Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?

Choices:
A. wind
B. gravity
C. friction
D. sunlight

Prompt:
Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?
A. wind
B. gravity
C. friction
D. sunlight
Answer:

Answer: 2

Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?

Choices:
A. friction
B. gravity
C. sunlight
D. wind

Prompt:
Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?
A. friction
B. gravity
C. sunlight
D. wind
Answer:

Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?

Choices:
1. wind
2. gravity
3. friction
4. sunlight

Prompt:
Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?
1. wind
2. gravity
3. friction
4. sunlight
Answer:

Answer: 2

Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?

Choices:
F. wind
Z. gravity
C. friction
U. sunlight

Prompt:
Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?
F. wind
Z. gravity
C. friction
U. sunlight
Answer:

Answer: 2

Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?

Choices:
F. friction
Z. gravity
C. sunlight
U. wind

Prompt:
Question: What causes a meteoroid to glow as it falls through the atmosphere of Earth?
F. friction
Z. gravity
C. sunlight
U. wind
Answer:


Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?

Choices:
A. harmful genetic mutations
B. shrinking of the gene pool
C. decrease in competition
D. increase in adaptations

Prompt:
Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?
A. harmful genetic mutations
B. shrinking of the gene pool
C. decrease in competition
D. increase in adaptations
Answer:

Answer: 1

Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?

Choices:
A. decrease in competition
B. increase in adaptations
C. harmful genetic mutations
D. shrinking of the gene pool

Prompt:
Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?
A. decrease in competition
B. increase in adaptations
C. harmful genetic mutations
D. shrinking of the gene pool
Answer:

Answer: 3

Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?

Choices:
1. harmful genetic mutations
2. shrinking of the gene pool
3. decrease in competition
4. increase in adaptations

Prompt:
Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?
1. harmful genetic mutations
2. shrinking of the gene pool
3. decrease in competition
4. increase in adaptations
Answer:

Answer: 1

Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?

Choices:
F. harmful genetic mutations
R. shrinking of the gene pool
I. decrease in competition
Q. increase in adaptations

Prompt:
Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?
F. harmful genetic mutations
R. shrinking of the gene pool
I. decrease in competition
Q. increase in adaptations
Answer:

Answer: 1

Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?

Choices:
F. decrease in competition
R. increase in adaptations
I. harmful genetic mutations
Q. shrinking of the gene pool

Prompt:
Question: The cheetah population around the world has decreased because of poaching and loss of habitat. The surviving population is found to have similar alleles. Which factor is endangering the species' survival the most?
F. decrease in competition
R. increase in adaptations
I. harmful genetic mutations
Q. shrinking of the gene pool
Answer:

Answer: 3


Question: What is generated when the students count and record the number of organisms in the pond water?

Choices:
A. data
B. variables
C. a hypothesis
D. a conclusion

Prompt:
Question: What is generated when the students count and record the number of organisms in the pond water?
A. data
B. variables
C. a hypothesis
D. a conclusion
Answer:

Question: What is generated when the students count and record the number of organisms in the pond water?

Choices:
A. variables
B. data
C. a hypothesis
D. a conclusion

Prompt:
Question: What is generated when the students count and record the number of organisms in the pond water?
A. variables
B. data
C. a hypothesis
D. a conclusion
Answer:

Answer: 1

Question: What is generated when the students count and record the number of organisms in the pond water?

Choices:
1. data
2. variables
3. a hypothesis
4. a conclusion

Prompt:
Question: What is generated when the students count and record the number of organisms in the pond water?
1. data
2. variables
3. a hypothesis
4. a conclusion
Answer:

Question: What is generated when the students count and record the number of organisms in the pond water?

Choices:
G. data
E. variables
C. a hypothesis
F. a conclusion

Prompt:
Question: What is generated when the students count and record the number of organisms in the pond water?
G. data
E. variables
C. a hypothesis
F. a conclusion
Answer:

Question: What is generated when the students count and record the number of organisms in the pond water?

Choices:
G. variables
E. data
C. a hypothesis
F. a conclusion

Prompt:
Question: What is generated when the students count and record the number of organisms in the pond water?
G. variables
E. data
C. a hypothesis
F. a conclusion
Answer:

Answer: 1


Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where

Choices:
A. one plate is sliding past another.
B. one plate is being forced beneath another.
C. two plates are colliding into each other.
D. two plates are pulling apart from each other.

Prompt:
Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where
A. one plate is sliding past another.
B. one plate is being forced beneath another.
C. two plates are colliding into each other.
D. two plates are pulling apart from each other.
Answer:

Answer: 1

Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where

Choices:
A. two plates are pulling apart from each other.
B. two plates are colliding into each other.
C. one plate is being forced beneath another.
D. one plate is sliding past another.

Prompt:
Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where
A. two plates are pulling apart from each other.
B. two plates are colliding into each other.
C. one plate is being forced beneath another.
D. one plate is sliding past another.
Answer:

Answer: 2

Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where

Choices:
1. one plate is sliding past another.
2. one plate is being forced beneath another.
3. two plates are colliding into each other.
4. two plates are pulling apart from each other.

Prompt:
Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where
1. one plate is sliding past another.
2. one plate is being forced beneath another.
3. two plates are colliding into each other.
4. two plates are pulling apart from each other.
Answer:

Answer: 1

Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where

Choices:
I. one plate is sliding past another.
R. one plate is being forced beneath another.
X. two plates are colliding into each other.
K. two plates are pulling apart from each other.

Prompt:
Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where
I. one plate is sliding past another.
R. one plate is being forced beneath another.
X. two plates are colliding into each other.
K. two plates are pulling apart from each other.
Answer:

Answer: 1

Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where

Choices:
I. two plates are pulling apart from each other.
R. two plates are colliding into each other.
X. one plate is being forced beneath another.
K. one plate is sliding past another.

Prompt:
Question: The Mariana Trench is the deepest ocean trench on Earth. This trench occurs at a plate boundary where
I. two plates are pulling apart from each other.
R. two plates are colliding into each other.
X. one plate is being forced beneath another.
K. one plate is sliding past another.
Answer:

Answer: 2


Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?

Choices:
A. inferring
B. predicting
C. measuring
D. classifying

Prompt:
Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?
A. inferring
B. predicting
C. measuring
D. classifying
Answer:

Answer: 2

Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?

Choices:
A. classifying
B. inferring
C. predicting
D. measuring

Prompt:
Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?
A. classifying
B. inferring
C. predicting
D. measuring
Answer:

Answer: 3

Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?

Choices:
1. inferring
2. predicting
3. measuring
4. classifying

Prompt:
Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?
1. inferring
2. predicting
3. measuring
4. classifying
Answer:

Answer: 2

Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?

Choices:
J. inferring
T. predicting
A. measuring
U. classifying

Prompt:
Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?
J. inferring
T. predicting
A. measuring
U. classifying
Answer:

Answer: 2

Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?

Choices:
J. classifying
T. inferring
A. predicting
U. measuring

Prompt:
Question: Students want to find out at which temperature bean plants grow tallest. Which science process skill would be used to find this temperature?
J. classifying
T. inferring
A. predicting
U. measuring
Answer:

Answer: 3


Question: When would the highest tides occur along the Texas coast?

Choices:
A. at sunrise
B. at sunset
C. during a full moon
D. during a half moon

Prompt:
Question: When would the highest tides occur along the Texas coast?
A. at sunrise
B. at sunset
C. during a full moon
D. during a half moon
Answer:

Answer: 2

Question: When would the highest tides occur along the Texas coast?

Choices:
A. during a half moon
B. during a full moon
C. at sunrise
D. at sunset

Prompt:
Question: When would the highest tides occur along the Texas coast?
A. during a half moon
B. during a full moon
C. at sunrise
D. at sunset
Answer:

Answer: 1

Question: When would the highest tides occur along the Texas coast?

Choices:
1. at sunrise
2. at sunset
3. during a full moon
4. during a half moon

Prompt:
Question: When would the highest tides occur along the Texas coast?
1. at sunrise
2. at sunset
3. during a full moon
4. during a half moon
Answer:

Answer: 2

Question: When would the highest tides occur along the Texas coast?

Choices:
V. at sunrise
U. at sunset
W. during a full moon
L. during a half moon

Prompt:
Question: When would the highest tides occur along the Texas coast?
V. at sunrise
U. at sunset
W. during a full moon
L. during a half moon
Answer:

Answer: 2

Question: When would the highest tides occur along the Texas coast?

