Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of

Choices:
A. camouflage.
B. mimicry.
C. mutualism.
D. parasitism.

Prompt:
Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of
A. camouflage.
B. mimicry.
C. mutualism.
D. parasitism.
Answer:

Answer: 1

Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of

Choices:
A. mutualism.
B. parasitism.
C. camouflage.
D. mimicry.

Prompt:
Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of
A. mutualism.
B. parasitism.
C. camouflage.
D. mimicry.
Answer:

Answer: 3

Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of

Choices:
1. camouflage.
2. mimicry.
3. mutualism.
4. parasitism.

Prompt:
Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of
1. camouflage.
2. mimicry.
3. mutualism.
4. parasitism.
Answer:

Answer: 1

Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of

Choices:
Y. camouflage.
L. mimicry.
R. mutualism.
B. parasitism.

Prompt:
Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of
Y. camouflage.
L. mimicry.
R. mutualism.
B. parasitism.
Answer:

Answer: 1

Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of

Choices:
Y. mutualism.
L. parasitism.
R. camouflage.
B. mimicry.

Prompt:
Question: Western coral snakes have a striped color pattern and are poisonous. Arizona mountain king snakes look like western coral snakes but are not poisonous. The color pattern of the Arizona mountain king snake is an example of
Y. mutualism.
L. parasitism.
R. camouflage.
B. mimicry.
Answer:

Answer: 3


Question: Which plant trait is inherited?

Choices:
A. the shape of its leaves
B. the amount of water it receives
C. the number of minerals it absorbs from soil
D. the level of sunlight to which it is exposed

Prompt:
Question: Which plant trait is inherited?
A. the shape of its leaves
B. the amount of water it receives
C. the number of minerals it absorbs from soil
D. the level of sunlight to which it is exposed
Answer:

Question: Which plant trait is inherited?

Choices:
A. the amount of water it receives
B. the level of sunlight to which it is exposed
C. the number of minerals it absorbs from soil
D. the shape of its leaves

Prompt:
Question: Which plant trait is inherited?
A. the amount of water it receives
B. the level of sunlight to which it is exposed
C. the number of minerals it absorbs from soil
D. the shape of its leaves
Answer:

Answer: 3

Question: Which plant trait is inherited?

Choices:
1. the shape of its leaves
2. the amount of water it receives
3. the number of minerals it absorbs from soil
4. the level of sunlight to which it is exposed

Prompt:
Question: Which plant trait is inherited?
1. the shape of its leaves
2. the amount of water it receives
3. the number of minerals it absorbs from soil
4. the level of sunlight to which it is exposed
Answer:

Question: Which plant trait is inherited?

Choices:
D. the shape of its leaves
Z. the amount of water it receives
O. the number of minerals it absorbs from soil
S. the level of sunlight to which it is exposed

Prompt:
Question: Which plant trait is inherited?
D. the shape of its leaves
Z. the amount of water it receives
O. the number of minerals it absorbs from soil
S. the level of sunlight to which it is exposed
Answer:

Question: Which plant trait is inherited?

Choices:
D. the amount of water it receives
Z. the level of sunlight to which it is exposed
O. the number of minerals it absorbs from soil
S. the shape of its leaves

Prompt:
Question: Which plant trait is inherited?
D. the amount of water it receives
Z. the level of sunlight to which it is exposed
O. the number of minerals it absorbs from soil
S. the shape of its leaves
Answer:

Answer: 3


Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?

Choices:
A. It was used up.
B. It condensed.
C. It was absorbed by the heat.
D. It turned into water vapor.

Prompt:
Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?
A. It was used up.
B. It condensed.
C. It was absorbed by the heat.
D. It turned into water vapor.
Answer:

Answer: 3

Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?

Choices:
A. It condensed.
B. It turned into water vapor.
C. It was used up.
D. It was absorbed by the heat.

Prompt:
Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?
A. It condensed.
B. It turned into water vapor.
C. It was used up.
D. It was absorbed by the heat.
Answer:

Answer: 1

Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?

Choices:
1. It was used up.
2. It condensed.
3. It was absorbed by the heat.
4. It turned into water vapor.

Prompt:
Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?
1. It was used up.
2. It condensed.
3. It was absorbed by the heat.
4. It turned into water vapor.
Answer:

Answer: 3

Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?

Choices:
S. It was used up.
K. It condensed.
M. It was absorbed by the heat.
W. It turned into water vapor.

Prompt:
Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?
S. It was used up.
K. It condensed.
M. It was absorbed by the heat.
W. It turned into water vapor.
Answer:

Answer: 3

Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?

Choices:
S. It condensed.
K. It turned into water vapor.
M. It was used up.
W. It was absorbed by the heat.

Prompt:
Question: A student put 200 milliliters (mL) of water into a pot, sets the pot on a burner, and heats the water to boil. When the pot is taken off the burner, it contains only 180 milliliters (mL) of water. What happened to the rest of the water?
S. It condensed.
K. It turned into water vapor.
M. It was used up.
W. It was absorbed by the heat.
Answer:

Answer: 1


Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?

Choices:
A. make food
B. attract insects
C. release pollen
D. grow roots

Prompt:
Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?
A. make food
B. attract insects
C. release pollen
D. grow roots
Answer:

Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?

Choices:
A. grow roots
B. attract insects
C. release pollen
D. make food

Prompt:
Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?
A. grow roots
B. attract insects
C. release pollen
D. make food
Answer:

Answer: 3

Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?

Choices:
1. make food
2. attract insects
3. release pollen
4. grow roots

Prompt:
Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?
1. make food
2. attract insects
3. release pollen
4. grow roots
Answer:

Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?

Choices:
L. make food
Y. attract insects
E. release pollen
Q. grow roots

Prompt:
Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?
L. make food
Y. attract insects
E. release pollen
Q. grow roots
Answer:

Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?

Choices:
L. grow roots
Y. attract insects
E. release pollen
Q. make food

Prompt:
Question: Howie put his plants under a plant light. What was he helping his plants do by providing light?
L. grow roots
Y. attract insects
E. release pollen
Q. make food
Answer:

Answer: 3


Question: Which lists the diameter of the planets in order from smallest to largest?

Choices:
A. Venus, Earth, Mercury, Mars
B. Earth, Mars, Venus, Mercury
C. Mars, Mercury, Earth, Venus
D. Mercury, Mars, Venus, Earth

Prompt:
Question: Which lists the diameter of the planets in order from smallest to largest?
A. Venus, Earth, Mercury, Mars
B. Earth, Mars, Venus, Mercury
C. Mars, Mercury, Earth, Venus
D. Mercury, Mars, Venus, Earth
Answer:

Answer: 3

Question: Which lists the diameter of the planets in order from smallest to largest?

Choices:
A. Venus, Earth, Mercury, Mars
B. Mercury, Mars, Venus, Earth
C. Mars, Mercury, Earth, Venus
D. Earth, Mars, Venus, Mercury

Prompt:
Question: Which lists the diameter of the planets in order from smallest to largest?
A. Venus, Earth, Mercury, Mars
B. Mercury, Mars, Venus, Earth
C. Mars, Mercury, Earth, Venus
D. Earth, Mars, Venus, Mercury
Answer:

Answer: 1

Question: Which lists the diameter of the planets in order from smallest to largest?

Choices:
1. Venus, Earth, Mercury, Mars
2. Earth, Mars, Venus, Mercury
3. Mars, Mercury, Earth, Venus
4. Mercury, Mars, Venus, Earth

Prompt:
Question: Which lists the diameter of the planets in order from smallest to largest?
1. Venus, Earth, Mercury, Mars
2. Earth, Mars, Venus, Mercury
3. Mars, Mercury, Earth, Venus
4. Mercury, Mars, Venus, Earth
Answer:

Answer: 3

Question: Which lists the diameter of the planets in order from smallest to largest?

Choices:
M. Venus, Earth, Mercury, Mars
B. Earth, Mars, Venus, Mercury
F. Mars, Mercury, Earth, Venus
S. Mercury, Mars, Venus, Earth

Prompt:
Question: Which lists the diameter of the planets in order from smallest to largest?
M. Venus, Earth, Mercury, Mars
B. Earth, Mars, Venus, Mercury
F. Mars, Mercury, Earth, Venus
S. Mercury, Mars, Venus, Earth
Answer:

Answer: 3

Question: Which lists the diameter of the planets in order from smallest to largest?

