Question: Which pair of English and metric units has most nearly the same value?

Choices:
A. liter and quart
B. gram and ounce
C. kilogram and pound
D. kilometer and mile

Prompt:
Question: Which pair of English and metric units has most nearly the same value?
A. liter and quart
B. gram and ounce
C. kilogram and pound
D. kilometer and mile
Answer:

Question: Which pair of English and metric units has most nearly the same value?

Choices:
A. gram and ounce
B. kilogram and pound
C. kilometer and mile
D. liter and quart

Prompt:
Question: Which pair of English and metric units has most nearly the same value?
A. gram and ounce
B. kilogram and pound
C. kilometer and mile
D. liter and quart
Answer:

Answer: 3

Question: Which pair of English and metric units has most nearly the same value?

Choices:
1. liter and quart
2. gram and ounce
3. kilogram and pound
4. kilometer and mile

Prompt:
Question: Which pair of English and metric units has most nearly the same value?
1. liter and quart
2. gram and ounce
3. kilogram and pound
4. kilometer and mile
Answer:

Question: Which pair of English and metric units has most nearly the same value?

Choices:
K. liter and quart
J. gram and ounce
G. kilogram and pound
O. kilometer and mile

Prompt:
Question: Which pair of English and metric units has most nearly the same value?
K. liter and quart
J. gram and ounce
G. kilogram and pound
O. kilometer and mile
Answer:

Question: Which pair of English and metric units has most nearly the same value?

Choices:
K. gram and ounce
J. kilogram and pound
G. kilometer and mile
O. liter and quart

Prompt:
Question: Which pair of English and metric units has most nearly the same value?
K. gram and ounce
J. kilogram and pound
G. kilometer and mile
O. liter and quart
Answer:

Answer: 3


Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?

Choices:
A. Most of the stars will become black holes.
B. Most of the stars are main sequence stars.
C. Most of the stars are protostars.
D. Most of the stars are red giants.

Prompt:
Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?
A. Most of the stars will become black holes.
B. Most of the stars are main sequence stars.
C. Most of the stars are protostars.
D. Most of the stars are red giants.
Answer:

Answer: 1

Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?

Choices:
A. Most of the stars are red giants.
B. Most of the stars are protostars.
C. Most of the stars will become black holes.
D. Most of the stars are main sequence stars.

Prompt:
Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?
A. Most of the stars are red giants.
B. Most of the stars are protostars.
C. Most of the stars will become black holes.
D. Most of the stars are main sequence stars.
Answer:

Answer: 3

Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?

Choices:
1. Most of the stars will become black holes.
2. Most of the stars are main sequence stars.
3. Most of the stars are protostars.
4. Most of the stars are red giants.

Prompt:
Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?
1. Most of the stars will become black holes.
2. Most of the stars are main sequence stars.
3. Most of the stars are protostars.
4. Most of the stars are red giants.
Answer:

Answer: 1

Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?

Choices:
Y. Most of the stars will become black holes.
V. Most of the stars are main sequence stars.
D. Most of the stars are protostars.
G. Most of the stars are red giants.

Prompt:
Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?
Y. Most of the stars will become black holes.
V. Most of the stars are main sequence stars.
D. Most of the stars are protostars.
G. Most of the stars are red giants.
Answer:

Answer: 1

Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?

Choices:
Y. Most of the stars are red giants.
V. Most of the stars are protostars.
D. Most of the stars will become black holes.
G. Most of the stars are main sequence stars.

Prompt:
Question: Students are studying the classifications of stars and they learned that the majority of stars are similar to the Sun. What can the students conclude knowing that most of the stars in the galaxy are like the Sun?
Y. Most of the stars are red giants.
V. Most of the stars are protostars.
D. Most of the stars will become black holes.
G. Most of the stars are main sequence stars.
Answer:

Answer: 3


Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?