Choices:
V. during a half moon
U. during a full moon
W. at sunrise
L. at sunset

Prompt:
Question: When would the highest tides occur along the Texas coast?
V. during a half moon
U. during a full moon
W. at sunrise
L. at sunset
Answer:

Answer: 1


Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as

Choices:
A. soap.
B. vinegar.
C. table salt.
D. baking soda.

Prompt:
Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as
A. soap.
B. vinegar.
C. table salt.
D. baking soda.
Answer:

Answer: 2

Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as

Choices:
A. baking soda.
B. table salt.
C. soap.
D. vinegar.

Prompt:
Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as
A. baking soda.
B. table salt.
C. soap.
D. vinegar.
Answer:

Answer: 1

Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as

Choices:
1. soap.
2. vinegar.
3. table salt.
4. baking soda.

Prompt:
Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as
1. soap.
2. vinegar.
3. table salt.
4. baking soda.
Answer:

Answer: 2

Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as

Choices:
X. soap.
J. vinegar.
F. table salt.
S. baking soda.

Prompt:
Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as
X. soap.
J. vinegar.
F. table salt.
S. baking soda.
Answer:

Answer: 2

Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as

Choices:
X. baking soda.
J. table salt.
F. soap.
S. vinegar.

Prompt:
Question: Sodium (Na) and chlorine (Cl) combine to form sodium chloride (NaCl), which is commonly known as
X. baking soda.
J. table salt.
F. soap.
S. vinegar.
Answer:

Answer: 1


Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?

Choices:
A. precipitation followed by evaporation
B. deposition followed by evaporation
C. precipitation followed by runoff
D. deposition followed by runoff

Prompt:
Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?
A. precipitation followed by evaporation
B. deposition followed by evaporation
C. precipitation followed by runoff
D. deposition followed by runoff
Answer:

Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?

Choices:
A. deposition followed by runoff
B. deposition followed by evaporation
C. precipitation followed by evaporation
D. precipitation followed by runoff

Prompt:
Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?
A. deposition followed by runoff
B. deposition followed by evaporation
C. precipitation followed by evaporation
D. precipitation followed by runoff
Answer:

Answer: 2

Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?

Choices:
1. precipitation followed by evaporation
2. deposition followed by evaporation
3. precipitation followed by runoff
4. deposition followed by runoff

Prompt:
Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?
1. precipitation followed by evaporation
2. deposition followed by evaporation
3. precipitation followed by runoff
4. deposition followed by runoff
Answer:

Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?

Choices:
E. precipitation followed by evaporation
B. deposition followed by evaporation
W. precipitation followed by runoff
H. deposition followed by runoff

Prompt:
Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?
E. precipitation followed by evaporation
B. deposition followed by evaporation
W. precipitation followed by runoff
H. deposition followed by runoff
Answer:

Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?

Choices:
E. deposition followed by runoff
B. deposition followed by evaporation
W. precipitation followed by evaporation
H. precipitation followed by runoff

Prompt:
Question: It rained on a hot summer afternoon and a puddle formed. After several hours, the puddle was gone. Which two processes made the puddle form and then disappear?
E. deposition followed by runoff
B. deposition followed by evaporation
W. precipitation followed by evaporation
H. precipitation followed by runoff
Answer:

Answer: 2


Question: Which environmental problem was directly caused by the invention of the automobile?

Choices:
A. storage of nuclear waste
B. increase in air pollution
C. increased use of pesticides
D. flooding in the Midwest

Prompt:
Question: Which environmental problem was directly caused by the invention of the automobile?
A. storage of nuclear waste
B. increase in air pollution
C. increased use of pesticides
D. flooding in the Midwest
Answer:

Answer: 1

Question: Which environmental problem was directly caused by the invention of the automobile?

Choices:
A. storage of nuclear waste
B. flooding in the Midwest
C. increased use of pesticides
D. increase in air pollution

Prompt:
Question: Which environmental problem was directly caused by the invention of the automobile?
A. storage of nuclear waste
B. flooding in the Midwest
C. increased use of pesticides
D. increase in air pollution
Answer:

Answer: 3

Question: Which environmental problem was directly caused by the invention of the automobile?

Choices:
1. storage of nuclear waste
2. increase in air pollution
3. increased use of pesticides
4. flooding in the Midwest

Prompt:
Question: Which environmental problem was directly caused by the invention of the automobile?
1. storage of nuclear waste
2. increase in air pollution
3. increased use of pesticides
4. flooding in the Midwest
Answer:

Answer: 1

Question: Which environmental problem was directly caused by the invention of the automobile?

Choices:
A. storage of nuclear waste
L. increase in air pollution
N. increased use of pesticides
D. flooding in the Midwest

Prompt:
Question: Which environmental problem was directly caused by the invention of the automobile?
A. storage of nuclear waste
L. increase in air pollution
N. increased use of pesticides
D. flooding in the Midwest
Answer:

Answer: 1

Question: Which environmental problem was directly caused by the invention of the automobile?

Choices:
A. storage of nuclear waste
L. flooding in the Midwest
N. increased use of pesticides
D. increase in air pollution

Prompt:
Question: Which environmental problem was directly caused by the invention of the automobile?
A. storage of nuclear waste
L. flooding in the Midwest
N. increased use of pesticides
D. increase in air pollution
Answer:

Answer: 3


Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?

Choices:
A. earthquakes
B. erosion
C. landslides
D. weathering

Prompt:
Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?
A. earthquakes
B. erosion
C. landslides
D. weathering
Answer:

Answer: 1

Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?

Choices:
A. erosion
B. weathering
C. landslides
D. earthquakes

Prompt:
Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?
A. erosion
B. weathering
C. landslides
D. earthquakes
Answer:

Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?

Choices:
1. earthquakes
2. erosion
3. landslides
4. weathering

Prompt:
Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?
1. earthquakes
2. erosion
3. landslides
4. weathering
Answer:

Answer: 1

Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?

Choices:
K. earthquakes
Z. erosion
F. landslides
X. weathering

Prompt:
Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?
K. earthquakes
Z. erosion
F. landslides
X. weathering
Answer:

Answer: 1

Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?

Choices:
K. erosion
Z. weathering
F. landslides
X. earthquakes

Prompt:
Question: At some places in Florida, sand on the beaches is being reduced. New sand is brought from other areas and spread on the beaches. What process causes this reduction to the beach sand?
K. erosion
Z. weathering
F. landslides
X. earthquakes
Answer:


Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?

Choices:
A. The cells in the colony respond to stimuli separately.
B. The cells in the colony are arranged in a specific shape.
C. Some cells in the colony are specialized for reproduction.
D. Cells in the colony are connected by strands of cytoplasm.

Prompt:
Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?
A. The cells in the colony respond to stimuli separately.
B. The cells in the colony are arranged in a specific shape.
C. Some cells in the colony are specialized for reproduction.
D. Cells in the colony are connected by strands of cytoplasm.
Answer:

Answer: 2

Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?

Choices:
A. The cells in the colony respond to stimuli separately.
B. Some cells in the colony are specialized for reproduction.
C. The cells in the colony are arranged in a specific shape.
D. Cells in the colony are connected by strands of cytoplasm.

Prompt:
Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?
A. The cells in the colony respond to stimuli separately.
B. Some cells in the colony are specialized for reproduction.
C. The cells in the colony are arranged in a specific shape.
D. Cells in the colony are connected by strands of cytoplasm.
Answer:

Answer: 1

Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?

Choices:
1. The cells in the colony respond to stimuli separately.
2. The cells in the colony are arranged in a specific shape.
3. Some cells in the colony are specialized for reproduction.
4. Cells in the colony are connected by strands of cytoplasm.

Prompt:
Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?
1. The cells in the colony respond to stimuli separately.
2. The cells in the colony are arranged in a specific shape.
3. Some cells in the colony are specialized for reproduction.
4. Cells in the colony are connected by strands of cytoplasm.
Answer:

Answer: 2

Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?

Choices:
J. The cells in the colony respond to stimuli separately.
X. The cells in the colony are arranged in a specific shape.
P. Some cells in the colony are specialized for reproduction.
Y. Cells in the colony are connected by strands of cytoplasm.

Prompt:
Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?
J. The cells in the colony respond to stimuli separately.
X. The cells in the colony are arranged in a specific shape.
P. Some cells in the colony are specialized for reproduction.
Y. Cells in the colony are connected by strands of cytoplasm.
Answer:

Answer: 2

Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?

Choices:
J. The cells in the colony respond to stimuli separately.
X. Some cells in the colony are specialized for reproduction.
P. The cells in the colony are arranged in a specific shape.
Y. Cells in the colony are connected by strands of cytoplasm.