Choices:
M. Venus, Earth, Mercury, Mars
B. Mercury, Mars, Venus, Earth
F. Mars, Mercury, Earth, Venus
S. Earth, Mars, Venus, Mercury

Prompt:
Question: Which lists the diameter of the planets in order from smallest to largest?
M. Venus, Earth, Mercury, Mars
B. Mercury, Mars, Venus, Earth
F. Mars, Mercury, Earth, Venus
S. Earth, Mars, Venus, Mercury
Answer:

Answer: 1


Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?

Choices:
A. one near the ocean
B. one with dry conditions
C. one with a variety of organisms
D. one that receives a lot of sunlight

Prompt:
Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?
A. one near the ocean
B. one with dry conditions
C. one with a variety of organisms
D. one that receives a lot of sunlight
Answer:

Answer: 1

Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?

Choices:
A. one with a variety of organisms
B. one that receives a lot of sunlight
C. one with dry conditions
D. one near the ocean

Prompt:
Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?
A. one with a variety of organisms
B. one that receives a lot of sunlight
C. one with dry conditions
D. one near the ocean
Answer:

Answer: 2

Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?

Choices:
1. one near the ocean
2. one with dry conditions
3. one with a variety of organisms
4. one that receives a lot of sunlight

Prompt:
Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?
1. one near the ocean
2. one with dry conditions
3. one with a variety of organisms
4. one that receives a lot of sunlight
Answer:

Answer: 1

Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?

Choices:
U. one near the ocean
D. one with dry conditions
Z. one with a variety of organisms
F. one that receives a lot of sunlight

Prompt:
Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?
U. one near the ocean
D. one with dry conditions
Z. one with a variety of organisms
F. one that receives a lot of sunlight
Answer:

Answer: 1

Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?

Choices:
U. one with a variety of organisms
D. one that receives a lot of sunlight
Z. one with dry conditions
F. one near the ocean

Prompt:
Question: The aloe plant can absorb a lot of water during a rain shower. The extra water is stored in its leaves. The ability to store water in its leaves is most likely an adaptation to which type of environment?
U. one with a variety of organisms
D. one that receives a lot of sunlight
Z. one with dry conditions
F. one near the ocean
Answer:

Answer: 2


Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused

Choices:
A. by the reversal of the magnetic field of Earth.
B. when fluorocarbons are released into the atmosphere.
C. when electromagnetic waves from the Sun increase.
D. by abrupt changes in weather and climate patterns.

Prompt:
Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused
A. by the reversal of the magnetic field of Earth.
B. when fluorocarbons are released into the atmosphere.
C. when electromagnetic waves from the Sun increase.
D. by abrupt changes in weather and climate patterns.
Answer:

Answer: 1

Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused

Choices:
A. when electromagnetic waves from the Sun increase.
B. by the reversal of the magnetic field of Earth.
C. when fluorocarbons are released into the atmosphere.
D. by abrupt changes in weather and climate patterns.

Prompt:
Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused
A. when electromagnetic waves from the Sun increase.
B. by the reversal of the magnetic field of Earth.
C. when fluorocarbons are released into the atmosphere.
D. by abrupt changes in weather and climate patterns.
Answer:

Answer: 2

Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused

Choices:
1. by the reversal of the magnetic field of Earth.
2. when fluorocarbons are released into the atmosphere.
3. when electromagnetic waves from the Sun increase.
4. by abrupt changes in weather and climate patterns.

Prompt:
Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused
1. by the reversal of the magnetic field of Earth.
2. when fluorocarbons are released into the atmosphere.
3. when electromagnetic waves from the Sun increase.
4. by abrupt changes in weather and climate patterns.
Answer:

Answer: 1

Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused

Choices:
U. by the reversal of the magnetic field of Earth.
F. when fluorocarbons are released into the atmosphere.
H. when electromagnetic waves from the Sun increase.
N. by abrupt changes in weather and climate patterns.

Prompt:
Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused
U. by the reversal of the magnetic field of Earth.
F. when fluorocarbons are released into the atmosphere.
H. when electromagnetic waves from the Sun increase.
N. by abrupt changes in weather and climate patterns.
Answer:

Answer: 1

Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused

Choices:
U. when electromagnetic waves from the Sun increase.
F. by the reversal of the magnetic field of Earth.
H. when fluorocarbons are released into the atmosphere.
N. by abrupt changes in weather and climate patterns.

Prompt:
Question: When stratospheric ozone levels are reduced, the amount of ultraviolet radiation hitting Earth increases. Ozone depletion is most often caused
U. when electromagnetic waves from the Sun increase.
F. by the reversal of the magnetic field of Earth.
H. when fluorocarbons are released into the atmosphere.
N. by abrupt changes in weather and climate patterns.
Answer:

Answer: 2


Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?

Choices:
A. cleavage
B. hardness
C. luster
D. streak

Prompt:
Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?
A. cleavage
B. hardness
C. luster
D. streak
Answer:

Answer: 3

Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?

Choices:
A. cleavage
B. luster
C. streak
D. hardness

Prompt:
Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?
A. cleavage
B. luster
C. streak
D. hardness
Answer:

Answer: 2

Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?

Choices:
1. cleavage
2. hardness
3. luster
4. streak

Prompt:
Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?
1. cleavage
2. hardness
3. luster
4. streak
Answer:

Answer: 3

Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?

Choices:
U. cleavage
J. hardness
N. luster
E. streak

Prompt:
Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?
U. cleavage
J. hardness
N. luster
E. streak
Answer:

Answer: 3

Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?

Choices:
U. cleavage
J. luster
N. streak
E. hardness

Prompt:
Question: Owen tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following physical properties of the mineral was Owen most likely testing?
U. cleavage
J. luster
N. streak
E. hardness
Answer:

Answer: 2


Question: Which of these animals has a young form that looks the most like the adult form?

Choices:
A. moth
B. human
C. frog
D. butterfly

Prompt:
Question: Which of these animals has a young form that looks the most like the adult form?
A. moth
B. human
C. frog
D. butterfly
Answer:

Answer: 1

Question: Which of these animals has a young form that looks the most like the adult form?

Choices:
A. moth
B. butterfly
C. human
D. frog

Prompt:
Question: Which of these animals has a young form that looks the most like the adult form?
A. moth
B. butterfly
C. human
D. frog
Answer:

Answer: 2

Question: Which of these animals has a young form that looks the most like the adult form?

Choices:
1. moth
2. human
3. frog
4. butterfly

Prompt:
Question: Which of these animals has a young form that looks the most like the adult form?
1. moth
2. human
3. frog
4. butterfly
Answer:

Answer: 1

Question: Which of these animals has a young form that looks the most like the adult form?

Choices:
I. moth
R. human
J. frog
F. butterfly

Prompt:
Question: Which of these animals has a young form that looks the most like the adult form?
I. moth
R. human
J. frog
F. butterfly
Answer:

Answer: 1

Question: Which of these animals has a young form that looks the most like the adult form?

Choices:
I. moth
R. butterfly
J. human
F. frog

Prompt:
Question: Which of these animals has a young form that looks the most like the adult form?
I. moth
R. butterfly
J. human
F. frog
Answer:

Answer: 2


Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?

Choices:
A. fossils
B. sediments
C. igneous rock
D. metamorphic rock

Prompt:
Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?
A. fossils
B. sediments
C. igneous rock
D. metamorphic rock
Answer:

Answer: 3

Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?

Choices:
A. sediments
B. metamorphic rock
C. fossils
D. igneous rock

Prompt:
Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?
A. sediments
B. metamorphic rock
C. fossils
D. igneous rock
Answer:

Answer: 1

Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?

Choices:
1. fossils
2. sediments
3. igneous rock
4. metamorphic rock

Prompt:
Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?
1. fossils
2. sediments
3. igneous rock
4. metamorphic rock
Answer:

Answer: 3

Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?

Choices:
O. fossils
X. sediments
Y. igneous rock
R. metamorphic rock

Prompt:
Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?
O. fossils
X. sediments
Y. igneous rock
R. metamorphic rock
Answer:

Answer: 3

Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?

