic mass
D. number of protons
Answer:

Answer: 3

Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?

Choices:
1. number of neutrons
2. number of protons
3. state of matter
4. atomic mass

Prompt:
Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?
1. number of neutrons
2. number of protons
3. state of matter
4. atomic mass
Answer:

Answer: 1

Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?

Choices:
J. number of neutrons
C. number of protons
A. state of matter
R. atomic mass

Prompt:
Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?
J. number of neutrons
C. number of protons
A. state of matter
R. atomic mass
Answer:

Answer: 1

Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?

Choices:
J. number of neutrons
C. state of matter
A. atomic mass
R. number of protons

Prompt:
Question: The periodic table provides information about the atoms of different elements. Which is a characteristic of an atom determines what element it is?
J. number of neutrons
C. state of matter
A. atomic mass
R. number of protons
Answer:

Answer: 3


Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?

Choices:
A. test tube
B. meter stick
C. spring scale
D. graduated cylinder

Prompt:
Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?
A. test tube
B. meter stick
C. spring scale
D. graduated cylinder
Answer:

Answer: 3

Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?

Choices:
A. graduated cylinder
B. meter stick
C. test tube
D. spring scale

Prompt:
Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?
A. graduated cylinder
B. meter stick
C. test tube
D. spring scale
Answer:

Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?

Choices:
1. test tube
2. meter stick
3. spring scale
4. graduated cylinder

Prompt:
Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?
1. test tube
2. meter stick
3. spring scale
4. graduated cylinder
Answer:

Answer: 3

Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?

Choices:
Z. test tube
Q. meter stick
N. spring scale
J. graduated cylinder

Prompt:
Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?
Z. test tube
Q. meter stick
N. spring scale
J. graduated cylinder
Answer:

Answer: 3

Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?

Choices:
Z. graduated cylinder
Q. meter stick
N. test tube
J. spring scale

Prompt:
Question: Joel made some measurements and recorded this data: Sample 1 - 45 mL Sample 2 - 15 mL Sample 3 - 30 mL Sample 4 - 20 mL Which of these tools would most likely have been used to obtain these measurements?
Z. graduated cylinder
Q. meter stick
N. test tube
J. spring scale
Answer:


Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?

Choices:
A. energy stored in the reactants
B. breaking bonds of the reactants
C. kinetic energy absorbed by the reaction
D. potential energy absorbed by the reaction

Prompt:
Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?
A. energy stored in the reactants
B. breaking bonds of the reactants
C. kinetic energy absorbed by the reaction
D. potential energy absorbed by the reaction
Answer:

Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?

Choices:
A. kinetic energy absorbed by the reaction
B. potential energy absorbed by the reaction
C. breaking bonds of the reactants
D. energy stored in the reactants

Prompt:
Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?
A. kinetic energy absorbed by the reaction
B. potential energy absorbed by the reaction
C. breaking bonds of the reactants
D. energy stored in the reactants
Answer:

Answer: 3

Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?

Choices:
1. energy stored in the reactants
2. breaking bonds of the reactants
3. kinetic energy absorbed by the reaction
4. potential energy absorbed by the reaction

Prompt:
Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?
1. energy stored in the reactants
2. breaking bonds of the reactants
3. kinetic energy absorbed by the reaction
4. potential energy absorbed by the reaction
Answer:

Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?

Choices:
H. energy stored in the reactants
Y. breaking bonds of the reactants
U. kinetic energy absorbed by the reaction
C. potential energy absorbed by the reaction

Prompt:
Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?
H. energy stored in the reactants
Y. breaking bonds of the reactants
U. kinetic energy absorbed by the reaction
C. potential energy absorbed by the reaction
Answer:

Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?

Choices:
H. kinetic energy absorbed by the reaction
Y. potential energy absorbed by the reaction
U. breaking bonds of the reactants
C. energy stored in the reactants

Prompt:
Question: A teacher demonstrates a chemical reaction. A student observes that the test tube in which the reaction occurs becomes warm. What is the source of the thermal energy generated by the reaction?
H. kinetic energy absorbed by the reaction
Y. potential energy absorbed by the reaction
U. breaking bonds of the reactants
C. energy stored in the reactants
Answer:

Answer: 3


Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?

Choices:
A. by protecting deer from other predators
B. by controlling the deer population
C. by decreasing diversity within the herd
D. by protecting the deer from disease

Prompt:
Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?
A. by protecting deer from other predators
B. by controlling the deer population
C. by decreasing diversity within the herd
D. by protecting the deer from disease
Answer:

Answer: 1

Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?