Prompt:
Question: Which characteristic of a volvox colony makes it more like a multicellular organism than a simple cluster of unicellular organisms?
J. The cells in the colony respond to stimuli separately.
X. Some cells in the colony are specialized for reproduction.
P. The cells in the colony are arranged in a specific shape.
Y. Cells in the colony are connected by strands of cytoplasm.
Answer:

Answer: 1


Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies

Choices:
A. on all three types of fruit every two hours
B. on all three types of fruit after each fruit spoils
C. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
D. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3

Prompt:
Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies
A. on all three types of fruit every two hours
B. on all three types of fruit after each fruit spoils
C. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
D. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
Answer:

Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies

Choices:
A. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
B. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
C. on all three types of fruit after each fruit spoils
D. on all three types of fruit every two hours

Prompt:
Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies
A. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
B. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
C. on all three types of fruit after each fruit spoils
D. on all three types of fruit every two hours
Answer:

Answer: 3

Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies

Choices:
1. on all three types of fruit every two hours
2. on all three types of fruit after each fruit spoils
3. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
4. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3

Prompt:
Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies
1. on all three types of fruit every two hours
2. on all three types of fruit after each fruit spoils
3. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
4. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
Answer:

Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies

Choices:
W. on all three types of fruit every two hours
H. on all three types of fruit after each fruit spoils
F. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
V. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3

Prompt:
Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies
W. on all three types of fruit every two hours
H. on all three types of fruit after each fruit spoils
F. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
V. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
Answer:

Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies

Choices:
W. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
H. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
F. on all three types of fruit after each fruit spoils
V. on all three types of fruit every two hours

Prompt:
Question: Students are investigating which type of fruit attracts the most fruit flies. Equally sized pieces of ripe apple, peach, and banana are placed in separate containers. The containers allow fruit flies to enter, but the fruit flies are unable to escape. The containers are placed outside on a picnic table for two days. The most reliable method for collecting data is to count the number of fruit flies
W. on the banana on Day 1, the apple on Day 2, and the peach on Day 3
H. on the banana after Hour 1, the apple after Hour 2, and the peach after Hour 3
F. on all three types of fruit after each fruit spoils
V. on all three types of fruit every two hours
Answer:

Answer: 3


Question: Malaria is a common disease in many countries. What is the cause of this disease?

Choices:
A. a virus
B. a bacterium
C. a fungus
D. a parasite

Prompt:
Question: Malaria is a common disease in many countries. What is the cause of this disease?
A. a virus
B. a bacterium
C. a fungus
D. a parasite
Answer:

Answer: 3

Question: Malaria is a common disease in many countries. What is the cause of this disease?

Choices:
A. a bacterium
B. a fungus
C. a parasite
D. a virus

Prompt:
Question: Malaria is a common disease in many countries. What is the cause of this disease?
A. a bacterium
B. a fungus
C. a parasite
D. a virus
Answer:

Answer: 2

Question: Malaria is a common disease in many countries. What is the cause of this disease?

Choices:
1. a virus
2. a bacterium
3. a fungus
4. a parasite

Prompt:
Question: Malaria is a common disease in many countries. What is the cause of this disease?
1. a virus
2. a bacterium
3. a fungus
4. a parasite
Answer:

Answer: 3

Question: Malaria is a common disease in many countries. What is the cause of this disease?

Choices:
D. a virus
B. a bacterium
M. a fungus
X. a parasite

Prompt:
Question: Malaria is a common disease in many countries. What is the cause of this disease?
D. a virus
B. a bacterium
M. a fungus
X. a parasite
Answer:

Answer: 3

Question: Malaria is a common disease in many countries. What is the cause of this disease?

Choices:
D. a bacterium
B. a fungus
M. a parasite
X. a virus

Prompt:
Question: Malaria is a common disease in many countries. What is the cause of this disease?
D. a bacterium
B. a fungus
M. a parasite
X. a virus
Answer:

Answer: 2


Question: Mold is often found growing on old bread. In a food chain, mold is a ___.

Choices:
A. decomposer
B. producer
C. consumer
D. scavenger

Prompt:
Question: Mold is often found growing on old bread. In a food chain, mold is a ___.
A. decomposer
B. producer
C. consumer
D. scavenger
Answer:

Question: Mold is often found growing on old bread. In a food chain, mold is a ___.

Choices:
A. scavenger
B. decomposer
C. producer
D. consumer

Prompt:
Question: Mold is often found growing on old bread. In a food chain, mold is a ___.
A. scavenger
B. decomposer
C. producer
D. consumer
Answer:

Answer: 1

Question: Mold is often found growing on old bread. In a food chain, mold is a ___.

Choices:
1. decomposer
2. producer
3. consumer
4. scavenger

Prompt:
Question: Mold is often found growing on old bread. In a food chain, mold is a ___.
1. decomposer
2. producer
3. consumer
4. scavenger
Answer:

Question: Mold is often found growing on old bread. In a food chain, mold is a ___.

Choices:
E. decomposer
J. producer
A. consumer
V. scavenger

Prompt:
Question: Mold is often found growing on old bread. In a food chain, mold is a ___.
E. decomposer
J. producer
A. consumer
V. scavenger
Answer:

Question: Mold is often found growing on old bread. In a food chain, mold is a ___.

Choices:
E. scavenger
J. decomposer
A. producer
V. consumer

Prompt:
Question: Mold is often found growing on old bread. In a food chain, mold is a ___.
E. scavenger
J. decomposer
A. producer
V. consumer
Answer:

Answer: 1


Question: Which form of energy are x rays and ultraviolet light?

Choices:
A. nuclear
B. heat
C. electromagnetic
D. chemical

Prompt:
Question: Which form of energy are x rays and ultraviolet light?
A. nuclear
B. heat
C. electromagnetic
D. chemical
Answer:

Answer: 2

Question: Which form of energy are x rays and ultraviolet light?

Choices:
A. nuclear
B. electromagnetic
C. heat
D. chemical

Prompt:
Question: Which form of energy are x rays and ultraviolet light?
A. nuclear
B. electromagnetic
C. heat
D. chemical
Answer:

Answer: 1

Question: Which form of energy are x rays and ultraviolet light?

Choices:
1. nuclear
2. heat
3. electromagnetic
4. chemical

Prompt:
Question: Which form of energy are x rays and ultraviolet light?
1. nuclear
2. heat
3. electromagnetic
4. chemical
Answer:

Answer: 2

Question: Which form of energy are x rays and ultraviolet light?

Choices:
S. nuclear
Z. heat
F. electromagnetic
C. chemical

Prompt:
Question: Which form of energy are x rays and ultraviolet light?
S. nuclear
Z. heat
F. electromagnetic
C. chemical
Answer:

Answer: 2

Question: Which form of energy are x rays and ultraviolet light?

Choices:
S. nuclear
Z. electromagnetic
F. heat
C. chemical

Prompt:
Question: Which form of energy are x rays and ultraviolet light?
S. nuclear
Z. electromagnetic
F. heat
C. chemical
Answer:

Answer: 1


Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?

Choices:
A. Pacific Ocean
B. Colorado River
C. Sierra Nevada Mountains
D. Columbia River Basin

Prompt:
Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?
A. Pacific Ocean
B. Colorado River
C. Sierra Nevada Mountains
D. Columbia River Basin
Answer:

Answer: 2

Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?

Choices:
A. Pacific Ocean
B. Columbia River Basin
C. Colorado River
D. Sierra Nevada Mountains

Prompt:
Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?
A. Pacific Ocean
B. Columbia River Basin
C. Colorado River
D. Sierra Nevada Mountains
Answer:

Answer: 3

Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?

Choices:
1. Pacific Ocean
2. Colorado River
3. Sierra Nevada Mountains
4. Columbia River Basin

Prompt:
Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?
1. Pacific Ocean
2. Colorado River
3. Sierra Nevada Mountains
4. Columbia River Basin
Answer:

Answer: 2

Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?

Choices:
L. Pacific Ocean
M. Colorado River
C. Sierra Nevada Mountains
Y. Columbia River Basin

Prompt:
Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?
L. Pacific Ocean
M. Colorado River
C. Sierra Nevada Mountains
Y. Columbia River Basin
Answer:

Answer: 2

Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?