Choices:
A. It helps mosquitoes find food.
B. It helps mosquitoes find mates.
C. It helps mosquitoes find clean air.
D. It helps mosquitoes find shelter.

Prompt:
Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?
A. It helps mosquitoes find food.
B. It helps mosquitoes find mates.
C. It helps mosquitoes find clean air.
D. It helps mosquitoes find shelter.
Answer:

Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?

Choices:
A. It helps mosquitoes find mates.
B. It helps mosquitoes find food.
C. It helps mosquitoes find clean air.
D. It helps mosquitoes find shelter.

Prompt:
Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?
A. It helps mosquitoes find mates.
B. It helps mosquitoes find food.
C. It helps mosquitoes find clean air.
D. It helps mosquitoes find shelter.
Answer:

Answer: 1

Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?

Choices:
1. It helps mosquitoes find food.
2. It helps mosquitoes find mates.
3. It helps mosquitoes find clean air.
4. It helps mosquitoes find shelter.

Prompt:
Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?
1. It helps mosquitoes find food.
2. It helps mosquitoes find mates.
3. It helps mosquitoes find clean air.
4. It helps mosquitoes find shelter.
Answer:

Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?

Choices:
K. It helps mosquitoes find food.
W. It helps mosquitoes find mates.
B. It helps mosquitoes find clean air.
Q. It helps mosquitoes find shelter.

Prompt:
Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?
K. It helps mosquitoes find food.
W. It helps mosquitoes find mates.
B. It helps mosquitoes find clean air.
Q. It helps mosquitoes find shelter.
Answer:

Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?

Choices:
K. It helps mosquitoes find mates.
W. It helps mosquitoes find food.
B. It helps mosquitoes find clean air.
Q. It helps mosquitoes find shelter.

Prompt:
Question: Mosquitoes have adapted to detect carbon dioxide using certain sensory nerves. Mosquitoes instinctually move toward greater concentrations of carbon dioxide. What is the importance of this adaptation?
K. It helps mosquitoes find mates.
W. It helps mosquitoes find food.
B. It helps mosquitoes find clean air.
Q. It helps mosquitoes find shelter.
Answer:

Answer: 1


Question: Which unit can be used to describe an object's length?

Choices:
A. grams
B. minutes
C. liters
D. meters

Prompt:
Question: Which unit can be used to describe an object's length?
A. grams
B. minutes
C. liters
D. meters
Answer:

Answer: 3

Question: Which unit can be used to describe an object's length?

Choices:
A. meters
B. liters
C. grams
D. minutes

Prompt:
Question: Which unit can be used to describe an object's length?
A. meters
B. liters
C. grams
D. minutes
Answer:

Question: Which unit can be used to describe an object's length?

Choices:
1. grams
2. minutes
3. liters
4. meters

Prompt:
Question: Which unit can be used to describe an object's length?
1. grams
2. minutes
3. liters
4. meters
Answer:

Answer: 3

Question: Which unit can be used to describe an object's length?

Choices:
O. grams
N. minutes
U. liters
R. meters

Prompt:
Question: Which unit can be used to describe an object's length?
O. grams
N. minutes
U. liters
R. meters
Answer:

Answer: 3

Question: Which unit can be used to describe an object's length?

Choices:
O. meters
N. liters
U. grams
R. minutes

Prompt:
Question: Which unit can be used to describe an object's length?
O. meters
N. liters
U. grams
R. minutes
Answer:


Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?

Choices:
A. the initial speed of a hurricane
B. the direction that the hurricane rotates
C. the number of hurricanes that form in a year
D. the temperature of the water below the hurricane

Prompt:
Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?
A. the initial speed of a hurricane
B. the direction that the hurricane rotates
C. the number of hurricanes that form in a year
D. the temperature of the water below the hurricane
Answer:

Answer: 3

Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?

