Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?

Choices:
A. There will be a decrease in sea level.
B. The acidity of the ocean will increase.
C. There will be an increase in fresh water.
D. The temperature of the oceans will decline.

Prompt:
Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?
A. There will be a decrease in sea level.
B. The acidity of the ocean will increase.
C. There will be an increase in fresh water.
D. The temperature of the oceans will decline.
Answer:

Answer: 1

Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?

Choices:
A. The temperature of the oceans will decline.
B. There will be a decrease in sea level.
C. The acidity of the ocean will increase.
D. There will be an increase in fresh water.

Prompt:
Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?
A. The temperature of the oceans will decline.
B. There will be a decrease in sea level.
C. The acidity of the ocean will increase.
D. There will be an increase in fresh water.
Answer:

Answer: 2

Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?

Choices:
1. There will be a decrease in sea level.
2. The acidity of the ocean will increase.
3. There will be an increase in fresh water.
4. The temperature of the oceans will decline.

Prompt:
Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?
1. There will be a decrease in sea level.
2. The acidity of the ocean will increase.
3. There will be an increase in fresh water.
4. The temperature of the oceans will decline.
Answer:

Answer: 1

Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?

Choices:
C. There will be a decrease in sea level.
O. The acidity of the ocean will increase.
L. There will be an increase in fresh water.
U. The temperature of the oceans will decline.

Prompt:
Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?
C. There will be a decrease in sea level.
O. The acidity of the ocean will increase.
L. There will be an increase in fresh water.
U. The temperature of the oceans will decline.
Answer:

Answer: 1

Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?

Choices:
C. The temperature of the oceans will decline.
O. There will be a decrease in sea level.
L. The acidity of the ocean will increase.
U. There will be an increase in fresh water.

Prompt:
Question: More sulfur dioxide is being added to the atmosphere. How will this most likely affect the hydrosphere?
C. The temperature of the oceans will decline.
O. There will be a decrease in sea level.
L. The acidity of the ocean will increase.
U. There will be an increase in fresh water.
Answer:

Answer: 2


Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?

Choices:
A. electrical
B. heat
C. light
D. mechanical

Prompt:
Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?
A. electrical
B. heat
C. light
D. mechanical
Answer:

Answer: 2

Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?

Choices:
A. electrical
B. heat
C. mechanical
D. light

Prompt:
Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?
A. electrical
B. heat
C. mechanical
D. light
Answer:

Answer: 3

Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?

Choices:
1. electrical
2. heat
3. light
4. mechanical

Prompt:
Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?
1. electrical
2. heat
3. light
4. mechanical
Answer:

Answer: 2

Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?

Choices:
K. electrical
W. heat
N. light
V. mechanical

Prompt:
Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?
K. electrical
W. heat
N. light
V. mechanical
Answer:

Answer: 2

Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?

Choices:
K. electrical
W. heat
N. mechanical
V. light

Prompt:
Question: Plants transform energy when they make their own food. Which type of energy is used by plants for making food?
K. electrical
W. heat
N. mechanical
V. light
Answer:

Answer: 3


Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?

Choices:
A. the type of leaves the caterpillar has eaten
B. the amount of time for all the leaves to be eaten
C. the number of leaves that were put in the container
D. the number of minutes the caterpillar spends eating

Prompt:
Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?
A. the type of leaves the caterpillar has eaten
B. the amount of time for all the leaves to be eaten
C. the number of leaves that were put in the container
D. the number of minutes the caterpillar spends eating
Answer:

Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?

Choices:
A. the number of leaves that were put in the container
B. the amount of time for all the leaves to be eaten
C. the type of leaves the caterpillar has eaten
D. the number of minutes the caterpillar spends eating

Prompt:
Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?
A. the number of leaves that were put in the container
B. the amount of time for all the leaves to be eaten
C. the type of leaves the caterpillar has eaten
D. the number of minutes the caterpillar spends eating
Answer:

Answer: 2

Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?

Choices:
1. the type of leaves the caterpillar has eaten
2. the amount of time for all the leaves to be eaten
3. the number of leaves that were put in the container
4. the number of minutes the caterpillar spends eating

Prompt:
Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?
1. the type of leaves the caterpillar has eaten
2. the amount of time for all the leaves to be eaten
3. the number of leaves that were put in the container
4. the number of minutes the caterpillar spends eating
Answer:

Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?

Choices:
B. the type of leaves the caterpillar has eaten
R. the amount of time for all the leaves to be eaten
P. the number of leaves that were put in the container
L. the number of minutes the caterpillar spends eating

Prompt:
Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?
B. the type of leaves the caterpillar has eaten
R. the amount of time for all the leaves to be eaten
P. the number of leaves that were put in the container
L. the number of minutes the caterpillar spends eating
Answer:

Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?

Choices:
B. the number of leaves that were put in the container
R. the amount of time for all the leaves to be eaten
P. the type of leaves the caterpillar has eaten
L. the number of minutes the caterpillar spends eating

Prompt:
Question: Dominic placed a caterpillar in a container with different kinds of leaves. Which information should he record to find out what food this caterpillar eats?
B. the number of leaves that were put in the container
R. the amount of time for all the leaves to be eaten
P. the type of leaves the caterpillar has eaten
L. the number of minutes the caterpillar spends eating
Answer:

Answer: 2


Question: Which class of elements best conducts electricity?

Choices:
A. metals
B. nonmetals
C. semimetals
D. noble (inert) gases

Prompt:
Question: Which class of elements best conducts electricity?
A. metals
B. nonmetals
C. semimetals
D. noble (inert) gases
Answer:

Question: Which class of elements best conducts electricity?

Choices:
A. semimetals
B. noble (inert) gases
C. metals
D. nonmetals

Prompt:
Question: Which class of elements best conducts electricity?
A. semimetals
B. noble (inert) gases
C. metals
D. nonmetals
Answer:

Answer: 2

Question: Which class of elements best conducts electricity?

Choices:
1. metals
2. nonmetals
3. semimetals
4. noble (inert) gases

Prompt:
Question: Which class of elements best conducts electricity?
1. metals
2. nonmetals
3. semimetals
4. noble (inert) gases
Answer:

Question: Which class of elements best conducts electricity?

Choices:
X. metals
C. nonmetals
B. semimetals
D. noble (inert) gases

Prompt:
Question: Which class of elements best conducts electricity?
X. metals
C. nonmetals
B. semimetals
D. noble (inert) gases
Answer:

Question: Which class of elements best conducts electricity?

Choices:
X. semimetals
C. noble (inert) gases
B. metals
D. nonmetals

Prompt:
Question: Which class of elements best conducts electricity?
X. semimetals
C. noble (inert) gases
B. metals
D. nonmetals
Answer:

Answer: 2


Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O

Choices:
A. sodium hydroxide and hydrogen chloride
B. sodium chloride and water
C. sodium, chlorine, hydrogen, and oxygen
D. sodium, chlorine, and water

Prompt:
Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O
A. sodium hydroxide and hydrogen chloride
B. sodium chloride and water
C. sodium, chlorine, hydrogen, and oxygen
D. sodium, chlorine, and water
Answer:

Answer: 1

Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O

Choices:
A. sodium, chlorine, and water
B. sodium hydroxide and hydrogen chloride
C. sodium chloride and water
D. sodium, chlorine, hydrogen, and oxygen

Prompt:
Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O
A. sodium, chlorine, and water
B. sodium hydroxide and hydrogen chloride
C. sodium chloride and water
D. sodium, chlorine, hydrogen, and oxygen
Answer:

Answer: 2

Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O

Choices:
1. sodium hydroxide and hydrogen chloride
2. sodium chloride and water
3. sodium, chlorine, hydrogen, and oxygen
4. sodium, chlorine, and water

Prompt:
Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O
1. sodium hydroxide and hydrogen chloride
2. sodium chloride and water
3. sodium, chlorine, hydrogen, and oxygen
4. sodium, chlorine, and water
Answer:

Answer: 1

Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O

Choices:
S. sodium hydroxide and hydrogen chloride
E. sodium chloride and water
T. sodium, chlorine, hydrogen, and oxygen
B. sodium, chlorine, and water

Prompt:
Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O
S. sodium hydroxide and hydrogen chloride
E. sodium chloride and water
T. sodium, chlorine, hydrogen, and oxygen
B. sodium, chlorine, and water
Answer:

Answer: 1

Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O

Choices:
S. sodium, chlorine, and water
E. sodium hydroxide and hydrogen chloride
T. sodium chloride and water
B. sodium, chlorine, hydrogen, and oxygen

Prompt:
Question: What are the products in the chemical reaction below? NaOH + HCl -> NaCl + H_{2}O
S. sodium, chlorine, and water
E. sodium hydroxide and hydrogen chloride
T. sodium chloride and water
B. sodium, chlorine, hydrogen, and oxygen
Answer:

Answer: 2


Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?