Choices:
L. Pacific Ocean
M. Columbia River Basin
C. Colorado River
Y. Sierra Nevada Mountains

Prompt:
Question: Which of these geographic features most directly influences the climate of Nevada by limiting the amount of water vapor that can reach the state and fall as rain?
L. Pacific Ocean
M. Columbia River Basin
C. Colorado River
Y. Sierra Nevada Mountains
Answer:

Answer: 3


Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?

Choices:
A. vacuole
B. nucleoid
C. mitochondrion
D. cytoplasm

Prompt:
Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?
A. vacuole
B. nucleoid
C. mitochondrion
D. cytoplasm
Answer:

Answer: 3

Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?

Choices:
A. nucleoid
B. cytoplasm
C. mitochondrion
D. vacuole

Prompt:
Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?
A. nucleoid
B. cytoplasm
C. mitochondrion
D. vacuole
Answer:

Answer: 1

Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?

Choices:
1. vacuole
2. nucleoid
3. mitochondrion
4. cytoplasm

Prompt:
Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?
1. vacuole
2. nucleoid
3. mitochondrion
4. cytoplasm
Answer:

Answer: 3

Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?

Choices:
X. vacuole
T. nucleoid
C. mitochondrion
J. cytoplasm

Prompt:
Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?
X. vacuole
T. nucleoid
C. mitochondrion
J. cytoplasm
Answer:

Answer: 3

Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?

Choices:
X. nucleoid
T. cytoplasm
C. mitochondrion
J. vacuole

Prompt:
Question: Cells come in two basic types, prokaryotic and eukaryotic. Which cell structure is found in both prokaryotic and eukaryotic cells?
X. nucleoid
T. cytoplasm
C. mitochondrion
J. vacuole
Answer:

Answer: 1


Question: From which part of the plant does a bee get food?

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

Prompt:
Question: From which part of the plant does a bee get food?
A. flower
B. seed
C. stem
D. root
Answer:

Question: From which part of the plant does a bee get food?

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

Prompt:
Question: From which part of the plant does a bee get food?
A. root
B. flower
C. stem
D. seed
Answer:

Answer: 1

Question: From which part of the plant does a bee get food?

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

Prompt:
Question: From which part of the plant does a bee get food?
1. flower
2. seed
3. stem
4. root
Answer:

Question: From which part of the plant does a bee get food?

Choices:
Z. flower
U. seed
I. stem
N. root

Prompt:
Question: From which part of the plant does a bee get food?
Z. flower
U. seed
I. stem
N. root
Answer:

Question: From which part of the plant does a bee get food?

Choices:
Z. root
U. flower
I. stem
N. seed

Prompt:
Question: From which part of the plant does a bee get food?
Z. root
U. flower
I. stem
N. seed
Answer:

Answer: 1


Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?

Choices:
A. North Pole
B. Prime Meridian
C. Equator
D. Antarctica

Prompt:
Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?
A. North Pole
B. Prime Meridian
C. Equator
D. Antarctica
Answer:

Answer: 2

Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?

Choices:
A. Prime Meridian
B. North Pole
C. Antarctica
D. Equator

Prompt:
Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?
A. Prime Meridian
B. North Pole
C. Antarctica
D. Equator
Answer:

Answer: 3

Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?

Choices:
1. North Pole
2. Prime Meridian
3. Equator
4. Antarctica

Prompt:
Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?
1. North Pole
2. Prime Meridian
3. Equator
4. Antarctica
Answer:

Answer: 2

Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?

Choices:
F. North Pole
E. Prime Meridian
R. Equator
T. Antarctica

Prompt:
Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?
F. North Pole
E. Prime Meridian
R. Equator
T. Antarctica
Answer:

Answer: 2

Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?

Choices:
F. Prime Meridian
E. North Pole
R. Antarctica
T. Equator

Prompt:
Question: As Earth revolves around the Sun, the number of daylight hours varies from place to place. In which location would the number of daylight hours remain constant?
F. Prime Meridian
E. North Pole
R. Antarctica
T. Equator
Answer:

Answer: 3


Question: Why does tapping a fork against a water glass produce a sound?

Choices:
A. The air expands.
B. The fork releases electrons.
C. The particles in the objects vibrate.
D. The water in the glass forms ripples.

Prompt:
Question: Why does tapping a fork against a water glass produce a sound?
A. The air expands.
B. The fork releases electrons.
C. The particles in the objects vibrate.
D. The water in the glass forms ripples.
Answer:

Answer: 2

Question: Why does tapping a fork against a water glass produce a sound?

Choices:
A. The particles in the objects vibrate.
B. The fork releases electrons.
C. The water in the glass forms ripples.
D. The air expands.

Prompt:
Question: Why does tapping a fork against a water glass produce a sound?
A. The particles in the objects vibrate.
B. The fork releases electrons.
C. The water in the glass forms ripples.
D. The air expands.
Answer:

Question: Why does tapping a fork against a water glass produce a sound?

Choices:
1. The air expands.
2. The fork releases electrons.
3. The particles in the objects vibrate.
4. The water in the glass forms ripples.

Prompt:
Question: Why does tapping a fork against a water glass produce a sound?
1. The air expands.
2. The fork releases electrons.
3. The particles in the objects vibrate.
4. The water in the glass forms ripples.
Answer:

Answer: 2

Question: Why does tapping a fork against a water glass produce a sound?

Choices:
D. The air expands.
I. The fork releases electrons.
M. The particles in the objects vibrate.
X. The water in the glass forms ripples.

Prompt:
Question: Why does tapping a fork against a water glass produce a sound?
D. The air expands.
I. The fork releases electrons.
M. The particles in the objects vibrate.
X. The water in the glass forms ripples.
Answer:

Answer: 2

Question: Why does tapping a fork against a water glass produce a sound?

Choices:
D. The particles in the objects vibrate.
I. The fork releases electrons.
M. The water in the glass forms ripples.
X. The air expands.

Prompt:
Question: Why does tapping a fork against a water glass produce a sound?
D. The particles in the objects vibrate.
I. The fork releases electrons.
M. The water in the glass forms ripples.
X. The air expands.
Answer:


Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?

Choices:
A. The light is bent by the paper.
B. The light reflects off the paper.
C. The light is absorbed by the paper.
D. The light passes through the paper.

Prompt:
Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?
A. The light is bent by the paper.
B. The light reflects off the paper.
C. The light is absorbed by the paper.
D. The light passes through the paper.
Answer:

Answer: 2

Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?

Choices:
A. The light passes through the paper.
B. The light is bent by the paper.
C. The light reflects off the paper.
D. The light is absorbed by the paper.

Prompt:
Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?
A. The light passes through the paper.
B. The light is bent by the paper.
C. The light reflects off the paper.
D. The light is absorbed by the paper.
Answer:

Answer: 3

Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?

Choices:
1. The light is bent by the paper.
2. The light reflects off the paper.
3. The light is absorbed by the paper.
4. The light passes through the paper.

Prompt:
Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?
1. The light is bent by the paper.
2. The light reflects off the paper.
3. The light is absorbed by the paper.
4. The light passes through the paper.
Answer:

Answer: 2

Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?

Choices:
L. The light is bent by the paper.
G. The light reflects off the paper.
J. The light is absorbed by the paper.
C. The light passes through the paper.

Prompt:
Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?
L. The light is bent by the paper.
G. The light reflects off the paper.
J. The light is absorbed by the paper.
C. The light passes through the paper.
Answer:

Answer: 2

Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?

Choices:
L. The light passes through the paper.
G. The light is bent by the paper.
J. The light reflects off the paper.
C. The light is absorbed by the paper.

Prompt:
Question: A student places a sheet of black construction paper on her desk. What happens to most of the light that strikes the black construction paper?
L. The light passes through the paper.
G. The light is bent by the paper.
J. The light reflects off the paper.
C. The light is absorbed by the paper.
Answer:

Answer: 3


Question: Which of these groups animals are ALL mammals?

Choices:
A. duck, eagle, parrot
B. mouse, monkey, bat
C. butterfly, ant, mosquito
D. crocodile, snake, turtle

Prompt:
Question: Which of these groups animals are ALL mammals?
A. duck, eagle, parrot
B. mouse, monkey, bat
C. butterfly, ant, mosquito
D. crocodile, snake, turtle
Answer:

Answer: 1

Question: Which of these groups animals are ALL mammals?

Choices:
A. duck, eagle, parrot
B. crocodile, snake, turtle
C. mouse, monkey, bat
D. butterfly, ant, mosquito

Prompt:
Question: Which of these groups animals are ALL mammals?
A. duck, eagle, parrot
B. crocodile, snake, turtle
C. mouse, monkey, bat
D. butterfly, ant, mosquito
Answer:

Answer: 2

Question: Which of these groups animals are ALL mammals?