Choices:
O. sediments
X. metamorphic rock
Y. fossils
R. igneous rock

Prompt:
Question: Two tectonic plates pushing toward each other cause intense heat and pressure in Earth's crust. Into which will crust material be changed by heat and pressure?
O. sediments
X. metamorphic rock
Y. fossils
R. igneous rock
Answer:

Answer: 1


Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?

Choices:
A. conduct a controlled experiment
B. discuss the statement with other students
C. ask several teachers their thoughts
D. propose a scientific conclusion

Prompt:
Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?
A. conduct a controlled experiment
B. discuss the statement with other students
C. ask several teachers their thoughts
D. propose a scientific conclusion
Answer:

Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?

Choices:
A. ask several teachers their thoughts
B. discuss the statement with other students
C. propose a scientific conclusion
D. conduct a controlled experiment

Prompt:
Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?
A. ask several teachers their thoughts
B. discuss the statement with other students
C. propose a scientific conclusion
D. conduct a controlled experiment
Answer:

Answer: 3

Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?

Choices:
1. conduct a controlled experiment
2. discuss the statement with other students
3. ask several teachers their thoughts
4. propose a scientific conclusion

Prompt:
Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?
1. conduct a controlled experiment
2. discuss the statement with other students
3. ask several teachers their thoughts
4. propose a scientific conclusion
Answer:

Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?

Choices:
O. conduct a controlled experiment
M. discuss the statement with other students
Y. ask several teachers their thoughts
X. propose a scientific conclusion

Prompt:
Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?
O. conduct a controlled experiment
M. discuss the statement with other students
Y. ask several teachers their thoughts
X. propose a scientific conclusion
Answer:

Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?

Choices:
O. ask several teachers their thoughts
M. discuss the statement with other students
Y. propose a scientific conclusion
X. conduct a controlled experiment

Prompt:
Question: A student states that plants grow taller when grown in natural light than they do in artificial light. Which method is the best way to determine if the statement is fact or opinion?
O. ask several teachers their thoughts
M. discuss the statement with other students
Y. propose a scientific conclusion
X. conduct a controlled experiment
Answer:

Answer: 3


Question: Which object is powered by an electrical circuit?

Choices:
A. a drum
B. a flashlight
C. a matchstick
D. a wind-up toy

Prompt:
Question: Which object is powered by an electrical circuit?
A. a drum
B. a flashlight
C. a matchstick
D. a wind-up toy
Answer:

Answer: 1

Question: Which object is powered by an electrical circuit?

Choices:
A. a drum
B. a wind-up toy
C. a flashlight
D. a matchstick

Prompt:
Question: Which object is powered by an electrical circuit?
A. a drum
B. a wind-up toy
C. a flashlight
D. a matchstick
Answer:

Answer: 2

Question: Which object is powered by an electrical circuit?

Choices:
1. a drum
2. a flashlight
3. a matchstick
4. a wind-up toy

Prompt:
Question: Which object is powered by an electrical circuit?
1. a drum
2. a flashlight
3. a matchstick
4. a wind-up toy
Answer:

Answer: 1

Question: Which object is powered by an electrical circuit?

Choices:
H. a drum
R. a flashlight
K. a matchstick
U. a wind-up toy

Prompt:
Question: Which object is powered by an electrical circuit?
H. a drum
R. a flashlight
K. a matchstick
U. a wind-up toy
Answer:

Answer: 1

Question: Which object is powered by an electrical circuit?

Choices:
H. a drum
R. a wind-up toy
K. a flashlight
U. a matchstick

Prompt:
Question: Which object is powered by an electrical circuit?
H. a drum
R. a wind-up toy
K. a flashlight
U. a matchstick
Answer:

Answer: 2


Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?

Choices:
A. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
B. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
C. Mitochondria and chloroplasts are synthesized in the nucleus.
D. Mitochondria and chloroplasts are synthesized in ribosomes.

Prompt:
Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?
A. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
B. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
C. Mitochondria and chloroplasts are synthesized in the nucleus.
D. Mitochondria and chloroplasts are synthesized in ribosomes.
Answer:

Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?

Choices:
A. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
B. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
C. Mitochondria and chloroplasts are synthesized in the nucleus.
D. Mitochondria and chloroplasts are synthesized in ribosomes.

Prompt:
Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?
A. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
B. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
C. Mitochondria and chloroplasts are synthesized in the nucleus.
D. Mitochondria and chloroplasts are synthesized in ribosomes.
Answer:

Answer: 1

Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?

Choices:
1. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
2. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
3. Mitochondria and chloroplasts are synthesized in the nucleus.
4. Mitochondria and chloroplasts are synthesized in ribosomes.

Prompt:
Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?
1. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
2. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
3. Mitochondria and chloroplasts are synthesized in the nucleus.
4. Mitochondria and chloroplasts are synthesized in ribosomes.
Answer:

Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?

Choices:
K. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
G. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
R. Mitochondria and chloroplasts are synthesized in the nucleus.
C. Mitochondria and chloroplasts are synthesized in ribosomes.

Prompt:
Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?
K. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
G. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
R. Mitochondria and chloroplasts are synthesized in the nucleus.
C. Mitochondria and chloroplasts are synthesized in ribosomes.
Answer:

Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?

Choices:
K. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
G. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
R. Mitochondria and chloroplasts are synthesized in the nucleus.
C. Mitochondria and chloroplasts are synthesized in ribosomes.

Prompt:
Question: Which concept supports the endosymbiotic origin of complex, eukaryotic double-membrane structures?
K. Mitochondria and chloroplasts arise from preexisting endomembrane systems.
G. Mitochondria and chloroplasts arise from preexisting mitochondria and chloroplasts.
R. Mitochondria and chloroplasts are synthesized in the nucleus.
C. Mitochondria and chloroplasts are synthesized in ribosomes.
Answer:

Answer: 1


Question: Which of these human activities most relies on high-quality soil?

Choices:
A. Hiking
B. Hunting
C. Coal mining
D. Growing crops

Prompt:
Question: Which of these human activities most relies on high-quality soil?
A. Hiking
B. Hunting
C. Coal mining
D. Growing crops
Answer:

Answer: 3

Question: Which of these human activities most relies on high-quality soil?

Choices:
A. Hunting
B. Coal mining
C. Growing crops
D. Hiking

Prompt:
Question: Which of these human activities most relies on high-quality soil?
A. Hunting
B. Coal mining
C. Growing crops
D. Hiking
Answer:

Answer: 2

Question: Which of these human activities most relies on high-quality soil?

Choices:
1. Hiking
2. Hunting
3. Coal mining
4. Growing crops

Prompt:
Question: Which of these human activities most relies on high-quality soil?
1. Hiking
2. Hunting
3. Coal mining
4. Growing crops
Answer:

Answer: 3

Question: Which of these human activities most relies on high-quality soil?

Choices:
G. Hiking
V. Hunting
Z. Coal mining
F. Growing crops

Prompt:
Question: Which of these human activities most relies on high-quality soil?
G. Hiking
V. Hunting
Z. Coal mining
F. Growing crops
Answer:

Answer: 3

Question: Which of these human activities most relies on high-quality soil?

Choices:
G. Hunting
V. Coal mining
Z. Growing crops
F. Hiking

Prompt:
Question: Which of these human activities most relies on high-quality soil?
G. Hunting
V. Coal mining
Z. Growing crops
F. Hiking
Answer:

Answer: 2


Question: What is an example of a shelter in an ecosystem?

Choices:
A. a gray squirrel eating an acorn
B. a raccoon in a hollow log
C. a blue whale migrating
D. a tick feeding on a coyote

Prompt:
Question: What is an example of a shelter in an ecosystem?
A. a gray squirrel eating an acorn
B. a raccoon in a hollow log
C. a blue whale migrating
D. a tick feeding on a coyote
Answer:

Answer: 1

Question: What is an example of a shelter in an ecosystem?

Choices:
A. a raccoon in a hollow log
B. a gray squirrel eating an acorn
C. a tick feeding on a coyote
D. a blue whale migrating

Prompt:
Question: What is an example of a shelter in an ecosystem?
A. a raccoon in a hollow log
B. a gray squirrel eating an acorn
C. a tick feeding on a coyote
D. a blue whale migrating
Answer:

Question: What is an example of a shelter in an ecosystem?