Choices:
A. mutualism
B. parasitism
C. predation
D. commensalism

Prompt:
Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?
A. mutualism
B. parasitism
C. predation
D. commensalism
Answer:

Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?

Choices:
A. predation
B. parasitism
C. mutualism
D. commensalism

Prompt:
Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?
A. predation
B. parasitism
C. mutualism
D. commensalism
Answer:

Answer: 2

Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?

Choices:
1. mutualism
2. parasitism
3. predation
4. commensalism

Prompt:
Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?
1. mutualism
2. parasitism
3. predation
4. commensalism
Answer:

Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?

Choices:
N. mutualism
I. parasitism
X. predation
U. commensalism

Prompt:
Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?
N. mutualism
I. parasitism
X. predation
U. commensalism
Answer:

Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?

Choices:
N. predation
I. parasitism
X. mutualism
U. commensalism

Prompt:
Question: Termites eat wood but cannot digest it. Protozoans live in the termites' stomachs and use enzymes to break down the wood. The digested wood provides nutrition for both the termites and the protozoans. What type of relationship is this?
N. predation
I. parasitism
X. mutualism
U. commensalism
Answer:

Answer: 2


Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?

Choices:
A. a decrease in the amount of available oxygen
B. an increase in the amount of sunlight
C. a decrease in the pH of the soil
D. an increase in soil nutrients

Prompt:
Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?
A. a decrease in the amount of available oxygen
B. an increase in the amount of sunlight
C. a decrease in the pH of the soil
D. an increase in soil nutrients
Answer:

Answer: 2

Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?

Choices:
A. an increase in the amount of sunlight
B. a decrease in the pH of the soil
C. a decrease in the amount of available oxygen
D. an increase in soil nutrients

Prompt:
Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?
A. an increase in the amount of sunlight
B. a decrease in the pH of the soil
C. a decrease in the amount of available oxygen
D. an increase in soil nutrients
Answer:

Answer: 1

Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?

Choices:
1. a decrease in the amount of available oxygen
2. an increase in the amount of sunlight
3. a decrease in the pH of the soil
4. an increase in soil nutrients

Prompt:
Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?
1. a decrease in the amount of available oxygen
2. an increase in the amount of sunlight
3. a decrease in the pH of the soil
4. an increase in soil nutrients
Answer:

Answer: 2

Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?

Choices:
B. a decrease in the amount of available oxygen
V. an increase in the amount of sunlight
N. a decrease in the pH of the soil
P. an increase in soil nutrients

Prompt:
Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?
B. a decrease in the amount of available oxygen
V. an increase in the amount of sunlight
N. a decrease in the pH of the soil
P. an increase in soil nutrients
Answer:

Answer: 2

Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?

Choices:
B. an increase in the amount of sunlight
V. a decrease in the pH of the soil
N. a decrease in the amount of available oxygen
P. an increase in soil nutrients

Prompt:
Question: In the Adirondack forests of New York, some trees have died. The change in the forest is thought to be related to air pollution and rain. Which abiotic factor most likely has been changed as a result of the pollution and rain which resulted in the death of the trees?
B. an increase in the amount of sunlight
V. a decrease in the pH of the soil
N. a decrease in the amount of available oxygen
P. an increase in soil nutrients
Answer:

Answer: 1


Question: The first step in the construction of a building typically involves

Choices:
A. clearing the land.
B. setting the foundation.
C. servicing the structure.
D. installing utilities.

Prompt:
Question: The first step in the construction of a building typically involves
A. clearing the land.
B. setting the foundation.
C. servicing the structure.
D. installing utilities.
Answer:

Question: The first step in the construction of a building typically involves

Choices:
A. servicing the structure.
B. clearing the land.
C. setting the foundation.
D. installing utilities.

Prompt:
Question: The first step in the construction of a building typically involves
A. servicing the structure.
B. clearing the land.
C. setting the foundation.
D. installing utilities.
Answer:

Answer: 1

Question: The first step in the construction of a building typically involves

Choices:
1. clearing the land.
2. setting the foundation.
3. servicing the structure.
4. installing utilities.

Prompt:
Question: The first step in the construction of a building typically involves
1. clearing the land.
2. setting the foundation.
3. servicing the structure.
4. installing utilities.
Answer:

Question: The first step in the construction of a building typically involves

Choices:
X. clearing the land.
U. setting the foundation.
K. servicing the structure.
N. installing utilities.

Prompt:
Question: The first step in the construction of a building typically involves
X. clearing the land.
U. setting the foundation.
K. servicing the structure.
N. installing utilities.
Answer:

Question: The first step in the construction of a building typically involves

Choices:
X. servicing the structure.
U. clearing the land.
K. setting the foundation.
N. installing utilities.

Prompt:
Question: The first step in the construction of a building typically involves
X. servicing the structure.
U. clearing the land.
K. setting the foundation.
N. installing utilities.
Answer:

Answer: 1


Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?

Choices:
A. imbalance in ecosystems
B. predator-prey relationships
C. dominant and recessive traits
D. male and female genetic differences

Prompt:
Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?
A. imbalance in ecosystems
B. predator-prey relationships
C. dominant and recessive traits
D. male and female genetic differences
Answer:

Answer: 2

Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?

Choices:
A. predator-prey relationships
B. dominant and recessive traits
C. male and female genetic differences
D. imbalance in ecosystems

Prompt:
Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?
A. predator-prey relationships
B. dominant and recessive traits
C. male and female genetic differences
D. imbalance in ecosystems
Answer:

Answer: 1

Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?

Choices:
1. imbalance in ecosystems
2. predator-prey relationships
3. dominant and recessive traits
4. male and female genetic differences

Prompt:
Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?
1. imbalance in ecosystems
2. predator-prey relationships
3. dominant and recessive traits
4. male and female genetic differences
Answer:

Answer: 2

Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?

Choices:
A. imbalance in ecosystems
Z. predator-prey relationships
I. dominant and recessive traits
L. male and female genetic differences

Prompt:
Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?
A. imbalance in ecosystems
Z. predator-prey relationships
I. dominant and recessive traits
L. male and female genetic differences
Answer:

Answer: 2

Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?

Choices:
A. predator-prey relationships
Z. dominant and recessive traits
I. male and female genetic differences
L. imbalance in ecosystems

Prompt:
Question: What biological concept was Mendel studying when he crossed pea plants many times over many generations?
A. predator-prey relationships
Z. dominant and recessive traits
I. male and female genetic differences
L. imbalance in ecosystems
Answer:

Answer: 1


Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?

Choices:
A. (1.45)^3
B. 1 5/11
C. 1.45 x 10^3
D. 1.45 x 3

Prompt:
Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?
A. (1.45)^3
B. 1 5/11
C. 1.45 x 10^3
D. 1.45 x 3
Answer:

Answer: 2

Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?

Choices:
A. 1.45 x 10^3
B. (1.45)^3
C. 1.45 x 3
D. 1 5/11

Prompt:
Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?
A. 1.45 x 10^3
B. (1.45)^3
C. 1.45 x 3
D. 1 5/11
Answer:

Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?

Choices:
1. (1.45)^3
2. 1 5/11
3. 1.45 x 10^3
4. 1.45 x 3

Prompt:
Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?
1. (1.45)^3
2. 1 5/11
3. 1.45 x 10^3
4. 1.45 x 3
Answer:

Answer: 2

Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?