Choices:
1. duck, eagle, parrot
2. mouse, monkey, bat
3. butterfly, ant, mosquito
4. crocodile, snake, turtle

Prompt:
Question: Which of these groups animals are ALL mammals?
1. duck, eagle, parrot
2. mouse, monkey, bat
3. butterfly, ant, mosquito
4. crocodile, snake, turtle
Answer:

Answer: 1

Question: Which of these groups animals are ALL mammals?

Choices:
N. duck, eagle, parrot
U. mouse, monkey, bat
V. butterfly, ant, mosquito
X. crocodile, snake, turtle

Prompt:
Question: Which of these groups animals are ALL mammals?
N. duck, eagle, parrot
U. mouse, monkey, bat
V. butterfly, ant, mosquito
X. crocodile, snake, turtle
Answer:

Answer: 1

Question: Which of these groups animals are ALL mammals?

Choices:
N. duck, eagle, parrot
U. crocodile, snake, turtle
V. mouse, monkey, bat
X. butterfly, ant, mosquito

Prompt:
Question: Which of these groups animals are ALL mammals?
N. duck, eagle, parrot
U. crocodile, snake, turtle
V. mouse, monkey, bat
X. butterfly, ant, mosquito
Answer:

Answer: 2


Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?

Choices:
A. Vacuole
B. Nucleus
C. Cell wall
D. Chloroplast

Prompt:
Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?
A. Vacuole
B. Nucleus
C. Cell wall
D. Chloroplast
Answer:

Answer: 1

Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?

Choices:
A. Cell wall
B. Chloroplast
C. Vacuole
D. Nucleus

Prompt:
Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?
A. Cell wall
B. Chloroplast
C. Vacuole
D. Nucleus
Answer:

Answer: 3

Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?

Choices:
1. Vacuole
2. Nucleus
3. Cell wall
4. Chloroplast

Prompt:
Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?
1. Vacuole
2. Nucleus
3. Cell wall
4. Chloroplast
Answer:

Answer: 1

Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?

Choices:
J. Vacuole
E. Nucleus
B. Cell wall
W. Chloroplast

Prompt:
Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?
J. Vacuole
E. Nucleus
B. Cell wall
W. Chloroplast
Answer:

Answer: 1

Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?

Choices:
J. Cell wall
E. Chloroplast
B. Vacuole
W. Nucleus

Prompt:
Question: Which part of a plant cell is responsible for controlling the activities of the other parts of the cell?
J. Cell wall
E. Chloroplast
B. Vacuole
W. Nucleus
Answer:

Answer: 3


Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?

Choices:
A. respiration
B. protein synthesis
C. oxygen transport
D. carbohydrate digestion

Prompt:
Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?
A. respiration
B. protein synthesis
C. oxygen transport
D. carbohydrate digestion
Answer:

Answer: 1

Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?

Choices:
A. carbohydrate digestion
B. respiration
C. oxygen transport
D. protein synthesis

Prompt:
Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?
A. carbohydrate digestion
B. respiration
C. oxygen transport
D. protein synthesis
Answer:

Answer: 3

Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?

Choices:
1. respiration
2. protein synthesis
3. oxygen transport
4. carbohydrate digestion

Prompt:
Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?
1. respiration
2. protein synthesis
3. oxygen transport
4. carbohydrate digestion
Answer:

Answer: 1

Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?

Choices:
P. respiration
W. protein synthesis
Q. oxygen transport
K. carbohydrate digestion

Prompt:
Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?
P. respiration
W. protein synthesis
Q. oxygen transport
K. carbohydrate digestion
Answer:

Answer: 1

Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?

Choices:
P. carbohydrate digestion
W. respiration
Q. oxygen transport
K. protein synthesis

Prompt:
Question: All metabolic functions fall into one of two categories: a breaking down process (catabolic) or a building up process (anabolic). Which is an example of an anabolic process?
P. carbohydrate digestion
W. respiration
Q. oxygen transport
K. protein synthesis
Answer:

Answer: 3


Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?

Choices:
A. an increase in habitat for wildlife
B. a decrease in food competition
C. an increase in soil erosion
D. a decrease in water runoff

Prompt:
Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?
A. an increase in habitat for wildlife
B. a decrease in food competition
C. an increase in soil erosion
D. a decrease in water runoff
Answer:

Answer: 2

Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?

Choices:
A. an increase in soil erosion
B. a decrease in food competition
C. a decrease in water runoff
D. an increase in habitat for wildlife

Prompt:
Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?
A. an increase in soil erosion
B. a decrease in food competition
C. a decrease in water runoff
D. an increase in habitat for wildlife
Answer:

Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?

Choices:
1. an increase in habitat for wildlife
2. a decrease in food competition
3. an increase in soil erosion
4. a decrease in water runoff

Prompt:
Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?
1. an increase in habitat for wildlife
2. a decrease in food competition
3. an increase in soil erosion
4. a decrease in water runoff
Answer:

Answer: 2

Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?

Choices:
T. an increase in habitat for wildlife
E. a decrease in food competition
Y. an increase in soil erosion
D. a decrease in water runoff

Prompt:
Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?
T. an increase in habitat for wildlife
E. a decrease in food competition
Y. an increase in soil erosion
D. a decrease in water runoff
Answer:

Answer: 2

Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?

Choices:
T. an increase in soil erosion
E. a decrease in food competition
Y. a decrease in water runoff
D. an increase in habitat for wildlife

Prompt:
Question: Clearing forests of trees and vegetation for human development can have major impacts on the ecosystem. Which would most likely occur after a forested area is cleared?
T. an increase in soil erosion
E. a decrease in food competition
Y. a decrease in water runoff
D. an increase in habitat for wildlife
Answer:


Question: Which of these is the most responsible for the changes of the seasons on Earth?

Choices:
A. Position of the Moon
B. Tilt of Earth on its axis
C. Temperature of the Sun
D. Distance to Mars

Prompt:
Question: Which of these is the most responsible for the changes of the seasons on Earth?
A. Position of the Moon
B. Tilt of Earth on its axis
C. Temperature of the Sun
D. Distance to Mars
Answer:

Answer: 1

Question: Which of these is the most responsible for the changes of the seasons on Earth?

Choices:
A. Distance to Mars
B. Temperature of the Sun
C. Tilt of Earth on its axis
D. Position of the Moon

Prompt:
Question: Which of these is the most responsible for the changes of the seasons on Earth?
A. Distance to Mars
B. Temperature of the Sun
C. Tilt of Earth on its axis
D. Position of the Moon
Answer:

Answer: 2

Question: Which of these is the most responsible for the changes of the seasons on Earth?

Choices:
1. Position of the Moon
2. Tilt of Earth on its axis
3. Temperature of the Sun
4. Distance to Mars

Prompt:
Question: Which of these is the most responsible for the changes of the seasons on Earth?
1. Position of the Moon
2. Tilt of Earth on its axis
3. Temperature of the Sun
4. Distance to Mars
Answer:

Answer: 1

Question: Which of these is the most responsible for the changes of the seasons on Earth?

Choices:
Z. Position of the Moon
V. Tilt of Earth on its axis
K. Temperature of the Sun
B. Distance to Mars

Prompt:
Question: Which of these is the most responsible for the changes of the seasons on Earth?
Z. Position of the Moon
V. Tilt of Earth on its axis
K. Temperature of the Sun
B. Distance to Mars
Answer:

Answer: 1

Question: Which of these is the most responsible for the changes of the seasons on Earth?

Choices:
Z. Distance to Mars
V. Temperature of the Sun
K. Tilt of Earth on its axis
B. Position of the Moon

Prompt:
Question: Which of these is the most responsible for the changes of the seasons on Earth?
Z. Distance to Mars
V. Temperature of the Sun
K. Tilt of Earth on its axis
B. Position of the Moon
Answer:

Answer: 2


Question: Turning off the light when leaving a room is an example of

Choices:
A. conserving energy.
B. wasting energy.
C. using potential energy.
D. using chemical energy.

Prompt:
Question: Turning off the light when leaving a room is an example of
A. conserving energy.
B. wasting energy.
C. using potential energy.
D. using chemical energy.
Answer:

Question: Turning off the light when leaving a room is an example of

Choices:
A. using chemical energy.
B. wasting energy.
C. using potential energy.
D. conserving energy.