Choices:
1. a gray squirrel eating an acorn
2. a raccoon in a hollow log
3. a blue whale migrating
4. a tick feeding on a coyote

Prompt:
Question: What is an example of a shelter in an ecosystem?
1. a gray squirrel eating an acorn
2. a raccoon in a hollow log
3. a blue whale migrating
4. a tick feeding on a coyote
Answer:

Answer: 1

Question: What is an example of a shelter in an ecosystem?

Choices:
S. a gray squirrel eating an acorn
Y. a raccoon in a hollow log
D. a blue whale migrating
L. a tick feeding on a coyote

Prompt:
Question: What is an example of a shelter in an ecosystem?
S. a gray squirrel eating an acorn
Y. a raccoon in a hollow log
D. a blue whale migrating
L. a tick feeding on a coyote
Answer:

Answer: 1

Question: What is an example of a shelter in an ecosystem?

Choices:
S. a raccoon in a hollow log
Y. a gray squirrel eating an acorn
D. a tick feeding on a coyote
L. a blue whale migrating

Prompt:
Question: What is an example of a shelter in an ecosystem?
S. a raccoon in a hollow log
Y. a gray squirrel eating an acorn
D. a tick feeding on a coyote
L. a blue whale migrating
Answer:


Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?

Choices:
A. consume large amounts of food
B. become dormant for long periods
C. sense infrared and ultraviolet light
D. transpire water through the skin to the atmosphere

Prompt:
Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?
A. consume large amounts of food
B. become dormant for long periods
C. sense infrared and ultraviolet light
D. transpire water through the skin to the atmosphere
Answer:

Answer: 1

Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?

Choices:
A. become dormant for long periods
B. sense infrared and ultraviolet light
C. transpire water through the skin to the atmosphere
D. consume large amounts of food

Prompt:
Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?
A. become dormant for long periods
B. sense infrared and ultraviolet light
C. transpire water through the skin to the atmosphere
D. consume large amounts of food
Answer:

Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?

Choices:
1. consume large amounts of food
2. become dormant for long periods
3. sense infrared and ultraviolet light
4. transpire water through the skin to the atmosphere

Prompt:
Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?
1. consume large amounts of food
2. become dormant for long periods
3. sense infrared and ultraviolet light
4. transpire water through the skin to the atmosphere
Answer:

Answer: 1

Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?

Choices:
V. consume large amounts of food
A. become dormant for long periods
Y. sense infrared and ultraviolet light
D. transpire water through the skin to the atmosphere

Prompt:
Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?
V. consume large amounts of food
A. become dormant for long periods
Y. sense infrared and ultraviolet light
D. transpire water through the skin to the atmosphere
Answer:

Answer: 1

Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?

Choices:
V. become dormant for long periods
A. sense infrared and ultraviolet light
Y. transpire water through the skin to the atmosphere
D. consume large amounts of food

Prompt:
Question: Some areas of the world are experiencing more desert-like conditions. This change most favors survival of species with the ability to do which of the following?
V. become dormant for long periods
A. sense infrared and ultraviolet light
Y. transpire water through the skin to the atmosphere
D. consume large amounts of food
Answer:


Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?

Choices:
A. The eruption of a volcano
B. The erosion of the walls of a canyon
C. The uplifting of mountain ranges
D. The forming of dunes or mounds in a desert

Prompt:
Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?
A. The eruption of a volcano
B. The erosion of the walls of a canyon
C. The uplifting of mountain ranges
D. The forming of dunes or mounds in a desert
Answer:

Answer: 1

Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?

Choices:
A. The erosion of the walls of a canyon
B. The forming of dunes or mounds in a desert
C. The eruption of a volcano
D. The uplifting of mountain ranges

Prompt:
Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?
A. The erosion of the walls of a canyon
B. The forming of dunes or mounds in a desert
C. The eruption of a volcano
D. The uplifting of mountain ranges
Answer:

Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?

Choices:
1. The eruption of a volcano
2. The erosion of the walls of a canyon
3. The uplifting of mountain ranges
4. The forming of dunes or mounds in a desert

Prompt:
Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?
1. The eruption of a volcano
2. The erosion of the walls of a canyon
3. The uplifting of mountain ranges
4. The forming of dunes or mounds in a desert
Answer:

Answer: 1

Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?

Choices:
E. The eruption of a volcano
Z. The erosion of the walls of a canyon
V. The uplifting of mountain ranges
Y. The forming of dunes or mounds in a desert

Prompt:
Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?
E. The eruption of a volcano
Z. The erosion of the walls of a canyon
V. The uplifting of mountain ranges
Y. The forming of dunes or mounds in a desert
Answer:

Answer: 1

Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?

Choices:
E. The erosion of the walls of a canyon
Z. The forming of dunes or mounds in a desert
V. The eruption of a volcano
Y. The uplifting of mountain ranges

Prompt:
Question: Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?
E. The erosion of the walls of a canyon
Z. The forming of dunes or mounds in a desert
V. The eruption of a volcano
Y. The uplifting of mountain ranges
Answer:


Question: When an earthquake wave passes from the crust to the mantle, the wave

Choices:
A. reverses direction.
B. changes speed.
C. increases energy.
D. stops moving.

Prompt:
Question: When an earthquake wave passes from the crust to the mantle, the wave
A. reverses direction.
B. changes speed.
C. increases energy.
D. stops moving.
Answer:

Answer: 1

Question: When an earthquake wave passes from the crust to the mantle, the wave

Choices:
A. changes speed.
B. stops moving.
C. increases energy.
D. reverses direction.

Prompt:
Question: When an earthquake wave passes from the crust to the mantle, the wave
A. changes speed.
B. stops moving.
C. increases energy.
D. reverses direction.
Answer:

Question: When an earthquake wave passes from the crust to the mantle, the wave

Choices:
1. reverses direction.
2. changes speed.
3. increases energy.
4. stops moving.

Prompt:
Question: When an earthquake wave passes from the crust to the mantle, the wave
1. reverses direction.
2. changes speed.
3. increases energy.
4. stops moving.
Answer:

Answer: 1

Question: When an earthquake wave passes from the crust to the mantle, the wave

Choices:
Y. reverses direction.
X. changes speed.
N. increases energy.
P. stops moving.

Prompt:
Question: When an earthquake wave passes from the crust to the mantle, the wave
Y. reverses direction.
X. changes speed.
N. increases energy.
P. stops moving.
Answer:

Answer: 1

Question: When an earthquake wave passes from the crust to the mantle, the wave

Choices:
Y. changes speed.
X. stops moving.
N. increases energy.
P. reverses direction.

Prompt:
Question: When an earthquake wave passes from the crust to the mantle, the wave
Y. changes speed.
X. stops moving.
N. increases energy.
P. reverses direction.
Answer:


Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?

Choices:
A. gravitational force
B. magnetic force
C. electric force
D. friction force

Prompt:
Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?
A. gravitational force
B. magnetic force
C. electric force
D. friction force
Answer:

Answer: 1

Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?

Choices:
A. gravitational force
B. friction force
C. electric force
D. magnetic force

Prompt:
Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?
A. gravitational force
B. friction force
C. electric force
D. magnetic force
Answer:

Answer: 3

Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?

Choices:
1. gravitational force
2. magnetic force
3. electric force
4. friction force

Prompt:
Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?
1. gravitational force
2. magnetic force
3. electric force
4. friction force
Answer:

Answer: 1

Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?

Choices:
T. gravitational force
B. magnetic force
Q. electric force
F. friction force

Prompt:
Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?
T. gravitational force
B. magnetic force
Q. electric force
F. friction force
Answer:

Answer: 1

Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?

Choices:
T. gravitational force
B. friction force
Q. electric force
F. magnetic force

Prompt:
Question: A student wraps a wire around an iron nail. The student then connects the wire to a battery. The nail attracts another nail and they stick together. What force holds the two nails together?
T. gravitational force
B. friction force
Q. electric force
F. magnetic force
Answer:

Answer: 3


Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?

Choices:
A. an earthquake shaking the ground
B. sediment washing into a bay
C. a rainstorm weathering rock
D. water flowing in stream

Prompt:
Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?
A. an earthquake shaking the ground
B. sediment washing into a bay
C. a rainstorm weathering rock
D. water flowing in stream
Answer:

Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?