Choices:
A. (1.45)^3
I. 1 5/11
G. 1.45 x 10^3
Q. 1.45 x 3

Prompt:
Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?
A. (1.45)^3
I. 1 5/11
G. 1.45 x 10^3
Q. 1.45 x 3
Answer:

Answer: 2

Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?

Choices:
A. 1.45 x 10^3
I. (1.45)^3
G. 1.45 x 3
Q. 1 5/11

Prompt:
Question: The following represents a number displayed on a calculator. 1.454545 E3. Which of the following shows how a student should record this number in a laboratory report?
A. 1.45 x 10^3
I. (1.45)^3
G. 1.45 x 3
Q. 1 5/11
Answer:


Question: In which process is nitrogen from the air put into a form that plants can use?

Choices:
A. nitrification
B. denitrification
C. nitrogen saturation
D. nitrogen fixation

Prompt:
Question: In which process is nitrogen from the air put into a form that plants can use?
A. nitrification
B. denitrification
C. nitrogen saturation
D. nitrogen fixation
Answer:

Answer: 3

Question: In which process is nitrogen from the air put into a form that plants can use?

Choices:
A. nitrogen fixation
B. denitrification
C. nitrogen saturation
D. nitrification

Prompt:
Question: In which process is nitrogen from the air put into a form that plants can use?
A. nitrogen fixation
B. denitrification
C. nitrogen saturation
D. nitrification
Answer:

Question: In which process is nitrogen from the air put into a form that plants can use?

Choices:
1. nitrification
2. denitrification
3. nitrogen saturation
4. nitrogen fixation

Prompt:
Question: In which process is nitrogen from the air put into a form that plants can use?
1. nitrification
2. denitrification
3. nitrogen saturation
4. nitrogen fixation
Answer:

Answer: 3

Question: In which process is nitrogen from the air put into a form that plants can use?

Choices:
A. nitrification
F. denitrification
O. nitrogen saturation
V. nitrogen fixation

Prompt:
Question: In which process is nitrogen from the air put into a form that plants can use?
A. nitrification
F. denitrification
O. nitrogen saturation
V. nitrogen fixation
Answer:

Answer: 3

Question: In which process is nitrogen from the air put into a form that plants can use?

Choices:
A. nitrogen fixation
F. denitrification
O. nitrogen saturation
V. nitrification

Prompt:
Question: In which process is nitrogen from the air put into a form that plants can use?
A. nitrogen fixation
F. denitrification
O. nitrogen saturation
V. nitrification
Answer:


Question: The surface of the Moon is covered with craters. Most of these craters were formed by

Choices:
A. eruptions of active volcanoes
B. the impacts of many meteoroids
C. shifting rock on the Moon's surface ("moonquakes")
D. tidal forces caused by the Earth and Sun

Prompt:
Question: The surface of the Moon is covered with craters. Most of these craters were formed by
A. eruptions of active volcanoes
B. the impacts of many meteoroids
C. shifting rock on the Moon's surface ("moonquakes")
D. tidal forces caused by the Earth and Sun
Answer:

Answer: 1

Question: The surface of the Moon is covered with craters. Most of these craters were formed by

Choices:
A. the impacts of many meteoroids
B. eruptions of active volcanoes
C. tidal forces caused by the Earth and Sun
D. shifting rock on the Moon's surface ("moonquakes")

Prompt:
Question: The surface of the Moon is covered with craters. Most of these craters were formed by
A. the impacts of many meteoroids
B. eruptions of active volcanoes
C. tidal forces caused by the Earth and Sun
D. shifting rock on the Moon's surface ("moonquakes")
Answer:

Question: The surface of the Moon is covered with craters. Most of these craters were formed by

Choices:
1. eruptions of active volcanoes
2. the impacts of many meteoroids
3. shifting rock on the Moon's surface ("moonquakes")
4. tidal forces caused by the Earth and Sun

Prompt:
Question: The surface of the Moon is covered with craters. Most of these craters were formed by
1. eruptions of active volcanoes
2. the impacts of many meteoroids
3. shifting rock on the Moon's surface ("moonquakes")
4. tidal forces caused by the Earth and Sun
Answer:

Answer: 1

Question: The surface of the Moon is covered with craters. Most of these craters were formed by

Choices:
M. eruptions of active volcanoes
I. the impacts of many meteoroids
S. shifting rock on the Moon's surface ("moonquakes")
H. tidal forces caused by the Earth and Sun

Prompt:
Question: The surface of the Moon is covered with craters. Most of these craters were formed by
M. eruptions of active volcanoes
I. the impacts of many meteoroids
S. shifting rock on the Moon's surface ("moonquakes")
H. tidal forces caused by the Earth and Sun
Answer:

Answer: 1

Question: The surface of the Moon is covered with craters. Most of these craters were formed by

Choices:
M. the impacts of many meteoroids
I. eruptions of active volcanoes
S. tidal forces caused by the Earth and Sun
H. shifting rock on the Moon's surface ("moonquakes")

Prompt:
Question: The surface of the Moon is covered with craters. Most of these craters were formed by
M. the impacts of many meteoroids
I. eruptions of active volcanoes
S. tidal forces caused by the Earth and Sun
H. shifting rock on the Moon's surface ("moonquakes")
Answer:


Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?

Choices:
A. plants would have more nitrates to take up
B. plants and animals would decompose faster
C. high levels of ammonia would accumulate in the soil
D. the level of nitrogen gas in the atmosphere would increase

Prompt:
Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?
A. plants would have more nitrates to take up
B. plants and animals would decompose faster
C. high levels of ammonia would accumulate in the soil
D. the level of nitrogen gas in the atmosphere would increase
Answer:

Answer: 3

Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?

Choices:
A. the level of nitrogen gas in the atmosphere would increase
B. plants would have more nitrates to take up
C. plants and animals would decompose faster
D. high levels of ammonia would accumulate in the soil

Prompt:
Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?
A. the level of nitrogen gas in the atmosphere would increase
B. plants would have more nitrates to take up
C. plants and animals would decompose faster
D. high levels of ammonia would accumulate in the soil
Answer:

Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?

Choices:
1. plants would have more nitrates to take up
2. plants and animals would decompose faster
3. high levels of ammonia would accumulate in the soil
4. the level of nitrogen gas in the atmosphere would increase

Prompt:
Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?
1. plants would have more nitrates to take up
2. plants and animals would decompose faster
3. high levels of ammonia would accumulate in the soil
4. the level of nitrogen gas in the atmosphere would increase
Answer:

Answer: 3

Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?

Choices:
X. plants would have more nitrates to take up
H. plants and animals would decompose faster
Q. high levels of ammonia would accumulate in the soil
P. the level of nitrogen gas in the atmosphere would increase

Prompt:
Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?
X. plants would have more nitrates to take up
H. plants and animals would decompose faster
Q. high levels of ammonia would accumulate in the soil
P. the level of nitrogen gas in the atmosphere would increase
Answer:

Answer: 3

Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?

Choices:
X. the level of nitrogen gas in the atmosphere would increase
H. plants would have more nitrates to take up
Q. plants and animals would decompose faster
P. high levels of ammonia would accumulate in the soil

Prompt:
Question: Which event would most likely occur if the number of nitrogen fixing bacteria were reduced within an ecosystem?
X. the level of nitrogen gas in the atmosphere would increase
H. plants would have more nitrates to take up
Q. plants and animals would decompose faster
P. high levels of ammonia would accumulate in the soil
Answer:


Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?

Choices:
A. by gradually making up more available energy
B. by using resources faster than they can be replaced
C. by changing how matter cycles through an ecosystem
D. by increasing the variety of ecosystems that are supported

Prompt:
Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?
A. by gradually making up more available energy
B. by using resources faster than they can be replaced
C. by changing how matter cycles through an ecosystem
D. by increasing the variety of ecosystems that are supported
Answer:

Answer: 1

Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?

Choices:
A. by increasing the variety of ecosystems that are supported
B. by gradually making up more available energy
C. by changing how matter cycles through an ecosystem
D. by using resources faster than they can be replaced

Prompt:
Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?
A. by increasing the variety of ecosystems that are supported
B. by gradually making up more available energy
C. by changing how matter cycles through an ecosystem
D. by using resources faster than they can be replaced
Answer:

Answer: 3

Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?