Prompt:
Question: Turning off the light when leaving a room is an example of
A. using chemical energy.
B. wasting energy.
C. using potential energy.
D. conserving energy.
Answer:

Answer: 3

Question: Turning off the light when leaving a room is an example of

Choices:
1. conserving energy.
2. wasting energy.
3. using potential energy.
4. using chemical energy.

Prompt:
Question: Turning off the light when leaving a room is an example of
1. conserving energy.
2. wasting energy.
3. using potential energy.
4. using chemical energy.
Answer:

Question: Turning off the light when leaving a room is an example of

Choices:
X. conserving energy.
F. wasting energy.
W. using potential energy.
C. using chemical energy.

Prompt:
Question: Turning off the light when leaving a room is an example of
X. conserving energy.
F. wasting energy.
W. using potential energy.
C. using chemical energy.
Answer:

Question: Turning off the light when leaving a room is an example of

Choices:
X. using chemical energy.
F. wasting energy.
W. using potential energy.
C. conserving energy.

Prompt:
Question: Turning off the light when leaving a room is an example of
X. using chemical energy.
F. wasting energy.
W. using potential energy.
C. conserving energy.
Answer:

Answer: 3


Question: Which list contains only things that are part of our solar system?

Choices:
A. planets, moons, comets
B. galaxies, quasars, asteroids
C. black holes, novas, stars
D. clusters, asteroids, meteors

Prompt:
Question: Which list contains only things that are part of our solar system?
A. planets, moons, comets
B. galaxies, quasars, asteroids
C. black holes, novas, stars
D. clusters, asteroids, meteors
Answer:

Question: Which list contains only things that are part of our solar system?

Choices:
A. black holes, novas, stars
B. planets, moons, comets
C. clusters, asteroids, meteors
D. galaxies, quasars, asteroids

Prompt:
Question: Which list contains only things that are part of our solar system?
A. black holes, novas, stars
B. planets, moons, comets
C. clusters, asteroids, meteors
D. galaxies, quasars, asteroids
Answer:

Answer: 1

Question: Which list contains only things that are part of our solar system?

Choices:
1. planets, moons, comets
2. galaxies, quasars, asteroids
3. black holes, novas, stars
4. clusters, asteroids, meteors

Prompt:
Question: Which list contains only things that are part of our solar system?
1. planets, moons, comets
2. galaxies, quasars, asteroids
3. black holes, novas, stars
4. clusters, asteroids, meteors
Answer:

Question: Which list contains only things that are part of our solar system?

Choices:
Q. planets, moons, comets
S. galaxies, quasars, asteroids
V. black holes, novas, stars
A. clusters, asteroids, meteors

Prompt:
Question: Which list contains only things that are part of our solar system?
Q. planets, moons, comets
S. galaxies, quasars, asteroids
V. black holes, novas, stars
A. clusters, asteroids, meteors
Answer:

Question: Which list contains only things that are part of our solar system?

Choices:
Q. black holes, novas, stars
S. planets, moons, comets
V. clusters, asteroids, meteors
A. galaxies, quasars, asteroids

Prompt:
Question: Which list contains only things that are part of our solar system?
Q. black holes, novas, stars
S. planets, moons, comets
V. clusters, asteroids, meteors
A. galaxies, quasars, asteroids
Answer:

Answer: 1


Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?

Choices:
A. producing more noise pollution
B. decreasing the amount of energy used
C. increasing the use of natural resources
D. increasing the time it takes to heat the home

Prompt:
Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?
A. producing more noise pollution
B. decreasing the amount of energy used
C. increasing the use of natural resources
D. increasing the time it takes to heat the home
Answer:

Answer: 1

Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?

Choices:
A. increasing the time it takes to heat the home
B. producing more noise pollution
C. decreasing the amount of energy used
D. increasing the use of natural resources

Prompt:
Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?
A. increasing the time it takes to heat the home
B. producing more noise pollution
C. decreasing the amount of energy used
D. increasing the use of natural resources
Answer:

Answer: 2

Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?

Choices:
1. producing more noise pollution
2. decreasing the amount of energy used
3. increasing the use of natural resources
4. increasing the time it takes to heat the home

Prompt:
Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?
1. producing more noise pollution
2. decreasing the amount of energy used
3. increasing the use of natural resources
4. increasing the time it takes to heat the home
Answer:

Answer: 1

Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?

Choices:
S. producing more noise pollution
X. decreasing the amount of energy used
D. increasing the use of natural resources
I. increasing the time it takes to heat the home

Prompt:
Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?
S. producing more noise pollution
X. decreasing the amount of energy used
D. increasing the use of natural resources
I. increasing the time it takes to heat the home
Answer:

Answer: 1

Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?

Choices:
S. increasing the time it takes to heat the home
X. producing more noise pollution
D. decreasing the amount of energy used
I. increasing the use of natural resources

Prompt:
Question: A family installs a new heating system in their home. Which is the most desirable result of the new heating system?
S. increasing the time it takes to heat the home
X. producing more noise pollution
D. decreasing the amount of energy used
I. increasing the use of natural resources
Answer:

Answer: 2


Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?

Choices:
A. barrier islands
B. ocean trenches
C. mid-ocean ridges
D. volcanic island arcs

Prompt:
Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?
A. barrier islands
B. ocean trenches
C. mid-ocean ridges
D. volcanic island arcs
Answer:

Answer: 1

Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?

Choices:
A. ocean trenches
B. volcanic island arcs
C. mid-ocean ridges
D. barrier islands

Prompt:
Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?
A. ocean trenches
B. volcanic island arcs
C. mid-ocean ridges
D. barrier islands
Answer:

Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?

Choices:
1. barrier islands
2. ocean trenches
3. mid-ocean ridges
4. volcanic island arcs

Prompt:
Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?
1. barrier islands
2. ocean trenches
3. mid-ocean ridges
4. volcanic island arcs
Answer:

Answer: 1

Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?

Choices:
H. barrier islands
Y. ocean trenches
T. mid-ocean ridges
V. volcanic island arcs

Prompt:
Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?
H. barrier islands
Y. ocean trenches
T. mid-ocean ridges
V. volcanic island arcs
Answer:

Answer: 1

Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?

Choices:
H. ocean trenches
Y. volcanic island arcs
T. mid-ocean ridges
V. barrier islands

Prompt:
Question: The Andes Mountains in South America formed when an oceanic plate shifted beneath a continental plate. Which other landforms are usually associated with this type of plate boundary?
H. ocean trenches
Y. volcanic island arcs
T. mid-ocean ridges
V. barrier islands
Answer:


Question: Which of the following animals goes through metamorphosis?

Choices:
A. alligator
B. frog
C. lizard
D. turtle

Prompt:
Question: Which of the following animals goes through metamorphosis?
A. alligator
B. frog
C. lizard
D. turtle
Answer:

Answer: 1

Question: Which of the following animals goes through metamorphosis?

Choices:
A. frog
B. lizard
C. turtle
D. alligator

Prompt:
Question: Which of the following animals goes through metamorphosis?
A. frog
B. lizard
C. turtle
D. alligator
Answer:

Question: Which of the following animals goes through metamorphosis?

Choices:
1. alligator
2. frog
3. lizard
4. turtle

Prompt:
Question: Which of the following animals goes through metamorphosis?
1. alligator
2. frog
3. lizard
4. turtle
Answer:

Answer: 1

Question: Which of the following animals goes through metamorphosis?

Choices:
J. alligator
Q. frog
A. lizard
S. turtle

Prompt:
Question: Which of the following animals goes through metamorphosis?
J. alligator
Q. frog
A. lizard
S. turtle
Answer:

Answer: 1

Question: Which of the following animals goes through metamorphosis?

Choices:
J. frog
Q. lizard
A. turtle
S. alligator

Prompt:
Question: Which of the following animals goes through metamorphosis?
J. frog
Q. lizard
A. turtle
S. alligator
Answer:


Question: Which group of organisms can make food by a process called chemosynthesis?

Choices:
A. scavengers
B. producers
C. consumers
D. decomposers

Prompt:
Question: Which group of organisms can make food by a process called chemosynthesis?
A. scavengers
B. producers
C. consumers
D. decomposers
Answer:

Answer: 1

Question: Which group of organisms can make food by a process called chemosynthesis?

Choices:
A. consumers
B. scavengers
C. producers
D. decomposers

Prompt:
Question: Which group of organisms can make food by a process called chemosynthesis?
A. consumers
B. scavengers
C. producers
D. decomposers
Answer:

Answer: 2

Question: Which group of organisms can make food by a process called chemosynthesis?