Choices:
A. by protecting the deer from disease
B. by protecting deer from other predators
C. by controlling the deer population
D. by decreasing diversity within the herd

Prompt:
Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?
A. by protecting the deer from disease
B. by protecting deer from other predators
C. by controlling the deer population
D. by decreasing diversity within the herd
Answer:

Answer: 2

Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?

Choices:
1. by protecting deer from other predators
2. by controlling the deer population
3. by decreasing diversity within the herd
4. by protecting the deer from disease

Prompt:
Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?
1. by protecting deer from other predators
2. by controlling the deer population
3. by decreasing diversity within the herd
4. by protecting the deer from disease
Answer:

Answer: 1

Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?

Choices:
G. by protecting deer from other predators
S. by controlling the deer population
F. by decreasing diversity within the herd
Y. by protecting the deer from disease

Prompt:
Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?
G. by protecting deer from other predators
S. by controlling the deer population
F. by decreasing diversity within the herd
Y. by protecting the deer from disease
Answer:

Answer: 1

Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?

Choices:
G. by protecting the deer from disease
S. by protecting deer from other predators
F. by controlling the deer population
Y. by decreasing diversity within the herd

Prompt:
Question: Deer provide food for wolves. How does this relationship also benefit the deer herd?
G. by protecting the deer from disease
S. by protecting deer from other predators
F. by controlling the deer population
Y. by decreasing diversity within the herd
Answer:

Answer: 2


Question: In what way does society benefit from research on diseases?

Choices:
A. New illnesses will develop.
B. Doctors will visit their patients at home.
C. More families will move closer to hospitals.
D. Many illnesses will be prevented or cured.

Prompt:
Question: In what way does society benefit from research on diseases?
A. New illnesses will develop.
B. Doctors will visit their patients at home.
C. More families will move closer to hospitals.
D. Many illnesses will be prevented or cured.
Answer:

Answer: 3

Question: In what way does society benefit from research on diseases?

Choices:
A. Doctors will visit their patients at home.
B. New illnesses will develop.
C. Many illnesses will be prevented or cured.
D. More families will move closer to hospitals.

Prompt:
Question: In what way does society benefit from research on diseases?
A. Doctors will visit their patients at home.
B. New illnesses will develop.
C. Many illnesses will be prevented or cured.
D. More families will move closer to hospitals.
Answer:

Answer: 2

Question: In what way does society benefit from research on diseases?

Choices:
1. New illnesses will develop.
2. Doctors will visit their patients at home.
3. More families will move closer to hospitals.
4. Many illnesses will be prevented or cured.

Prompt:
Question: In what way does society benefit from research on diseases?
1. New illnesses will develop.
2. Doctors will visit their patients at home.
3. More families will move closer to hospitals.
4. Many illnesses will be prevented or cured.
Answer:

Answer: 3

Question: In what way does society benefit from research on diseases?

Choices:
X. New illnesses will develop.
P. Doctors will visit their patients at home.
M. More families will move closer to hospitals.
I. Many illnesses will be prevented or cured.

Prompt:
Question: In what way does society benefit from research on diseases?
X. New illnesses will develop.
P. Doctors will visit their patients at home.
M. More families will move closer to hospitals.
I. Many illnesses will be prevented or cured.
Answer:

Answer: 3

Question: In what way does society benefit from research on diseases?

Choices:
X. Doctors will visit their patients at home.
P. New illnesses will develop.
M. Many illnesses will be prevented or cured.
I. More families will move closer to hospitals.

Prompt:
Question: In what way does society benefit from research on diseases?
X. Doctors will visit their patients at home.
P. New illnesses will develop.
M. Many illnesses will be prevented or cured.
I. More families will move closer to hospitals.
Answer:

Answer: 2


Question: Which energy transformation takes place in a gasoline lawn mower?

Choices:
A. potential energy to electrical energy
B. electrical energy to potential energy
C. kinetic energy to chemical energy
D. chemical energy to mechanical energy

Prompt:
Question: Which energy transformation takes place in a gasoline lawn mower?
A. potential energy to electrical energy
B. electrical energy to potential energy
C. kinetic energy to chemical energy
D. chemical energy to mechanical energy
Answer:

Answer: 3

Question: Which energy transformation takes place in a gasoline lawn mower?

Choices:
A. kinetic energy to chemical energy
B. potential energy to electrical energy
C. chemical energy to mechanical energy
D. electrical energy to potential energy

Prompt:
Question: Which energy transformation takes place in a gasoline lawn mower?
A. kinetic energy to chemical energy
B. potential energy to electrical energy
C. chemical energy to mechanical energy
D. electrical energy to potential energy
Answer:

Answer: 2

Question: Which energy transformation takes place in a gasoline lawn mower?