Choices:
1. by gradually making up more available energy
2. by using resources faster than they can be replaced
3. by changing how matter cycles through an ecosystem
4. by increasing the variety of ecosystems that are supported

Prompt:
Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?
1. by gradually making up more available energy
2. by using resources faster than they can be replaced
3. by changing how matter cycles through an ecosystem
4. by increasing the variety of ecosystems that are supported
Answer:

Answer: 1

Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?

Choices:
R. by gradually making up more available energy
Z. by using resources faster than they can be replaced
M. by changing how matter cycles through an ecosystem
X. by increasing the variety of ecosystems that are supported

Prompt:
Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?
R. by gradually making up more available energy
Z. by using resources faster than they can be replaced
M. by changing how matter cycles through an ecosystem
X. by increasing the variety of ecosystems that are supported
Answer:

Answer: 1

Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?

Choices:
R. by increasing the variety of ecosystems that are supported
Z. by gradually making up more available energy
M. by changing how matter cycles through an ecosystem
X. by using resources faster than they can be replaced

Prompt:
Question: Census data show that the human population doubled from 2.65 billion in 1953 to 5.3 billion in 1990. If it continues to double at this rate, the human population could reach 10 billion by the year 2020. Which best explains how this rate of human growth can harm the environment on which humans depend?
R. by increasing the variety of ecosystems that are supported
Z. by gradually making up more available energy
M. by changing how matter cycles through an ecosystem
X. by using resources faster than they can be replaced
Answer:

Answer: 3


Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?

Choices:
A. odors
B. light
C. sound
D. electricity

Prompt:
Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?
A. odors
B. light
C. sound
D. electricity
Answer:

Answer: 2

Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?

Choices:
A. odors
B. electricity
C. light
D. sound

Prompt:
Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?
A. odors
B. electricity
C. light
D. sound
Answer:

Answer: 3

Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?

Choices:
1. odors
2. light
3. sound
4. electricity

Prompt:
Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?
1. odors
2. light
3. sound
4. electricity
Answer:

Answer: 2

Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?

Choices:
V. odors
Q. light
A. sound
F. electricity

Prompt:
Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?
V. odors
Q. light
A. sound
F. electricity
Answer:

Answer: 2

Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?

Choices:
V. odors
Q. electricity
A. light
F. sound

Prompt:
Question: Bats find their prey at night using one of their senses to detect echoes. What does the bat send out to find prey?
V. odors
Q. electricity
A. light
F. sound
Answer:

Answer: 3


Question: Which two objects produce their own light?

Choices:
A. candle and moon
B. moon and mirror
C. sun and candle
D. mirror and sun

Prompt:
Question: Which two objects produce their own light?
A. candle and moon
B. moon and mirror
C. sun and candle
D. mirror and sun
Answer:

Answer: 2

Question: Which two objects produce their own light?

Choices:
A. mirror and sun
B. sun and candle
C. moon and mirror
D. candle and moon

Prompt:
Question: Which two objects produce their own light?
A. mirror and sun
B. sun and candle
C. moon and mirror
D. candle and moon
Answer:

Answer: 1

Question: Which two objects produce their own light?

Choices:
1. candle and moon
2. moon and mirror
3. sun and candle
4. mirror and sun

Prompt:
Question: Which two objects produce their own light?
1. candle and moon
2. moon and mirror
3. sun and candle
4. mirror and sun
Answer:

Answer: 2

Question: Which two objects produce their own light?

Choices:
H. candle and moon
T. moon and mirror
K. sun and candle
R. mirror and sun

Prompt:
Question: Which two objects produce their own light?
H. candle and moon
T. moon and mirror
K. sun and candle
R. mirror and sun
Answer:

Answer: 2

Question: Which two objects produce their own light?

Choices:
H. mirror and sun
T. sun and candle
K. moon and mirror
R. candle and moon

Prompt:
Question: Which two objects produce their own light?
H. mirror and sun
T. sun and candle
K. moon and mirror
R. candle and moon
Answer:

Answer: 1


Question: Which example describes an organism taking in nutrients?

Choices:
A. a dog burying a bone
B. a girl eating an apple
C. an insect crawling on a leaf
D. a boy planting tomatoes in a garden

Prompt:
Question: Which example describes an organism taking in nutrients?
A. a dog burying a bone
B. a girl eating an apple
C. an insect crawling on a leaf
D. a boy planting tomatoes in a garden
Answer:

Answer: 1

Question: Which example describes an organism taking in nutrients?

Choices:
A. an insect crawling on a leaf
B. a dog burying a bone
C. a girl eating an apple
D. a boy planting tomatoes in a garden

Prompt:
Question: Which example describes an organism taking in nutrients?
A. an insect crawling on a leaf
B. a dog burying a bone
C. a girl eating an apple
D. a boy planting tomatoes in a garden
Answer:

Answer: 2

Question: Which example describes an organism taking in nutrients?

Choices:
1. a dog burying a bone
2. a girl eating an apple
3. an insect crawling on a leaf
4. a boy planting tomatoes in a garden

Prompt:
Question: Which example describes an organism taking in nutrients?
1. a dog burying a bone
2. a girl eating an apple
3. an insect crawling on a leaf
4. a boy planting tomatoes in a garden
Answer:

Answer: 1

Question: Which example describes an organism taking in nutrients?

Choices:
Z. a dog burying a bone
E. a girl eating an apple
T. an insect crawling on a leaf
M. a boy planting tomatoes in a garden

Prompt:
Question: Which example describes an organism taking in nutrients?
Z. a dog burying a bone
E. a girl eating an apple
T. an insect crawling on a leaf
M. a boy planting tomatoes in a garden
Answer:

Answer: 1

Question: Which example describes an organism taking in nutrients?

Choices:
Z. an insect crawling on a leaf
E. a dog burying a bone
T. a girl eating an apple
M. a boy planting tomatoes in a garden

Prompt:
Question: Which example describes an organism taking in nutrients?
Z. an insect crawling on a leaf
E. a dog burying a bone
T. a girl eating an apple
M. a boy planting tomatoes in a garden
Answer:

Answer: 2


Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?

Choices:
A. cytoskeleton and cell membrane
B. cytoplasm and Golgi apparatus
C. nucleus and endoplasmic reticulum
D. ribosome and central vacuole

Prompt:
Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?
A. cytoskeleton and cell membrane
B. cytoplasm and Golgi apparatus
C. nucleus and endoplasmic reticulum
D. ribosome and central vacuole
Answer:

Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?

Choices:
A. nucleus and endoplasmic reticulum
B. cytoskeleton and cell membrane
C. cytoplasm and Golgi apparatus
D. ribosome and central vacuole

Prompt:
Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?
A. nucleus and endoplasmic reticulum
B. cytoskeleton and cell membrane
C. cytoplasm and Golgi apparatus
D. ribosome and central vacuole
Answer:

Answer: 1

Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?

Choices:
1. cytoskeleton and cell membrane
2. cytoplasm and Golgi apparatus
3. nucleus and endoplasmic reticulum
4. ribosome and central vacuole

Prompt:
Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?
1. cytoskeleton and cell membrane
2. cytoplasm and Golgi apparatus
3. nucleus and endoplasmic reticulum
4. ribosome and central vacuole
Answer:

Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?

Choices:
F. cytoskeleton and cell membrane
W. cytoplasm and Golgi apparatus
D. nucleus and endoplasmic reticulum
Z. ribosome and central vacuole

Prompt:
Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?
F. cytoskeleton and cell membrane
W. cytoplasm and Golgi apparatus
D. nucleus and endoplasmic reticulum
Z. ribosome and central vacuole
Answer:

Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?

Choices:
F. nucleus and endoplasmic reticulum
W. cytoskeleton and cell membrane
D. cytoplasm and Golgi apparatus
Z. ribosome and central vacuole

Prompt:
Question: In eukaryotic organisms, interaction between which organelles is most important for cell shape, tensile strength, and communication between cells?
F. nucleus and endoplasmic reticulum
W. cytoskeleton and cell membrane
D. cytoplasm and Golgi apparatus
Z. ribosome and central vacuole
Answer:

Answer: 1


Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?