Choices:
1. scavengers
2. producers
3. consumers
4. decomposers

Prompt:
Question: Which group of organisms can make food by a process called chemosynthesis?
1. scavengers
2. producers
3. consumers
4. decomposers
Answer:

Answer: 1

Question: Which group of organisms can make food by a process called chemosynthesis?

Choices:
A. scavengers
D. producers
X. consumers
Q. decomposers

Prompt:
Question: Which group of organisms can make food by a process called chemosynthesis?
A. scavengers
D. producers
X. consumers
Q. decomposers
Answer:

Answer: 1

Question: Which group of organisms can make food by a process called chemosynthesis?

Choices:
A. consumers
D. scavengers
X. producers
Q. decomposers

Prompt:
Question: Which group of organisms can make food by a process called chemosynthesis?
A. consumers
D. scavengers
X. producers
Q. decomposers
Answer:

Answer: 2


Question: Which of these are broken down during chemical, but not physical, changes?

Choices:
A. elements
B. mixtures
C. solutions
D. compounds

Prompt:
Question: Which of these are broken down during chemical, but not physical, changes?
A. elements
B. mixtures
C. solutions
D. compounds
Answer:

Answer: 3

Question: Which of these are broken down during chemical, but not physical, changes?

Choices:
A. solutions
B. compounds
C. mixtures
D. elements

Prompt:
Question: Which of these are broken down during chemical, but not physical, changes?
A. solutions
B. compounds
C. mixtures
D. elements
Answer:

Answer: 1

Question: Which of these are broken down during chemical, but not physical, changes?

Choices:
1. elements
2. mixtures
3. solutions
4. compounds

Prompt:
Question: Which of these are broken down during chemical, but not physical, changes?
1. elements
2. mixtures
3. solutions
4. compounds
Answer:

Answer: 3

Question: Which of these are broken down during chemical, but not physical, changes?

Choices:
P. elements
V. mixtures
O. solutions
T. compounds

Prompt:
Question: Which of these are broken down during chemical, but not physical, changes?
P. elements
V. mixtures
O. solutions
T. compounds
Answer:

Answer: 3

Question: Which of these are broken down during chemical, but not physical, changes?

Choices:
P. solutions
V. compounds
O. mixtures
T. elements

Prompt:
Question: Which of these are broken down during chemical, but not physical, changes?
P. solutions
V. compounds
O. mixtures
T. elements
Answer:

Answer: 1


Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?

Choices:
A. The mountain range was once under water.
B. Birds flying overhead dropped the clam shells.
C. Animals released the clam shells in their waste.
D. The clams lived on land before moving to water.

Prompt:
Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?
A. The mountain range was once under water.
B. Birds flying overhead dropped the clam shells.
C. Animals released the clam shells in their waste.
D. The clams lived on land before moving to water.
Answer:

Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?

Choices:
A. The clams lived on land before moving to water.
B. The mountain range was once under water.
C. Birds flying overhead dropped the clam shells.
D. Animals released the clam shells in their waste.

Prompt:
Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?
A. The clams lived on land before moving to water.
B. The mountain range was once under water.
C. Birds flying overhead dropped the clam shells.
D. Animals released the clam shells in their waste.
Answer:

Answer: 1

Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?

Choices:
1. The mountain range was once under water.
2. Birds flying overhead dropped the clam shells.
3. Animals released the clam shells in their waste.
4. The clams lived on land before moving to water.

Prompt:
Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?
1. The mountain range was once under water.
2. Birds flying overhead dropped the clam shells.
3. Animals released the clam shells in their waste.
4. The clams lived on land before moving to water.
Answer:

Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?

Choices:
W. The mountain range was once under water.
T. Birds flying overhead dropped the clam shells.
L. Animals released the clam shells in their waste.
E. The clams lived on land before moving to water.

Prompt:
Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?
W. The mountain range was once under water.
T. Birds flying overhead dropped the clam shells.
L. Animals released the clam shells in their waste.
E. The clams lived on land before moving to water.
Answer:

Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?

Choices:
W. The clams lived on land before moving to water.
T. The mountain range was once under water.
L. Birds flying overhead dropped the clam shells.
E. Animals released the clam shells in their waste.

Prompt:
Question: Fossils of clam shells were found in the Appalachian Mountains. Which of these statements best explains why the clam shells were found in the Appalachian Mountains?
W. The clams lived on land before moving to water.
T. The mountain range was once under water.
L. Birds flying overhead dropped the clam shells.
E. Animals released the clam shells in their waste.
Answer:

Answer: 1


Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called

Choices:
A. molecules.
B. ions.
C. isotopes.
D. compounds.

Prompt:
Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called
A. molecules.
B. ions.
C. isotopes.
D. compounds.
Answer:

Answer: 1

Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called

Choices:
A. compounds.
B. molecules.
C. isotopes.
D. ions.

Prompt:
Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called
A. compounds.
B. molecules.
C. isotopes.
D. ions.
Answer:

Answer: 3

Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called

Choices:
1. molecules.
2. ions.
3. isotopes.
4. compounds.

Prompt:
Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called
1. molecules.
2. ions.
3. isotopes.
4. compounds.
Answer:

Answer: 1

Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called

Choices:
K. molecules.
G. ions.
O. isotopes.
P. compounds.

Prompt:
Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called
K. molecules.
G. ions.
O. isotopes.
P. compounds.
Answer:

Answer: 1

Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called

Choices:
K. compounds.
G. molecules.
O. isotopes.
P. ions.

Prompt:
Question: When a formula unit of magnesium sulfide, MgS, is separated into magnesium and sulfur particles, the particles are called
K. compounds.
G. molecules.
O. isotopes.
P. ions.
Answer:

Answer: 3


Question: Which action is an example of an exothermic process?

Choices:
A. baking bread
B. cooking an egg
C. making ice cubes
D. evaporation of water

Prompt:
Question: Which action is an example of an exothermic process?
A. baking bread
B. cooking an egg
C. making ice cubes
D. evaporation of water
Answer:

Answer: 2

Question: Which action is an example of an exothermic process?

Choices:
A. making ice cubes
B. baking bread
C. evaporation of water
D. cooking an egg

Prompt:
Question: Which action is an example of an exothermic process?
A. making ice cubes
B. baking bread
C. evaporation of water
D. cooking an egg
Answer:

Question: Which action is an example of an exothermic process?

Choices:
1. baking bread
2. cooking an egg
3. making ice cubes
4. evaporation of water

Prompt:
Question: Which action is an example of an exothermic process?
1. baking bread
2. cooking an egg
3. making ice cubes
4. evaporation of water
Answer:

Answer: 2

Question: Which action is an example of an exothermic process?

Choices:
Z. baking bread
A. cooking an egg
C. making ice cubes
B. evaporation of water

Prompt:
Question: Which action is an example of an exothermic process?
Z. baking bread
A. cooking an egg
C. making ice cubes
B. evaporation of water
Answer:

Answer: 2

Question: Which action is an example of an exothermic process?

Choices:
Z. making ice cubes
A. baking bread
C. evaporation of water
B. cooking an egg

Prompt:
Question: Which action is an example of an exothermic process?
Z. making ice cubes
A. baking bread
C. evaporation of water
B. cooking an egg
Answer:


Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?

Choices:
A. It increases the population.
B. The eggs provide food for predators.
C. These animals do not have to stay with their eggs.
D. It increases the chance of some eggs surviving to hatch.

Prompt:
Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?
A. It increases the population.
B. The eggs provide food for predators.
C. These animals do not have to stay with their eggs.
D. It increases the chance of some eggs surviving to hatch.
Answer:

Answer: 3

Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?

Choices:
A. It increases the chance of some eggs surviving to hatch.
B. It increases the population.
C. These animals do not have to stay with their eggs.
D. The eggs provide food for predators.

Prompt:
Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?
A. It increases the chance of some eggs surviving to hatch.
B. It increases the population.
C. These animals do not have to stay with their eggs.
D. The eggs provide food for predators.
Answer:

Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?

Choices:
1. It increases the population.
2. The eggs provide food for predators.
3. These animals do not have to stay with their eggs.
4. It increases the chance of some eggs surviving to hatch.

Prompt:
Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?
1. It increases the population.
2. The eggs provide food for predators.
3. These animals do not have to stay with their eggs.
4. It increases the chance of some eggs surviving to hatch.
Answer:

Answer: 3

Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?

Choices:
S. It increases the population.
Z. The eggs provide food for predators.
L. These animals do not have to stay with their eggs.
W. It increases the chance of some eggs surviving to hatch.