Choices:
1. potential energy to electrical energy
2. electrical energy to potential energy
3. kinetic energy to chemical energy
4. chemical energy to mechanical energy

Prompt:
Question: Which energy transformation takes place in a gasoline lawn mower?
1. potential energy to electrical energy
2. electrical energy to potential energy
3. kinetic energy to chemical energy
4. chemical energy to mechanical energy
Answer:

Answer: 3

Question: Which energy transformation takes place in a gasoline lawn mower?

Choices:
L. potential energy to electrical energy
M. electrical energy to potential energy
E. kinetic energy to chemical energy
F. chemical energy to mechanical energy

Prompt:
Question: Which energy transformation takes place in a gasoline lawn mower?
L. potential energy to electrical energy
M. electrical energy to potential energy
E. kinetic energy to chemical energy
F. chemical energy to mechanical energy
Answer:

Answer: 3

Question: Which energy transformation takes place in a gasoline lawn mower?

Choices:
L. kinetic energy to chemical energy
M. potential energy to electrical energy
E. chemical energy to mechanical energy
F. electrical energy to potential energy

Prompt:
Question: Which energy transformation takes place in a gasoline lawn mower?
L. kinetic energy to chemical energy
M. potential energy to electrical energy
E. chemical energy to mechanical energy
F. electrical energy to potential energy
Answer:

Answer: 2


Question: Which of the following can only be seen with a telescope?

Choices:
A. the moon-like phases of Venus
B. the phases of Earth's moon
C. a lunar eclipse
D. a solar eclipse

Prompt:
Question: Which of the following can only be seen with a telescope?
A. the moon-like phases of Venus
B. the phases of Earth's moon
C. a lunar eclipse
D. a solar eclipse
Answer:

Question: Which of the following can only be seen with a telescope?

Choices:
A. the phases of Earth's moon
B. the moon-like phases of Venus
C. a lunar eclipse
D. a solar eclipse

Prompt:
Question: Which of the following can only be seen with a telescope?
A. the phases of Earth's moon
B. the moon-like phases of Venus
C. a lunar eclipse
D. a solar eclipse
Answer:

Answer: 1

Question: Which of the following can only be seen with a telescope?

Choices:
1. the moon-like phases of Venus
2. the phases of Earth's moon
3. a lunar eclipse
4. a solar eclipse

Prompt:
Question: Which of the following can only be seen with a telescope?
1. the moon-like phases of Venus
2. the phases of Earth's moon
3. a lunar eclipse
4. a solar eclipse
Answer:

Question: Which of the following can only be seen with a telescope?

Choices:
L. the moon-like phases of Venus
D. the phases of Earth's moon
P. a lunar eclipse
X. a solar eclipse

Prompt:
Question: Which of the following can only be seen with a telescope?
L. the moon-like phases of Venus
D. the phases of Earth's moon
P. a lunar eclipse
X. a solar eclipse
Answer:

Question: Which of the following can only be seen with a telescope?

Choices:
L. the phases of Earth's moon
D. the moon-like phases of Venus
P. a lunar eclipse
X. a solar eclipse

Prompt:
Question: Which of the following can only be seen with a telescope?
L. the phases of Earth's moon
D. the moon-like phases of Venus
P. a lunar eclipse
X. a solar eclipse
Answer:

Answer: 1


Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by

Choices:
A. strike-slip faults.
B. transform boundaries.
C. volcanic activity.
D. land subsidence.

Prompt:
Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by
A. strike-slip faults.
B. transform boundaries.
C. volcanic activity.
D. land subsidence.
Answer:

Answer: 2

Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by

Choices:
A. land subsidence.
B. volcanic activity.
C. strike-slip faults.
D. transform boundaries.

Prompt:
Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by
A. land subsidence.
B. volcanic activity.
C. strike-slip faults.
D. transform boundaries.
Answer:

Answer: 1

Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by

Choices:
1. strike-slip faults.
2. transform boundaries.
3. volcanic activity.
4. land subsidence.

Prompt:
Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by
1. strike-slip faults.
2. transform boundaries.
3. volcanic activity.
4. land subsidence.
Answer:

Answer: 2

Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by

Choices:
R. strike-slip faults.
P. transform boundaries.
H. volcanic activity.
W. land subsidence.

Prompt:
Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by
R. strike-slip faults.
P. transform boundaries.
H. volcanic activity.
W. land subsidence.
Answer:

Answer: 2

Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by

Choices:
R. land subsidence.
P. volcanic activity.
H. strike-slip faults.
W. transform boundaries.

Prompt:
Question: The rocks that form most of the Sierra Nevada are granitic rocks. This means that the mountains were most likely formed by
R. land subsidence.
P. volcanic activity.
H. strike-slip faults.
W. transform boundaries.
Answer:

Answer: 1