Choices:
A. wavelength will be increased
B. amplitude will be unchanged
C. frequency will be distorted
D. speed will be decreased

Prompt:
Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?
A. wavelength will be increased
B. amplitude will be unchanged
C. frequency will be distorted
D. speed will be decreased
Answer:

Answer: 2

Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?

Choices:
A. frequency will be distorted
B. wavelength will be increased
C. speed will be decreased
D. amplitude will be unchanged

Prompt:
Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?
A. frequency will be distorted
B. wavelength will be increased
C. speed will be decreased
D. amplitude will be unchanged
Answer:

Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?

Choices:
1. wavelength will be increased
2. amplitude will be unchanged
3. frequency will be distorted
4. speed will be decreased

Prompt:
Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?
1. wavelength will be increased
2. amplitude will be unchanged
3. frequency will be distorted
4. speed will be decreased
Answer:

Answer: 2

Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?

Choices:
B. wavelength will be increased
M. amplitude will be unchanged
Y. frequency will be distorted
A. speed will be decreased

Prompt:
Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?
B. wavelength will be increased
M. amplitude will be unchanged
Y. frequency will be distorted
A. speed will be decreased
Answer:

Answer: 2

Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?

Choices:
B. frequency will be distorted
M. wavelength will be increased
Y. speed will be decreased
A. amplitude will be unchanged

Prompt:
Question: A radio station broadcasting across a large area is experiencing thunderstorms. How will the radio waves from the station be affected?
B. frequency will be distorted
M. wavelength will be increased
Y. speed will be decreased
A. amplitude will be unchanged
Answer:


Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces

Choices:
A. kinetic energy.
B. physical changes.
C. chemical changes.
D. potential energy.

Prompt:
Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces
A. kinetic energy.
B. physical changes.
C. chemical changes.
D. potential energy.
Answer:

Answer: 2

Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces

Choices:
A. kinetic energy.
B. chemical changes.
C. physical changes.
D. potential energy.

Prompt:
Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces
A. kinetic energy.
B. chemical changes.
C. physical changes.
D. potential energy.
Answer:

Answer: 1

Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces

Choices:
1. kinetic energy.
2. physical changes.
3. chemical changes.
4. potential energy.

Prompt:
Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces
1. kinetic energy.
2. physical changes.
3. chemical changes.
4. potential energy.
Answer:

Answer: 2

Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces

Choices:
E. kinetic energy.
G. physical changes.
V. chemical changes.
I. potential energy.

Prompt:
Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces
E. kinetic energy.
G. physical changes.
V. chemical changes.
I. potential energy.
Answer:

Answer: 2

Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces

Choices:
E. kinetic energy.
G. chemical changes.
V. physical changes.
I. potential energy.

Prompt:
Question: An electrical circuit can be used to break down water into hydrogen and oxygen. In this process, electrical energy produces
E. kinetic energy.
G. chemical changes.
V. physical changes.
I. potential energy.
Answer:

Answer: 1


Question: Which method could be used to separate a solution of table salt and water?

Choices:
A. mixing
B. settling
C. filtration
D. evaporation

Prompt:
Question: Which method could be used to separate a solution of table salt and water?
A. mixing
B. settling
C. filtration
D. evaporation
Answer:

Answer: 3

Question: Which method could be used to separate a solution of table salt and water?

Choices:
A. evaporation
B. mixing
C. filtration
D. settling

Prompt:
Question: Which method could be used to separate a solution of table salt and water?
A. evaporation
B. mixing
C. filtration
D. settling
Answer:

Question: Which method could be used to separate a solution of table salt and water?

Choices:
1. mixing
2. settling
3. filtration
4. evaporation

Prompt:
Question: Which method could be used to separate a solution of table salt and water?
1. mixing
2. settling
3. filtration
4. evaporation
Answer:

Answer: 3

Question: Which method could be used to separate a solution of table salt and water?

Choices:
N. mixing
Q. settling
D. filtration
H. evaporation

Prompt:
Question: Which method could be used to separate a solution of table salt and water?
N. mixing
Q. settling
D. filtration
H. evaporation
Answer:

Answer: 3

Question: Which method could be used to separate a solution of table salt and water?

Choices:
N. evaporation
Q. mixing
D. filtration
H. settling

Prompt:
Question: Which method could be used to separate a solution of table salt and water?
N. evaporation
Q. mixing
D. filtration
H. settling
Answer:


Question: Which is an example of light being reflected?

Choices:
A. taking a picture
B. using a magnifying glass
C. looking into a mirror
D. using eyeglasses

Prompt:
Question: Which is an example of light being reflected?
A. taking a picture
B. using a magnifying glass
C. looking into a mirror
D. using eyeglasses
Answer:

Answer: 2

Question: Which is an example of light being reflected?

Choices:
A. looking into a mirror
B. using a magnifying glass
C. using eyeglasses
D. taking a picture

Prompt:
Question: Which is an example of light being reflected?
A. looking into a mirror
B. using a magnifying glass
C. using eyeglasses
D. taking a picture
Answer:

Question: Which is an example of light being reflected?

Choices:
1. taking a picture
2. using a magnifying glass
3. looking into a mirror
4. using eyeglasses

Prompt:
Question: Which is an example of light being reflected?
1. taking a picture
2. using a magnifying glass
3. looking into a mirror
4. using eyeglasses
Answer:

Answer: 2

Question: Which is an example of light being reflected?

Choices:
O. taking a picture
Y. using a magnifying glass
B. looking into a mirror
M. using eyeglasses

Prompt:
Question: Which is an example of light being reflected?
O. taking a picture
Y. using a magnifying glass
B. looking into a mirror
M. using eyeglasses
Answer:

Answer: 2

Question: Which is an example of light being reflected?

Choices:
O. looking into a mirror
Y. using a magnifying glass
B. using eyeglasses
M. taking a picture

Prompt:
Question: Which is an example of light being reflected?
O. looking into a mirror
Y. using a magnifying glass
B. using eyeglasses
M. taking a picture
Answer:


Question: What is the MAJOR role of the Sun in the water cycle?

Choices:
A. It causes evaporation.
B. It allows plants to grow.
C. It provides heat for organisms.
D. It transmits light.

Prompt:
Question: What is the MAJOR role of the Sun in the water cycle?
A. It causes evaporation.
B. It allows plants to grow.
C. It provides heat for organisms.
D. It transmits light.
Answer:

Question: What is the MAJOR role of the Sun in the water cycle?

Choices:
A. It provides heat for organisms.
B. It allows plants to grow.
C. It transmits light.
D. It causes evaporation.

Prompt:
Question: What is the MAJOR role of the Sun in the water cycle?
A. It provides heat for organisms.
B. It allows plants to grow.
C. It transmits light.
D. It causes evaporation.
Answer:

Answer: 3

Question: What is the MAJOR role of the Sun in the water cycle?

Choices:
1. It causes evaporation.
2. It allows plants to grow.
3. It provides heat for organisms.
4. It transmits light.

Prompt:
Question: What is the MAJOR role of the Sun in the water cycle?
1. It causes evaporation.
2. It allows plants to grow.
3. It provides heat for organisms.
4. It transmits light.
Answer:

Question: What is the MAJOR role of the Sun in the water cycle?

Choices:
K. It causes evaporation.
F. It allows plants to grow.
P. It provides heat for organisms.
Z. It transmits light.

Prompt:
Question: What is the MAJOR role of the Sun in the water cycle?
K. It causes evaporation.
F. It allows plants to grow.
P. It provides heat for organisms.
Z. It transmits light.
Answer:

Question: What is the MAJOR role of the Sun in the water cycle?

Choices:
K. It provides heat for organisms.
F. It allows plants to grow.
P. It transmits light.
Z. It causes evaporation.

Prompt:
Question: What is the MAJOR role of the Sun in the water cycle?
K. It provides heat for organisms.
F. It allows plants to grow.
P. It transmits light.
Z. It causes evaporation.
Answer:

Answer: 3


Question: Which activity is an example of a chemical change?