Choices:
A. a rainstorm weathering rock
B. water flowing in stream
C. an earthquake shaking the ground
D. sediment washing into a bay

Prompt:
Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?
A. a rainstorm weathering rock
B. water flowing in stream
C. an earthquake shaking the ground
D. sediment washing into a bay
Answer:

Answer: 2

Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?

Choices:
1. an earthquake shaking the ground
2. sediment washing into a bay
3. a rainstorm weathering rock
4. water flowing in stream

Prompt:
Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?
1. an earthquake shaking the ground
2. sediment washing into a bay
3. a rainstorm weathering rock
4. water flowing in stream
Answer:

Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?

Choices:
U. an earthquake shaking the ground
J. sediment washing into a bay
X. a rainstorm weathering rock
E. water flowing in stream

Prompt:
Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?
U. an earthquake shaking the ground
J. sediment washing into a bay
X. a rainstorm weathering rock
E. water flowing in stream
Answer:

Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?

Choices:
U. a rainstorm weathering rock
J. water flowing in stream
X. an earthquake shaking the ground
E. sediment washing into a bay

Prompt:
Question: Natural processes cause rapid and slow changes to Earth's surface. Which event causes changes to Earth's surface most rapidly?
U. a rainstorm weathering rock
J. water flowing in stream
X. an earthquake shaking the ground
E. sediment washing into a bay
Answer:

Answer: 2


Question: Since 1961, Nevada has led the United States in production of which resource?

Choices:
A. gold
B. uranium
C. lumber
D. iron

Prompt:
Question: Since 1961, Nevada has led the United States in production of which resource?
A. gold
B. uranium
C. lumber
D. iron
Answer:

Question: Since 1961, Nevada has led the United States in production of which resource?

Choices:
A. iron
B. uranium
C. gold
D. lumber

Prompt:
Question: Since 1961, Nevada has led the United States in production of which resource?
A. iron
B. uranium
C. gold
D. lumber
Answer:

Answer: 2

Question: Since 1961, Nevada has led the United States in production of which resource?

Choices:
1. gold
2. uranium
3. lumber
4. iron

Prompt:
Question: Since 1961, Nevada has led the United States in production of which resource?
1. gold
2. uranium
3. lumber
4. iron
Answer:

Question: Since 1961, Nevada has led the United States in production of which resource?

Choices:
U. gold
K. uranium
N. lumber
O. iron

Prompt:
Question: Since 1961, Nevada has led the United States in production of which resource?
U. gold
K. uranium
N. lumber
O. iron
Answer:

Question: Since 1961, Nevada has led the United States in production of which resource?

Choices:
U. iron
K. uranium
N. gold
O. lumber

Prompt:
Question: Since 1961, Nevada has led the United States in production of which resource?
U. iron
K. uranium
N. gold
O. lumber
Answer:

Answer: 2


Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?

Choices:
A. test students who are the same height
B. have the students run on the same day
C. measure the distance each student runs
D. have the students run for the same amount of time

Prompt:
Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?
A. test students who are the same height
B. have the students run on the same day
C. measure the distance each student runs
D. have the students run for the same amount of time
Answer:

Answer: 3

Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?

Choices:
A. have the students run on the same day
B. have the students run for the same amount of time
C. test students who are the same height
D. measure the distance each student runs

Prompt:
Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?
A. have the students run on the same day
B. have the students run for the same amount of time
C. test students who are the same height
D. measure the distance each student runs
Answer:

Answer: 1

Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?

Choices:
1. test students who are the same height
2. have the students run on the same day
3. measure the distance each student runs
4. have the students run for the same amount of time

Prompt:
Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?
1. test students who are the same height
2. have the students run on the same day
3. measure the distance each student runs
4. have the students run for the same amount of time
Answer:

Answer: 3

Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?

Choices:
H. test students who are the same height
K. have the students run on the same day
T. measure the distance each student runs
Z. have the students run for the same amount of time

Prompt:
Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?
H. test students who are the same height
K. have the students run on the same day
T. measure the distance each student runs
Z. have the students run for the same amount of time
Answer:

Answer: 3

Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?

Choices:
H. have the students run on the same day
K. have the students run for the same amount of time
T. test students who are the same height
Z. measure the distance each student runs

Prompt:
Question: A class is testing the effect of exercise on heart rate. The heart rate of two students before exercise is compared to their heart rate after running around a track. Which procedure will most likely help the class correctly compare the results of the two students?
H. have the students run on the same day
K. have the students run for the same amount of time
T. test students who are the same height
Z. measure the distance each student runs
Answer:

Answer: 1


Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?

Choices:
A. symbiosis
B. food webs
C. energy pyramids
D. succession

Prompt:
Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?
A. symbiosis
B. food webs
C. energy pyramids
D. succession
Answer:

Answer: 3

Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?

Choices:
A. symbiosis
B. succession
C. food webs
D. energy pyramids

Prompt:
Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?
A. symbiosis
B. succession
C. food webs
D. energy pyramids
Answer:

Answer: 1

Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?

Choices:
1. symbiosis
2. food webs
3. energy pyramids
4. succession

Prompt:
Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?
1. symbiosis
2. food webs
3. energy pyramids
4. succession
Answer:

Answer: 3

Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?

Choices:
Z. symbiosis
I. food webs
D. energy pyramids
N. succession

Prompt:
Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?
Z. symbiosis
I. food webs
D. energy pyramids
N. succession
Answer:

Answer: 3

Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?

Choices:
Z. symbiosis
I. succession
D. food webs
N. energy pyramids

Prompt:
Question: Which interaction within an ecosystem is characterized by gradual change from one community of organisms to another?
Z. symbiosis
I. succession
D. food webs
N. energy pyramids
Answer:

Answer: 1


Question: The continuous changes of a seed to an adult plant that produces seeds is known as a

Choices:
A. lunar cycle.
B. weekly cycle.
C. daily cycle.
D. life cycle.

Prompt:
Question: The continuous changes of a seed to an adult plant that produces seeds is known as a
A. lunar cycle.
B. weekly cycle.
C. daily cycle.
D. life cycle.
Answer:

Answer: 3

Question: The continuous changes of a seed to an adult plant that produces seeds is known as a

Choices:
A. lunar cycle.
B. weekly cycle.
C. life cycle.
D. daily cycle.

Prompt:
Question: The continuous changes of a seed to an adult plant that produces seeds is known as a
A. lunar cycle.
B. weekly cycle.
C. life cycle.
D. daily cycle.
Answer:

Answer: 2

Question: The continuous changes of a seed to an adult plant that produces seeds is known as a

Choices:
1. lunar cycle.
2. weekly cycle.
3. daily cycle.
4. life cycle.

Prompt:
Question: The continuous changes of a seed to an adult plant that produces seeds is known as a
1. lunar cycle.
2. weekly cycle.
3. daily cycle.
4. life cycle.
Answer:

Answer: 3

Question: The continuous changes of a seed to an adult plant that produces seeds is known as a

Choices:
V. lunar cycle.
F. weekly cycle.
K. daily cycle.
M. life cycle.

Prompt:
Question: The continuous changes of a seed to an adult plant that produces seeds is known as a
V. lunar cycle.
F. weekly cycle.
K. daily cycle.
M. life cycle.
Answer:

Answer: 3

Question: The continuous changes of a seed to an adult plant that produces seeds is known as a

Choices:
V. lunar cycle.
F. weekly cycle.
K. life cycle.
M. daily cycle.

Prompt:
Question: The continuous changes of a seed to an adult plant that produces seeds is known as a
V. lunar cycle.
F. weekly cycle.
K. life cycle.
M. daily cycle.
Answer:

Answer: 2


Question: When someone plays the flute, sound is produced because the air in the flute is

Choices:
A. hot.
B. neutral.
C. vibrating.
D. vaporizing.

Prompt:
Question: When someone plays the flute, sound is produced because the air in the flute is
A. hot.
B. neutral.
C. vibrating.
D. vaporizing.
Answer:

Answer: 2

Question: When someone plays the flute, sound is produced because the air in the flute is

Choices:
A. hot.
B. vaporizing.
C. neutral.
D. vibrating.