Prompt:
Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?
S. It increases the population.
Z. The eggs provide food for predators.
L. These animals do not have to stay with their eggs.
W. It increases the chance of some eggs surviving to hatch.
Answer:

Answer: 3

Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?

Choices:
S. It increases the chance of some eggs surviving to hatch.
Z. It increases the population.
L. These animals do not have to stay with their eggs.
W. The eggs provide food for predators.

Prompt:
Question: Which best explains why some reptiles and amphibians lay an abundance of eggs?
S. It increases the chance of some eggs surviving to hatch.
Z. It increases the population.
L. These animals do not have to stay with their eggs.
W. The eggs provide food for predators.
Answer:


Question: Which is the best example of recycling?

Choices:
A. using low energy appliances
B. washing and reusing plastic cups
C. using empty milk cartons as flower planters
D. using aluminum cans to make new products

Prompt:
Question: Which is the best example of recycling?
A. using low energy appliances
B. washing and reusing plastic cups
C. using empty milk cartons as flower planters
D. using aluminum cans to make new products
Answer:

Answer: 3

Question: Which is the best example of recycling?

Choices:
A. using aluminum cans to make new products
B. using empty milk cartons as flower planters
C. using low energy appliances
D. washing and reusing plastic cups

Prompt:
Question: Which is the best example of recycling?
A. using aluminum cans to make new products
B. using empty milk cartons as flower planters
C. using low energy appliances
D. washing and reusing plastic cups
Answer:

Question: Which is the best example of recycling?

Choices:
1. using low energy appliances
2. washing and reusing plastic cups
3. using empty milk cartons as flower planters
4. using aluminum cans to make new products

Prompt:
Question: Which is the best example of recycling?
1. using low energy appliances
2. washing and reusing plastic cups
3. using empty milk cartons as flower planters
4. using aluminum cans to make new products
Answer:

Answer: 3

Question: Which is the best example of recycling?

Choices:
K. using low energy appliances
N. washing and reusing plastic cups
F. using empty milk cartons as flower planters
D. using aluminum cans to make new products

Prompt:
Question: Which is the best example of recycling?
K. using low energy appliances
N. washing and reusing plastic cups
F. using empty milk cartons as flower planters
D. using aluminum cans to make new products
Answer:

Answer: 3

Question: Which is the best example of recycling?

Choices:
K. using aluminum cans to make new products
N. using empty milk cartons as flower planters
F. using low energy appliances
D. washing and reusing plastic cups

Prompt:
Question: Which is the best example of recycling?
K. using aluminum cans to make new products
N. using empty milk cartons as flower planters
F. using low energy appliances
D. washing and reusing plastic cups
Answer:


Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by

Choices:
A. radiation.
B. convection.
C. conduction.
D. insulation.

Prompt:
Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by
A. radiation.
B. convection.
C. conduction.
D. insulation.
Answer:

Answer: 2

Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by

Choices:
A. radiation.
B. conduction.
C. insulation.
D. convection.

Prompt:
Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by
A. radiation.
B. conduction.
C. insulation.
D. convection.
Answer:

Answer: 1

Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by

Choices:
1. radiation.
2. convection.
3. conduction.
4. insulation.

Prompt:
Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by
1. radiation.
2. convection.
3. conduction.
4. insulation.
Answer:

Answer: 2

Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by

Choices:
O. radiation.
N. convection.
I. conduction.
T. insulation.

Prompt:
Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by
O. radiation.
N. convection.
I. conduction.
T. insulation.
Answer:

Answer: 2

Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by

Choices:
O. radiation.
N. conduction.
I. insulation.
T. convection.

Prompt:
Question: When two objects are touching, heat is transferred from the warmer object to the cooler one by
O. radiation.
N. conduction.
I. insulation.
T. convection.
Answer:

Answer: 1


Question: Genes code for specifically structured

Choices:
A. acids.
B. lipids.
C. sugars.
D. proteins.

Prompt:
Question: Genes code for specifically structured
A. acids.
B. lipids.
C. sugars.
D. proteins.
Answer:

Answer: 3

Question: Genes code for specifically structured

Choices:
A. acids.
B. proteins.
C. lipids.
D. sugars.

Prompt:
Question: Genes code for specifically structured
A. acids.
B. proteins.
C. lipids.
D. sugars.
Answer:

Answer: 1

Question: Genes code for specifically structured

Choices:
1. acids.
2. lipids.
3. sugars.
4. proteins.

Prompt:
Question: Genes code for specifically structured
1. acids.
2. lipids.
3. sugars.
4. proteins.
Answer:

Answer: 3

Question: Genes code for specifically structured

Choices:
K. acids.
A. lipids.
N. sugars.
B. proteins.

Prompt:
Question: Genes code for specifically structured
K. acids.
A. lipids.
N. sugars.
B. proteins.
Answer:

Answer: 3

Question: Genes code for specifically structured

Choices:
K. acids.
A. proteins.
N. lipids.
B. sugars.

Prompt:
Question: Genes code for specifically structured
K. acids.
A. proteins.
N. lipids.
B. sugars.
Answer:

Answer: 1


Question: What is the repeating monomer of a DNA molecule?

Choices:
A. triglyceride
B. dipeptide
C. nucleotide
D. phospholipid

Prompt:
Question: What is the repeating monomer of a DNA molecule?
A. triglyceride
B. dipeptide
C. nucleotide
D. phospholipid
Answer:

Answer: 2

Question: What is the repeating monomer of a DNA molecule?

Choices:
A. nucleotide
B. phospholipid
C. triglyceride
D. dipeptide

Prompt:
Question: What is the repeating monomer of a DNA molecule?
A. nucleotide
B. phospholipid
C. triglyceride
D. dipeptide
Answer:

Question: What is the repeating monomer of a DNA molecule?

Choices:
1. triglyceride
2. dipeptide
3. nucleotide
4. phospholipid

Prompt:
Question: What is the repeating monomer of a DNA molecule?
1. triglyceride
2. dipeptide
3. nucleotide
4. phospholipid
Answer:

Answer: 2

Question: What is the repeating monomer of a DNA molecule?

Choices:
U. triglyceride
A. dipeptide
T. nucleotide
G. phospholipid

Prompt:
Question: What is the repeating monomer of a DNA molecule?
U. triglyceride
A. dipeptide
T. nucleotide
G. phospholipid
Answer:

Answer: 2

Question: What is the repeating monomer of a DNA molecule?

Choices:
U. nucleotide
A. phospholipid
T. triglyceride
G. dipeptide

Prompt:
Question: What is the repeating monomer of a DNA molecule?
U. nucleotide
A. phospholipid
T. triglyceride
G. dipeptide
Answer:


Question: The range of all forms of radiant energy is called the

Choices:
A. video spectrum.
B. audio spectrum.
C. color spectrum.
D. electromagnetic spectrum.

Prompt:
Question: The range of all forms of radiant energy is called the
A. video spectrum.
B. audio spectrum.
C. color spectrum.
D. electromagnetic spectrum.
Answer:

Answer: 3

Question: The range of all forms of radiant energy is called the

Choices:
A. audio spectrum.
B. video spectrum.
C. electromagnetic spectrum.
D. color spectrum.

Prompt:
Question: The range of all forms of radiant energy is called the
A. audio spectrum.
B. video spectrum.
C. electromagnetic spectrum.
D. color spectrum.
Answer:

Answer: 2

Question: The range of all forms of radiant energy is called the

Choices:
1. video spectrum.
2. audio spectrum.
3. color spectrum.
4. electromagnetic spectrum.

Prompt:
Question: The range of all forms of radiant energy is called the
1. video spectrum.
2. audio spectrum.
3. color spectrum.
4. electromagnetic spectrum.
Answer:

Answer: 3

Question: The range of all forms of radiant energy is called the

Choices:
N. video spectrum.
U. audio spectrum.
B. color spectrum.
I. electromagnetic spectrum.

Prompt:
Question: The range of all forms of radiant energy is called the
N. video spectrum.
U. audio spectrum.
B. color spectrum.
I. electromagnetic spectrum.
Answer:

Answer: 3

Question: The range of all forms of radiant energy is called the

Choices:
N. audio spectrum.
U. video spectrum.
B. electromagnetic spectrum.
I. color spectrum.

Prompt:
Question: The range of all forms of radiant energy is called the
N. audio spectrum.
U. video spectrum.
B. electromagnetic spectrum.
I. color spectrum.
Answer:

Answer: 2