Choices:
A. dissolving table salt in water
B. hammering aluminum into thin sheets
C. melting gold to make jewelry
D. burning wood to produce ashes

Prompt:
Question: Which activity is an example of a chemical change?
A. dissolving table salt in water
B. hammering aluminum into thin sheets
C. melting gold to make jewelry
D. burning wood to produce ashes
Answer:

Answer: 3

Question: Which activity is an example of a chemical change?

Choices:
A. hammering aluminum into thin sheets
B. melting gold to make jewelry
C. burning wood to produce ashes
D. dissolving table salt in water

Prompt:
Question: Which activity is an example of a chemical change?
A. hammering aluminum into thin sheets
B. melting gold to make jewelry
C. burning wood to produce ashes
D. dissolving table salt in water
Answer:

Answer: 2

Question: Which activity is an example of a chemical change?

Choices:
1. dissolving table salt in water
2. hammering aluminum into thin sheets
3. melting gold to make jewelry
4. burning wood to produce ashes

Prompt:
Question: Which activity is an example of a chemical change?
1. dissolving table salt in water
2. hammering aluminum into thin sheets
3. melting gold to make jewelry
4. burning wood to produce ashes
Answer:

Answer: 3

Question: Which activity is an example of a chemical change?

Choices:
E. dissolving table salt in water
Y. hammering aluminum into thin sheets
R. melting gold to make jewelry
S. burning wood to produce ashes

Prompt:
Question: Which activity is an example of a chemical change?
E. dissolving table salt in water
Y. hammering aluminum into thin sheets
R. melting gold to make jewelry
S. burning wood to produce ashes
Answer:

Answer: 3

Question: Which activity is an example of a chemical change?

Choices:
E. hammering aluminum into thin sheets
Y. melting gold to make jewelry
R. burning wood to produce ashes
S. dissolving table salt in water

Prompt:
Question: Which activity is an example of a chemical change?
E. hammering aluminum into thin sheets
Y. melting gold to make jewelry
R. burning wood to produce ashes
S. dissolving table salt in water
Answer:

Answer: 2


Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?

Choices:
A. rainy.
B. sunny.
C. snowing.
D. hailing.

Prompt:
Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?
A. rainy.
B. sunny.
C. snowing.
D. hailing.
Answer:

Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?

Choices:
A. sunny.
B. rainy.
C. hailing.
D. snowing.

Prompt:
Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?
A. sunny.
B. rainy.
C. hailing.
D. snowing.
Answer:

Answer: 1

Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?

Choices:
1. rainy.
2. sunny.
3. snowing.
4. hailing.

Prompt:
Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?
1. rainy.
2. sunny.
3. snowing.
4. hailing.
Answer:

Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?

Choices:
D. rainy.
V. sunny.
G. snowing.
E. hailing.

Prompt:
Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?
D. rainy.
V. sunny.
G. snowing.
E. hailing.
Answer:

Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?

Choices:
D. sunny.
V. rainy.
G. hailing.
E. snowing.

Prompt:
Question: A city has a temperature of 75 °F, with partly cloudy skies. Weather forecasters are predicting that the air pressure and temperature will drop during the day. Which type of weather is most likely for this area in the late afternoon?
D. sunny.
V. rainy.
G. hailing.
E. snowing.
Answer:

Answer: 1


Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?

Choices:
A. Dark fur is lightweight.
B. Dark fur scares enemies.
C. Dark fur helps bears hide.
D. Dark fur keeps bears cool.

Prompt:
Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?
A. Dark fur is lightweight.
B. Dark fur scares enemies.
C. Dark fur helps bears hide.
D. Dark fur keeps bears cool.
Answer:

Answer: 2

Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?

Choices:
A. Dark fur keeps bears cool.
B. Dark fur helps bears hide.
C. Dark fur scares enemies.
D. Dark fur is lightweight.

Prompt:
Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?
A. Dark fur keeps bears cool.
B. Dark fur helps bears hide.
C. Dark fur scares enemies.
D. Dark fur is lightweight.
Answer:

Answer: 1

Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?

Choices:
1. Dark fur is lightweight.
2. Dark fur scares enemies.
3. Dark fur helps bears hide.
4. Dark fur keeps bears cool.

Prompt:
Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?
1. Dark fur is lightweight.
2. Dark fur scares enemies.
3. Dark fur helps bears hide.
4. Dark fur keeps bears cool.
Answer:

Answer: 2

Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?

Choices:
K. Dark fur is lightweight.
S. Dark fur scares enemies.
A. Dark fur helps bears hide.
J. Dark fur keeps bears cool.

Prompt:
Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?
K. Dark fur is lightweight.
S. Dark fur scares enemies.
A. Dark fur helps bears hide.
J. Dark fur keeps bears cool.
Answer:

Answer: 2

Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?

Choices:
K. Dark fur keeps bears cool.
S. Dark fur helps bears hide.
A. Dark fur scares enemies.
J. Dark fur is lightweight.

Prompt:
Question: In Maryland, most bears have thick, dark fur. Which statement best explains how dark fur helps bears survive in the forests of Maryland?
K. Dark fur keeps bears cool.
S. Dark fur helps bears hide.
A. Dark fur scares enemies.
J. Dark fur is lightweight.
Answer:

Answer: 1


Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?

Choices:
A. There is more rain in the forest.
B. There is more oxygen in the forest.
C. There is more sunlight in the forest.
D. There is more competition in the forest.

Prompt:
Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?
A. There is more rain in the forest.
B. There is more oxygen in the forest.
C. There is more sunlight in the forest.
D. There is more competition in the forest.
Answer:

Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?

Choices:
A. There is more competition in the forest.
B. There is more oxygen in the forest.
C. There is more sunlight in the forest.
D. There is more rain in the forest.

Prompt:
Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?
A. There is more competition in the forest.
B. There is more oxygen in the forest.
C. There is more sunlight in the forest.
D. There is more rain in the forest.
Answer:

Answer: 3

Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?

Choices:
1. There is more rain in the forest.
2. There is more oxygen in the forest.
3. There is more sunlight in the forest.
4. There is more competition in the forest.

Prompt:
Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?
1. There is more rain in the forest.
2. There is more oxygen in the forest.
3. There is more sunlight in the forest.
4. There is more competition in the forest.
Answer:

Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?

Choices:
G. There is more rain in the forest.
Q. There is more oxygen in the forest.
L. There is more sunlight in the forest.
B. There is more competition in the forest.

Prompt:
Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?
G. There is more rain in the forest.
Q. There is more oxygen in the forest.
L. There is more sunlight in the forest.
B. There is more competition in the forest.
Answer:

Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?

Choices:
G. There is more competition in the forest.
Q. There is more oxygen in the forest.
L. There is more sunlight in the forest.
B. There is more rain in the forest.

Prompt:
Question: Nicole was studying different ecosystems. She compared the number of plants living in a forest to those in a desert. Which factor best explains why more plants may survive in a forest?
G. There is more competition in the forest.
Q. There is more oxygen in the forest.
L. There is more sunlight in the forest.
B. There is more rain in the forest.
Answer:

Answer: 3


Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?

Choices:
A. prairie
B. desert
C. coniferous forest
D. deciduous forest

Prompt:
Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?
A. prairie
B. desert
C. coniferous forest
D. deciduous forest
Answer:

Answer: 1

Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?

Choices:
A. desert
B. prairie
C. coniferous forest
D. deciduous forest

Prompt:
Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?
A. desert
B. prairie
C. coniferous forest
D. deciduous forest
Answer:

Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?

Choices:
1. prairie
2. desert
3. coniferous forest
4. deciduous forest

Prompt:
Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?
1. prairie
2. desert
3. coniferous forest
4. deciduous forest
Answer:

Answer: 1

Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?

Choices:
I. prairie
C. desert
A. coniferous forest
H. deciduous forest

Prompt:
Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?
I. prairie
C. desert
A. coniferous forest
H. deciduous forest
Answer:

Answer: 1

Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?

Choices:
I. desert
C. prairie
A. coniferous forest
H. deciduous forest

Prompt:
Question: A short plant with a thick, fleshy stem, extensive roots, and a short blooming period would most likely be found in which of the following environments?
I. desert
C. prairie
A. coniferous forest
H. deciduous forest
Answer:


Question: What happens when oil is placed in water?