Prompt:
Question: When someone plays the flute, sound is produced because the air in the flute is
A. hot.
B. vaporizing.
C. neutral.
D. vibrating.
Answer:

Answer: 3

Question: When someone plays the flute, sound is produced because the air in the flute is

Choices:
1. hot.
2. neutral.
3. vibrating.
4. vaporizing.

Prompt:
Question: When someone plays the flute, sound is produced because the air in the flute is
1. hot.
2. neutral.
3. vibrating.
4. vaporizing.
Answer:

Answer: 2

Question: When someone plays the flute, sound is produced because the air in the flute is

Choices:
R. hot.
H. neutral.
Q. vibrating.
E. vaporizing.

Prompt:
Question: When someone plays the flute, sound is produced because the air in the flute is
R. hot.
H. neutral.
Q. vibrating.
E. vaporizing.
Answer:

Answer: 2

Question: When someone plays the flute, sound is produced because the air in the flute is

Choices:
R. hot.
H. vaporizing.
Q. neutral.
E. vibrating.

Prompt:
Question: When someone plays the flute, sound is produced because the air in the flute is
R. hot.
H. vaporizing.
Q. neutral.
E. vibrating.
Answer:

Answer: 3


Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because

Choices:
A. Pluto gets less sunlight than Earth's moon
B. the other planets are much larger than Pluto
C. the other planets have moons and Pluto does not
D. Pluto rotates on its axis and the other planets do not

Prompt:
Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because
A. Pluto gets less sunlight than Earth's moon
B. the other planets are much larger than Pluto
C. the other planets have moons and Pluto does not
D. Pluto rotates on its axis and the other planets do not
Answer:

Answer: 1

Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because

Choices:
A. the other planets are much larger than Pluto
B. Pluto gets less sunlight than Earth's moon
C. Pluto rotates on its axis and the other planets do not
D. the other planets have moons and Pluto does not

Prompt:
Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because
A. the other planets are much larger than Pluto
B. Pluto gets less sunlight than Earth's moon
C. Pluto rotates on its axis and the other planets do not
D. the other planets have moons and Pluto does not
Answer:

Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because

Choices:
1. Pluto gets less sunlight than Earth's moon
2. the other planets are much larger than Pluto
3. the other planets have moons and Pluto does not
4. Pluto rotates on its axis and the other planets do not

Prompt:
Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because
1. Pluto gets less sunlight than Earth's moon
2. the other planets are much larger than Pluto
3. the other planets have moons and Pluto does not
4. Pluto rotates on its axis and the other planets do not
Answer:

Answer: 1

Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because

Choices:
X. Pluto gets less sunlight than Earth's moon
R. the other planets are much larger than Pluto
C. the other planets have moons and Pluto does not
F. Pluto rotates on its axis and the other planets do not

Prompt:
Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because
X. Pluto gets less sunlight than Earth's moon
R. the other planets are much larger than Pluto
C. the other planets have moons and Pluto does not
F. Pluto rotates on its axis and the other planets do not
Answer:

Answer: 1

Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because

Choices:
X. the other planets are much larger than Pluto
R. Pluto gets less sunlight than Earth's moon
C. Pluto rotates on its axis and the other planets do not
F. the other planets have moons and Pluto does not

Prompt:
Question: Scientists compared Pluto with other objects in the solar system and found that Pluto is smaller than Earth's moon. This finding caused scientists to question whether Pluto is a planet because
X. the other planets are much larger than Pluto
R. Pluto gets less sunlight than Earth's moon
C. Pluto rotates on its axis and the other planets do not
F. the other planets have moons and Pluto does not
Answer:


Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms

Choices:
A. a battery.
B. an engine.
C. an insulator.
D. an electromagnet.

Prompt:
Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms
A. a battery.
B. an engine.
C. an insulator.
D. an electromagnet.
Answer:

Answer: 3

Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms

Choices:
A. an insulator.
B. an electromagnet.
C. an engine.
D. a battery.

Prompt:
Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms
A. an insulator.
B. an electromagnet.
C. an engine.
D. a battery.
Answer:

Answer: 1

Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms

Choices:
1. a battery.
2. an engine.
3. an insulator.
4. an electromagnet.

Prompt:
Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms
1. a battery.
2. an engine.
3. an insulator.
4. an electromagnet.
Answer:

Answer: 3

Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms

Choices:
N. a battery.
L. an engine.
B. an insulator.
P. an electromagnet.

Prompt:
Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms
N. a battery.
L. an engine.
B. an insulator.
P. an electromagnet.
Answer:

Answer: 3

Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms

Choices:
N. an insulator.
L. an electromagnet.
B. an engine.
P. a battery.

Prompt:
Question: When an iron nail wrapped in a copper wire is attached to a circuit, it forms
N. an insulator.
L. an electromagnet.
B. an engine.
P. a battery.
Answer:

Answer: 1


Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?

Choices:
A. carbon monoxide
B. carbon dioxide
C. nitrous oxide
D. water vapor

Prompt:
Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?
A. carbon monoxide
B. carbon dioxide
C. nitrous oxide
D. water vapor
Answer:

Answer: 3

Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?

Choices:
A. carbon dioxide
B. water vapor
C. nitrous oxide
D. carbon monoxide

Prompt:
Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?
A. carbon dioxide
B. water vapor
C. nitrous oxide
D. carbon monoxide
Answer:

Answer: 1

Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?

Choices:
1. carbon monoxide
2. carbon dioxide
3. nitrous oxide
4. water vapor

Prompt:
Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?
1. carbon monoxide
2. carbon dioxide
3. nitrous oxide
4. water vapor
Answer:

Answer: 3

Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?

Choices:
Q. carbon monoxide
R. carbon dioxide
E. nitrous oxide
P. water vapor

Prompt:
Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?
Q. carbon monoxide
R. carbon dioxide
E. nitrous oxide
P. water vapor
Answer:

Answer: 3

Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?

Choices:
Q. carbon dioxide
R. water vapor
E. nitrous oxide
P. carbon monoxide

Prompt:
Question: Which gas accounts for the largest percentage of greenhouse gases in the atmosphere?
Q. carbon dioxide
R. water vapor
E. nitrous oxide
P. carbon monoxide
Answer:

Answer: 1


Question: Which human body system attacks viruses and bacteria once they have invaded the body?

Choices:
A. circulatory
B. endocrine
C. digestive
D. immune

Prompt:
Question: Which human body system attacks viruses and bacteria once they have invaded the body?
A. circulatory
B. endocrine
C. digestive
D. immune
Answer:

Answer: 3

Question: Which human body system attacks viruses and bacteria once they have invaded the body?

Choices:
A. circulatory
B. immune
C. digestive
D. endocrine

Prompt:
Question: Which human body system attacks viruses and bacteria once they have invaded the body?
A. circulatory
B. immune
C. digestive
D. endocrine
Answer:

Answer: 1

Question: Which human body system attacks viruses and bacteria once they have invaded the body?

Choices:
1. circulatory
2. endocrine
3. digestive
4. immune

Prompt:
Question: Which human body system attacks viruses and bacteria once they have invaded the body?
1. circulatory
2. endocrine
3. digestive
4. immune
Answer:

Answer: 3

Question: Which human body system attacks viruses and bacteria once they have invaded the body?

Choices:
U. circulatory
F. endocrine
G. digestive
C. immune

Prompt:
Question: Which human body system attacks viruses and bacteria once they have invaded the body?
U. circulatory
F. endocrine
G. digestive
C. immune
Answer:

Answer: 3

Question: Which human body system attacks viruses and bacteria once they have invaded the body?

Choices:
U. circulatory
F. immune
G. digestive
C. endocrine

Prompt:
Question: Which human body system attacks viruses and bacteria once they have invaded the body?
U. circulatory
F. immune
G. digestive
C. endocrine
Answer:

Answer: 1


Question: The atoms that make up oxygen gas

Choices:
A. share two covalent bonds.
B. have a definite shape.
C. share a pair of neutrons.
D. have two free electrons.

Prompt:
Question: The atoms that make up oxygen gas
A. share two covalent bonds.
B. have a definite shape.
C. share a pair of neutrons.
D. have two free electrons.
Answer:

Question: The atoms that make up oxygen gas

Choices:
A. share a pair of neutrons.
B. have two free electrons.
C. have a definite shape.
D. share two covalent bonds.

Prompt:
Question: The atoms that make up oxygen gas
A. share a pair of neutrons.
B. have two free electrons.
C. have a definite shape.
D. share two covalent bonds.
Answer:

Answer: 3

Question: The atoms that make up oxygen gas

Choices:
1. share two covalent bonds.
2. have a definite shape.
3. share a pair of neutrons.
4. have two free electrons.

Prompt:
Question: The atoms that make up oxygen gas
1. share two covalent bonds.
2. have a definite shape.
3. share a pair of neutrons.
4. have two free electrons.
Answer:

Question: The atoms that make up oxygen gas

Choices:
K. share two covalent bonds.
L. have a definite shape.
J. share a pair of neutrons.
H. have two free electrons.

Prompt:
Question: The atoms that make up oxygen gas
K. share two covalent bonds.
L. have a definite shape.
J. share a pair of neutrons.
H. have two free electrons.
Answer:

Question: The atoms that make up oxygen gas

Choices:
K. share a pair of neutrons.
L. have two free electrons.
J. have a definite shape.
H. share two covalent bonds.

Prompt:
Question: The atoms that make up oxygen gas
K. share a pair of neutrons.
L. have two free electrons.
J. have a definite shape.
H. share two covalent bonds.
Answer:

Answer: 3


Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?

Choices:
A. Gallons
B. Liters
C. Miles
D. Centimeters

Prompt:
Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?
A. Gallons
B. Liters
C. Miles
D. Centimeters
Answer:

Answer: 3

Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?

Choices:
A. Liters
B. Centimeters
C. Miles
D. Gallons

Prompt:
Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?
A. Liters
B. Centimeters
C. Miles
D. Gallons
Answer:

Answer: 1

Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?

Choices:
1. Gallons
2. Liters
3. Miles
4. Centimeters

Prompt:
Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?
1. Gallons
2. Liters
3. Miles
4. Centimeters
Answer:

Answer: 3

Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?

Choices:
A. Gallons
F. Liters
C. Miles
E. Centimeters

Prompt:
Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?
A. Gallons
F. Liters
C. Miles
E. Centimeters
Answer:

Answer: 3

Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?

Choices:
A. Liters
F. Centimeters
C. Miles
E. Gallons

Prompt:
Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?
A. Liters
F. Centimeters
C. Miles
E. Gallons
Answer:

Answer: 1


Question: If the atomic mass number of an atom is 35, which statement is most accurate?

Choices:
A. The atom is not an isotope.
B. The atomic number is less than 17.
C. The atom has an odd number of neutrons.
D. The number of protons does not equal the number of neutrons.

Prompt:
Question: If the atomic mass number of an atom is 35, which statement is most accurate?
A. The atom is not an isotope.
B. The atomic number is less than 17.
C. The atom has an odd number of neutrons.
D. The number of protons does not equal the number of neutrons.
Answer:

Answer: 3

Question: If the atomic mass number of an atom is 35, which statement is most accurate?

Choices:
A. The atom has an odd number of neutrons.
B. The atom is not an isotope.
C. The number of protons does not equal the number of neutrons.
D. The atomic number is less than 17.

Prompt:
Question: If the atomic mass number of an atom is 35, which statement is most accurate?
A. The atom has an odd number of neutrons.
B. The atom is not an isotope.
C. The number of protons does not equal the number of neutrons.
D. The atomic number is less than 17.
Answer:

Answer: 2

Question: If the atomic mass number of an atom is 35, which statement is most accurate?

Choices:
1. The atom is not an isotope.
2. The atomic number is less than 17.
3. The atom has an odd number of neutrons.
4. The number of protons does not equal the number of neutrons.

Prompt:
Question: If the atomic mass number of an atom is 35, which statement is most accurate?
1. The atom is not an isotope.
2. The atomic number is less than 17.
3. The atom has an odd number of neutrons.
4. The number of protons does not equal the number of neutrons.
Answer:

Answer: 3

Question: If the atomic mass number of an atom is 35, which statement is most accurate?

Choices:
E. The atom is not an isotope.
A. The atomic number is less than 17.
C. The atom has an odd number of neutrons.
L. The number of protons does not equal the number of neutrons.

Prompt:
Question: If the atomic mass number of an atom is 35, which statement is most accurate?
E. The atom is not an isotope.
A. The atomic number is less than 17.
C. The atom has an odd number of neutrons.
L. The number of protons does not equal the number of neutrons.
Answer:

Answer: 3

Question: If the atomic mass number of an atom is 35, which statement is most accurate?

Choices:
E. The atom has an odd number of neutrons.
A. The atom is not an isotope.
C. The number of protons does not equal the number of neutrons.
L. The atomic number is less than 17.

Prompt:
Question: If the atomic mass number of an atom is 35, which statement is most accurate?
E. The atom has an odd number of neutrons.
A. The atom is not an isotope.
C. The number of protons does not equal the number of neutrons.
L. The atomic number is less than 17.
Answer:

Answer: 2


Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?

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

Prompt:
Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?
A. decomposers
B. predators
C. producers
D. scavengers
Answer:

Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?

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

Prompt:
Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?
A. producers
B. scavengers
C. predators
D. decomposers
Answer:

Answer: 3

Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?

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

Prompt:
Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?
1. decomposers
2. predators
3. producers
4. scavengers
Answer:

Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?

Choices:
W. decomposers
I. predators
D. producers
B. scavengers

Prompt:
Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?
W. decomposers
I. predators
D. producers
B. scavengers
Answer:

Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?

Choices:
W. producers
I. scavengers
D. predators
B. decomposers

Prompt:
Question: Biotic components need to be recycled through an ecosystem. Which type of organisms are best able to recycle nutrients back into the ecosystem?
W. producers
I. scavengers
D. predators
B. decomposers
Answer:

Answer: 3


Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?

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

Prompt:
Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?
A. circulatory
B. excretory
C. digestive
D. immune
Answer:

Answer: 3

Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?

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

Prompt:
Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?
A. digestive
B. immune
C. circulatory
D. excretory
Answer:

Answer: 1

Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?

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

Prompt:
Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?
1. circulatory
2. excretory
3. digestive
4. immune
Answer:

Answer: 3

Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?

Choices:
S. circulatory
A. excretory
Q. digestive
M. immune

Prompt:
Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?
S. circulatory
A. excretory
Q. digestive
M. immune
Answer:

Answer: 3

Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?

Choices:
S. digestive
A. immune
Q. circulatory
M. excretory

Prompt:
Question: Roger visited his grandfather who lives on a farm. While he was there, he helped his grandfather move hay out of the barn. As Roger worked in the barn he began sneezing. Which system of the body most likely caused Roger to sneeze?
S. digestive
A. immune
Q. circulatory
M. excretory
Answer:

Answer: 1


Question: Why should plants be included in investigations about the water cycle?

Choices:
A. Plants speed up the water cycle by removing carbon from the air.
B. Plants start the water cycle when they make water in photosynthesis.
C. Plants are part of the water cycle through the process of transpiration.
D. Plants stop the water cycle because they absorb it and stop the flow to streams.

Prompt:
Question: Why should plants be included in investigations about the water cycle?
A. Plants speed up the water cycle by removing carbon from the air.
B. Plants start the water cycle when they make water in photosynthesis.
C. Plants are part of the water cycle through the process of transpiration.
D. Plants stop the water cycle because they absorb it and stop the flow to streams.
Answer:

Answer: 2

Question: Why should plants be included in investigations about the water cycle?

Choices:
A. Plants speed up the water cycle by removing carbon from the air.
B. Plants start the water cycle when they make water in photosynthesis.
C. Plants stop the water cycle because they absorb it and stop the flow to streams.
D. Plants are part of the water cycle through the process of transpiration.

Prompt:
Question: Why should plants be included in investigations about the water cycle?
A. Plants speed up the water cycle by removing carbon from the air.
B. Plants start the water cycle when they make water in photosynthesis.
C. Plants stop the water cycle because they absorb it and stop the flow to streams.
D. Plants are part of the water cycle through the process of transpiration.
Answer:

Answer: 3

Question: Why should plants be included in investigations about the water cycle?