Choices:
A. Some oil sinks below the surface.
B. Oil droplets form in the water.
C. The oil and water mix together.
D. The oil floats on top of the water.

Prompt:
Question: What happens when oil is placed in water?
A. Some oil sinks below the surface.
B. Oil droplets form in the water.
C. The oil and water mix together.
D. The oil floats on top of the water.
Answer:

Answer: 3

Question: What happens when oil is placed in water?

Choices:
A. The oil floats on top of the water.
B. Oil droplets form in the water.
C. Some oil sinks below the surface.
D. The oil and water mix together.

Prompt:
Question: What happens when oil is placed in water?
A. The oil floats on top of the water.
B. Oil droplets form in the water.
C. Some oil sinks below the surface.
D. The oil and water mix together.
Answer:

Question: What happens when oil is placed in water?

Choices:
1. Some oil sinks below the surface.
2. Oil droplets form in the water.
3. The oil and water mix together.
4. The oil floats on top of the water.

Prompt:
Question: What happens when oil is placed in water?
1. Some oil sinks below the surface.
2. Oil droplets form in the water.
3. The oil and water mix together.
4. The oil floats on top of the water.
Answer:

Answer: 3

Question: What happens when oil is placed in water?

Choices:
T. Some oil sinks below the surface.
V. Oil droplets form in the water.
B. The oil and water mix together.
X. The oil floats on top of the water.

Prompt:
Question: What happens when oil is placed in water?
T. Some oil sinks below the surface.
V. Oil droplets form in the water.
B. The oil and water mix together.
X. The oil floats on top of the water.
Answer:

Answer: 3

Question: What happens when oil is placed in water?

Choices:
T. The oil floats on top of the water.
V. Oil droplets form in the water.
B. Some oil sinks below the surface.
X. The oil and water mix together.

Prompt:
Question: What happens when oil is placed in water?
T. The oil floats on top of the water.
V. Oil droplets form in the water.
B. Some oil sinks below the surface.
X. The oil and water mix together.
Answer:


Question: A decomposer is an organism that

Choices:
A. hunts and eats animals
B. migrates for the winter
C. breaks down dead plants and animals
D. uses water and sunlight to make food

Prompt:
Question: A decomposer is an organism that
A. hunts and eats animals
B. migrates for the winter
C. breaks down dead plants and animals
D. uses water and sunlight to make food
Answer:

Answer: 2

Question: A decomposer is an organism that

Choices:
A. migrates for the winter
B. breaks down dead plants and animals
C. uses water and sunlight to make food
D. hunts and eats animals

Prompt:
Question: A decomposer is an organism that
A. migrates for the winter
B. breaks down dead plants and animals
C. uses water and sunlight to make food
D. hunts and eats animals
Answer:

Answer: 1

Question: A decomposer is an organism that

Choices:
1. hunts and eats animals
2. migrates for the winter
3. breaks down dead plants and animals
4. uses water and sunlight to make food

Prompt:
Question: A decomposer is an organism that
1. hunts and eats animals
2. migrates for the winter
3. breaks down dead plants and animals
4. uses water and sunlight to make food
Answer:

Answer: 2

Question: A decomposer is an organism that

Choices:
A. hunts and eats animals
I. migrates for the winter
O. breaks down dead plants and animals
F. uses water and sunlight to make food

Prompt:
Question: A decomposer is an organism that
A. hunts and eats animals
I. migrates for the winter
O. breaks down dead plants and animals
F. uses water and sunlight to make food
Answer:

Answer: 2

Question: A decomposer is an organism that

Choices:
A. migrates for the winter
I. breaks down dead plants and animals
O. uses water and sunlight to make food
F. hunts and eats animals

Prompt:
Question: A decomposer is an organism that
A. migrates for the winter
I. breaks down dead plants and animals
O. uses water and sunlight to make food
F. hunts and eats animals
Answer:

Answer: 1


Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?

Choices:
A. cells -> gills -> tissues
B. cells -> tissues -> gills
C. gills -> tissues -> cells
D. tissues -> gills -> cells

Prompt:
Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?
A. cells -> gills -> tissues
B. cells -> tissues -> gills
C. gills -> tissues -> cells
D. tissues -> gills -> cells
Answer:

Answer: 1

Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?

Choices:
A. tissues -> gills -> cells
B. cells -> gills -> tissues
C. cells -> tissues -> gills
D. gills -> tissues -> cells

Prompt:
Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?
A. tissues -> gills -> cells
B. cells -> gills -> tissues
C. cells -> tissues -> gills
D. gills -> tissues -> cells
Answer:

Answer: 2

Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?

Choices:
1. cells -> gills -> tissues
2. cells -> tissues -> gills
3. gills -> tissues -> cells
4. tissues -> gills -> cells

Prompt:
Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?
1. cells -> gills -> tissues
2. cells -> tissues -> gills
3. gills -> tissues -> cells
4. tissues -> gills -> cells
Answer:

Answer: 1

Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?

Choices:
G. cells -> gills -> tissues
U. cells -> tissues -> gills
A. gills -> tissues -> cells
Z. tissues -> gills -> cells

Prompt:
Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?
G. cells -> gills -> tissues
U. cells -> tissues -> gills
A. gills -> tissues -> cells
Z. tissues -> gills -> cells
Answer:

Answer: 1

Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?

Choices:
G. tissues -> gills -> cells
U. cells -> gills -> tissues
A. cells -> tissues -> gills
Z. gills -> tissues -> cells

Prompt:
Question: Which of the following correctly orders part of a fish's respiratory system from the least complex to most complex?
G. tissues -> gills -> cells
U. cells -> gills -> tissues
A. cells -> tissues -> gills
Z. gills -> tissues -> cells
Answer:

Answer: 2


Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?

Choices:
A. to keep the eggs inside the nest
B. to keep the eggs warm
C. to protect the eggs from the wind
D. to protect the eggs from the rain

Prompt:
Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?
A. to keep the eggs inside the nest
B. to keep the eggs warm
C. to protect the eggs from the wind
D. to protect the eggs from the rain
Answer:

Answer: 1

Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?

Choices:
A. to keep the eggs warm
B. to protect the eggs from the wind
C. to keep the eggs inside the nest
D. to protect the eggs from the rain

Prompt:
Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?
A. to keep the eggs warm
B. to protect the eggs from the wind
C. to keep the eggs inside the nest
D. to protect the eggs from the rain
Answer:

Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?

Choices:
1. to keep the eggs inside the nest
2. to keep the eggs warm
3. to protect the eggs from the wind
4. to protect the eggs from the rain

Prompt:
Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?
1. to keep the eggs inside the nest
2. to keep the eggs warm
3. to protect the eggs from the wind
4. to protect the eggs from the rain
Answer:

Answer: 1

Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?

Choices:
V. to keep the eggs inside the nest
W. to keep the eggs warm
D. to protect the eggs from the wind
K. to protect the eggs from the rain

Prompt:
Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?
V. to keep the eggs inside the nest
W. to keep the eggs warm
D. to protect the eggs from the wind
K. to protect the eggs from the rain
Answer:

Answer: 1

Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?

Choices:
V. to keep the eggs warm
W. to protect the eggs from the wind
D. to keep the eggs inside the nest
K. to protect the eggs from the rain

Prompt:
Question: Most birds sit on their eggs until they hatch. Which of these is the most important reason why birds sit on their eggs?
V. to keep the eggs warm
W. to protect the eggs from the wind
D. to keep the eggs inside the nest
K. to protect the eggs from the rain
Answer:


Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?

Choices:
A. cell division
B. cellular respiration
C. heat production
D. food storage

Prompt:
Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?
A. cell division
B. cellular respiration
C. heat production
D. food storage
Answer:

Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?

Choices:
A. cellular respiration
B. food storage
C. cell division
D. heat production

Prompt:
Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?
A. cellular respiration
B. food storage
C. cell division
D. heat production
Answer:

Answer: 2

Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?

Choices:
1. cell division
2. cellular respiration
3. heat production
4. food storage

Prompt:
Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?
1. cell division
2. cellular respiration
3. heat production
4. food storage
Answer:

Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?