Choices:
1. Plants speed up the water cycle by removing carbon from the air.
2. Plants start the water cycle when they make water in photosynthesis.
3. Plants are part of the water cycle through the process of transpiration.
4. Plants stop the water cycle because they absorb it and stop the flow to streams.

Prompt:
Question: Why should plants be included in investigations about the water cycle?
1. Plants speed up the water cycle by removing carbon from the air.
2. Plants start the water cycle when they make water in photosynthesis.
3. Plants are part of the water cycle through the process of transpiration.
4. Plants stop the water cycle because they absorb it and stop the flow to streams.
Answer:

Answer: 2

Question: Why should plants be included in investigations about the water cycle?

Choices:
E. Plants speed up the water cycle by removing carbon from the air.
C. Plants start the water cycle when they make water in photosynthesis.
K. Plants are part of the water cycle through the process of transpiration.
W. Plants stop the water cycle because they absorb it and stop the flow to streams.

Prompt:
Question: Why should plants be included in investigations about the water cycle?
E. Plants speed up the water cycle by removing carbon from the air.
C. Plants start the water cycle when they make water in photosynthesis.
K. Plants are part of the water cycle through the process of transpiration.
W. Plants stop the water cycle because they absorb it and stop the flow to streams.
Answer:

Answer: 2

Question: Why should plants be included in investigations about the water cycle?

Choices:
E. Plants speed up the water cycle by removing carbon from the air.
C. Plants start the water cycle when they make water in photosynthesis.
K. Plants stop the water cycle because they absorb it and stop the flow to streams.
W. Plants are part of the water cycle through the process of transpiration.

Prompt:
Question: Why should plants be included in investigations about the water cycle?
E. Plants speed up the water cycle by removing carbon from the air.
C. Plants start the water cycle when they make water in photosynthesis.
K. Plants stop the water cycle because they absorb it and stop the flow to streams.
W. Plants are part of the water cycle through the process of transpiration.
Answer:

Answer: 3


Question: Which statement best identifies a basic need of all animals?

Choices:
A. They need to eat.
B. They need to hide.
C. They need to jump.
D. They need to smell.

Prompt:
Question: Which statement best identifies a basic need of all animals?
A. They need to eat.
B. They need to hide.
C. They need to jump.
D. They need to smell.
Answer:

Question: Which statement best identifies a basic need of all animals?

Choices:
A. They need to jump.
B. They need to hide.
C. They need to eat.
D. They need to smell.

Prompt:
Question: Which statement best identifies a basic need of all animals?
A. They need to jump.
B. They need to hide.
C. They need to eat.
D. They need to smell.
Answer:

Answer: 2

Question: Which statement best identifies a basic need of all animals?

Choices:
1. They need to eat.
2. They need to hide.
3. They need to jump.
4. They need to smell.

Prompt:
Question: Which statement best identifies a basic need of all animals?
1. They need to eat.
2. They need to hide.
3. They need to jump.
4. They need to smell.
Answer:

Question: Which statement best identifies a basic need of all animals?

Choices:
F. They need to eat.
D. They need to hide.
P. They need to jump.
Q. They need to smell.

Prompt:
Question: Which statement best identifies a basic need of all animals?
F. They need to eat.
D. They need to hide.
P. They need to jump.
Q. They need to smell.
Answer:

Question: Which statement best identifies a basic need of all animals?

Choices:
F. They need to jump.
D. They need to hide.
P. They need to eat.
Q. They need to smell.

Prompt:
Question: Which statement best identifies a basic need of all animals?
F. They need to jump.
D. They need to hide.
P. They need to eat.
Q. They need to smell.
Answer:

Answer: 2


Question: Which of the following describes an instinctive behavior?

Choices:
A. a behavior that occurs only in adult fish
B. a behavior that occurs only in small mammals
C. a behavior that an animal learns how to do over time
D. a behavior that an animal is born knowing how to do

Prompt:
Question: Which of the following describes an instinctive behavior?
A. a behavior that occurs only in adult fish
B. a behavior that occurs only in small mammals
C. a behavior that an animal learns how to do over time
D. a behavior that an animal is born knowing how to do
Answer:

Answer: 3

Question: Which of the following describes an instinctive behavior?

Choices:
A. a behavior that an animal is born knowing how to do
B. a behavior that occurs only in adult fish
C. a behavior that an animal learns how to do over time
D. a behavior that occurs only in small mammals

Prompt:
Question: Which of the following describes an instinctive behavior?
A. a behavior that an animal is born knowing how to do
B. a behavior that occurs only in adult fish
C. a behavior that an animal learns how to do over time
D. a behavior that occurs only in small mammals
Answer:

Question: Which of the following describes an instinctive behavior?

Choices:
1. a behavior that occurs only in adult fish
2. a behavior that occurs only in small mammals
3. a behavior that an animal learns how to do over time
4. a behavior that an animal is born knowing how to do

Prompt:
Question: Which of the following describes an instinctive behavior?
1. a behavior that occurs only in adult fish
2. a behavior that occurs only in small mammals
3. a behavior that an animal learns how to do over time
4. a behavior that an animal is born knowing how to do
Answer:

Answer: 3

Question: Which of the following describes an instinctive behavior?

Choices:
U. a behavior that occurs only in adult fish
V. a behavior that occurs only in small mammals
W. a behavior that an animal learns how to do over time
B. a behavior that an animal is born knowing how to do

Prompt:
Question: Which of the following describes an instinctive behavior?
U. a behavior that occurs only in adult fish
V. a behavior that occurs only in small mammals
W. a behavior that an animal learns how to do over time
B. a behavior that an animal is born knowing how to do
Answer:

Answer: 3

Question: Which of the following describes an instinctive behavior?

Choices:
U. a behavior that an animal is born knowing how to do
V. a behavior that occurs only in adult fish
W. a behavior that an animal learns how to do over time
B. a behavior that occurs only in small mammals

Prompt:
Question: Which of the following describes an instinctive behavior?
U. a behavior that an animal is born knowing how to do
V. a behavior that occurs only in adult fish
W. a behavior that an animal learns how to do over time
B. a behavior that occurs only in small mammals
Answer:


Question: Which of these provide the best evidence that life could develop on Mars?

Choices:
A. its atmospheric gases
B. its surface temperatures
C. its craters and rocky surface
D. its ice and organic molecules

Prompt:
Question: Which of these provide the best evidence that life could develop on Mars?
A. its atmospheric gases
B. its surface temperatures
C. its craters and rocky surface
D. its ice and organic molecules
Answer:

Answer: 3

Question: Which of these provide the best evidence that life could develop on Mars?

Choices:
A. its craters and rocky surface
B. its surface temperatures
C. its ice and organic molecules
D. its atmospheric gases

Prompt:
Question: Which of these provide the best evidence that life could develop on Mars?
A. its craters and rocky surface
B. its surface temperatures
C. its ice and organic molecules
D. its atmospheric gases
Answer:

Answer: 2

Question: Which of these provide the best evidence that life could develop on Mars?

Choices:
1. its atmospheric gases
2. its surface temperatures
3. its craters and rocky surface
4. its ice and organic molecules

Prompt:
Question: Which of these provide the best evidence that life could develop on Mars?
1. its atmospheric gases
2. its surface temperatures
3. its craters and rocky surface
4. its ice and organic molecules
Answer:

Answer: 3

Question: Which of these provide the best evidence that life could develop on Mars?

Choices:
W. its atmospheric gases
F. its surface temperatures
D. its craters and rocky surface
I. its ice and organic molecules

Prompt:
Question: Which of these provide the best evidence that life could develop on Mars?
W. its atmospheric gases
F. its surface temperatures
D. its craters and rocky surface
I. its ice and organic molecules
Answer:

Answer: 3

Question: Which of these provide the best evidence that life could develop on Mars?

Choices:
W. its craters and rocky surface
F. its surface temperatures
D. its ice and organic molecules
I. its atmospheric gases

Prompt:
Question: Which of these provide the best evidence that life could develop on Mars?
W. its craters and rocky surface
F. its surface temperatures
D. its ice and organic molecules
I. its atmospheric gases
Answer:

Answer: 2