Choices:
E. cell division
X. cellular respiration
K. heat production
R. food storage

Prompt:
Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?
E. cell division
X. cellular respiration
K. heat production
R. food storage
Answer:

Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?

Choices:
E. cellular respiration
X. food storage
K. cell division
R. heat production

Prompt:
Question: A lab technician places a colony of bacterial cells in a nutrient-rich growth medium. Which event is the technician most likely to observe with a microscope?
E. cellular respiration
X. food storage
K. cell division
R. heat production
Answer:

Answer: 2


Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?

Choices:
A. Sound waves with large amplitudes have less energy and sound quieter.
B. Sound waves with large amplitudes have more energy and sound louder.
C. Sound waves with large amplitudes have the same energy and sound quieter.
D. Sound waves with large amplitudes have the same energy and sound louder.

Prompt:
Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?
A. Sound waves with large amplitudes have less energy and sound quieter.
B. Sound waves with large amplitudes have more energy and sound louder.
C. Sound waves with large amplitudes have the same energy and sound quieter.
D. Sound waves with large amplitudes have the same energy and sound louder.
Answer:

Answer: 1

Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?

Choices:
A. Sound waves with large amplitudes have more energy and sound louder.
B. Sound waves with large amplitudes have the same energy and sound louder.
C. Sound waves with large amplitudes have less energy and sound quieter.
D. Sound waves with large amplitudes have the same energy and sound quieter.

Prompt:
Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?
A. Sound waves with large amplitudes have more energy and sound louder.
B. Sound waves with large amplitudes have the same energy and sound louder.
C. Sound waves with large amplitudes have less energy and sound quieter.
D. Sound waves with large amplitudes have the same energy and sound quieter.
Answer:

Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?

Choices:
1. Sound waves with large amplitudes have less energy and sound quieter.
2. Sound waves with large amplitudes have more energy and sound louder.
3. Sound waves with large amplitudes have the same energy and sound quieter.
4. Sound waves with large amplitudes have the same energy and sound louder.

Prompt:
Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?
1. Sound waves with large amplitudes have less energy and sound quieter.
2. Sound waves with large amplitudes have more energy and sound louder.
3. Sound waves with large amplitudes have the same energy and sound quieter.
4. Sound waves with large amplitudes have the same energy and sound louder.
Answer:

Answer: 1

Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?

Choices:
T. Sound waves with large amplitudes have less energy and sound quieter.
V. Sound waves with large amplitudes have more energy and sound louder.
J. Sound waves with large amplitudes have the same energy and sound quieter.
F. Sound waves with large amplitudes have the same energy and sound louder.

Prompt:
Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?
T. Sound waves with large amplitudes have less energy and sound quieter.
V. Sound waves with large amplitudes have more energy and sound louder.
J. Sound waves with large amplitudes have the same energy and sound quieter.
F. Sound waves with large amplitudes have the same energy and sound louder.
Answer:

Answer: 1

Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?

Choices:
T. Sound waves with large amplitudes have more energy and sound louder.
V. Sound waves with large amplitudes have the same energy and sound louder.
J. Sound waves with large amplitudes have less energy and sound quieter.
F. Sound waves with large amplitudes have the same energy and sound quieter.

Prompt:
Question: When sound waves with large amplitude are compared to sound waves with small amplitude, which of the following is true?
T. Sound waves with large amplitudes have more energy and sound louder.
V. Sound waves with large amplitudes have the same energy and sound louder.
J. Sound waves with large amplitudes have less energy and sound quieter.
F. Sound waves with large amplitudes have the same energy and sound quieter.
Answer:


Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?

Choices:
A. gas
B. solid
C. solution
D. compound

Prompt:
Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?
A. gas
B. solid
C. solution
D. compound
Answer:

Answer: 2

Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?

Choices:
A. compound
B. gas
C. solid
D. solution

Prompt:
Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?
A. compound
B. gas
C. solid
D. solution
Answer:

Answer: 3

Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?

Choices:
1. gas
2. solid
3. solution
4. compound

Prompt:
Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?
1. gas
2. solid
3. solution
4. compound
Answer:

Answer: 2

Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?

Choices:
D. gas
P. solid
R. solution
N. compound

Prompt:
Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?
D. gas
P. solid
R. solution
N. compound
Answer:

Answer: 2

Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?

Choices:
D. compound
P. gas
R. solid
N. solution

Prompt:
Question: Vinegar and water are placed in a container and stirred. What is formed when they are mixed?
D. compound
P. gas
R. solid
N. solution
Answer:

Answer: 3


Question: Which of the following best describes the climate of an area?

Choices:
A. the high temperature and wind speed for six months
B. the high temperature and wind speed each day for one year
C. the temperature and precipitation every hour for one day
D. the average temperature and total precipitation each month for ten years

Prompt:
Question: Which of the following best describes the climate of an area?
A. the high temperature and wind speed for six months
B. the high temperature and wind speed each day for one year
C. the temperature and precipitation every hour for one day
D. the average temperature and total precipitation each month for ten years
Answer:

Answer: 3

Question: Which of the following best describes the climate of an area?

Choices:
A. the temperature and precipitation every hour for one day
B. the high temperature and wind speed for six months
C. the average temperature and total precipitation each month for ten years
D. the high temperature and wind speed each day for one year

Prompt:
Question: Which of the following best describes the climate of an area?
A. the temperature and precipitation every hour for one day
B. the high temperature and wind speed for six months
C. the average temperature and total precipitation each month for ten years
D. the high temperature and wind speed each day for one year
Answer:

Answer: 2

Question: Which of the following best describes the climate of an area?

Choices:
1. the high temperature and wind speed for six months
2. the high temperature and wind speed each day for one year
3. the temperature and precipitation every hour for one day
4. the average temperature and total precipitation each month for ten years

Prompt:
Question: Which of the following best describes the climate of an area?
1. the high temperature and wind speed for six months
2. the high temperature and wind speed each day for one year
3. the temperature and precipitation every hour for one day
4. the average temperature and total precipitation each month for ten years
Answer:

Answer: 3

Question: Which of the following best describes the climate of an area?

Choices:
U. the high temperature and wind speed for six months
Z. the high temperature and wind speed each day for one year
W. the temperature and precipitation every hour for one day
J. the average temperature and total precipitation each month for ten years

Prompt:
Question: Which of the following best describes the climate of an area?
U. the high temperature and wind speed for six months
Z. the high temperature and wind speed each day for one year
W. the temperature and precipitation every hour for one day
J. the average temperature and total precipitation each month for ten years
Answer:

Answer: 3

Question: Which of the following best describes the climate of an area?

Choices:
U. the temperature and precipitation every hour for one day
Z. the high temperature and wind speed for six months
W. the average temperature and total precipitation each month for ten years
J. the high temperature and wind speed each day for one year

Prompt:
Question: Which of the following best describes the climate of an area?
U. the temperature and precipitation every hour for one day
Z. the high temperature and wind speed for six months
W. the average temperature and total precipitation each month for ten years
J. the high temperature and wind speed each day for one year
Answer:

Answer: 2


Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a

Choices:
A. liquid.
B. mixture.
C. solution.
D. suspension.

Prompt:
Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a
A. liquid.
B. mixture.
C. solution.
D. suspension.
Answer:

Answer: 1

Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a

Choices:
A. solution.
B. suspension.
C. liquid.
D. mixture.

Prompt:
Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a
A. solution.
B. suspension.
C. liquid.
D. mixture.
Answer:

Answer: 3

Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a

Choices:
1. liquid.
2. mixture.
3. solution.
4. suspension.

Prompt:
Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a
1. liquid.
2. mixture.
3. solution.
4. suspension.
Answer:

Answer: 1

Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a

Choices:
Z. liquid.
D. mixture.
X. solution.
C. suspension.

Prompt:
Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a
Z. liquid.
D. mixture.
X. solution.
C. suspension.
Answer:

Answer: 1

Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a

Choices:
Z. solution.
D. suspension.
X. liquid.
C. mixture.

Prompt:
Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a
Z. solution.
D. suspension.
X. liquid.
C. mixture.
Answer:

Answer: 3