Choices:
A. the temperature of the water below the hurricane
B. the initial speed of a hurricane
C. the direction that the hurricane rotates
D. the number of hurricanes that form in a year

Prompt:
Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?
A. the temperature of the water below the hurricane
B. the initial speed of a hurricane
C. the direction that the hurricane rotates
D. the number of hurricanes that form in a year
Answer:

Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?

Choices:
1. the initial speed of a hurricane
2. the direction that the hurricane rotates
3. the number of hurricanes that form in a year
4. the temperature of the water below the hurricane

Prompt:
Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?
1. the initial speed of a hurricane
2. the direction that the hurricane rotates
3. the number of hurricanes that form in a year
4. the temperature of the water below the hurricane
Answer:

Answer: 3

Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?

Choices:
L. the initial speed of a hurricane
O. the direction that the hurricane rotates
E. the number of hurricanes that form in a year
J. the temperature of the water below the hurricane

Prompt:
Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?
L. the initial speed of a hurricane
O. the direction that the hurricane rotates
E. the number of hurricanes that form in a year
J. the temperature of the water below the hurricane
Answer:

Answer: 3

Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?

Choices:
L. the temperature of the water below the hurricane
O. the initial speed of a hurricane
E. the direction that the hurricane rotates
J. the number of hurricanes that form in a year

Prompt:
Question: Meteorologists categorize hurricanes based on the Saffir-Simpson scale. The scale measures the intensity and destructive potential of hurricanes. Which factor has the most significant effect on the strength of a hurricane?
L. the temperature of the water below the hurricane
O. the initial speed of a hurricane
E. the direction that the hurricane rotates
J. the number of hurricanes that form in a year
Answer:


Question: Multicellular organisms grow in size by producing more

Choices:
A. cells.
B. organs.
C. heart muscle.
D. chlorophyll.

Prompt:
Question: Multicellular organisms grow in size by producing more
A. cells.
B. organs.
C. heart muscle.
D. chlorophyll.
Answer:

Question: Multicellular organisms grow in size by producing more

Choices:
A. organs.
B. cells.
C. chlorophyll.
D. heart muscle.

Prompt:
Question: Multicellular organisms grow in size by producing more
A. organs.
B. cells.
C. chlorophyll.
D. heart muscle.
Answer:

Answer: 1

Question: Multicellular organisms grow in size by producing more

Choices:
1. cells.
2. organs.
3. heart muscle.
4. chlorophyll.

Prompt:
Question: Multicellular organisms grow in size by producing more
1. cells.
2. organs.
3. heart muscle.
4. chlorophyll.
Answer:

Question: Multicellular organisms grow in size by producing more

Choices:
L. cells.
B. organs.
K. heart muscle.
R. chlorophyll.

Prompt:
Question: Multicellular organisms grow in size by producing more
L. cells.
B. organs.
K. heart muscle.
R. chlorophyll.
Answer:

Question: Multicellular organisms grow in size by producing more

Choices:
L. organs.
B. cells.
K. chlorophyll.
R. heart muscle.

Prompt:
Question: Multicellular organisms grow in size by producing more
L. organs.
B. cells.
K. chlorophyll.
R. heart muscle.
Answer:

Answer: 1


Question: Which a molecular process found only in retroviruses?

Choices:
A. reverse translation
B. translation
C. reverse transcription
D. transcription

Prompt:
Question: Which a molecular process found only in retroviruses?
A. reverse translation
B. translation
C. reverse transcription
D. transcription
Answer:

Answer: 2

Question: Which a molecular process found only in retroviruses?

Choices:
A. transcription
B. reverse transcription
C. reverse translation
D. translation

Prompt:
Question: Which a molecular process found only in retroviruses?
A. transcription
B. reverse transcription
C. reverse translation
D. translation
Answer:

Answer: 1

Question: Which a molecular process found only in retroviruses?

Choices:
1. reverse translation
2. translation
3. reverse transcription
4. transcription

Prompt:
Question: Which a molecular process found only in retroviruses?
1. reverse translation
2. translation
3. reverse transcription
4. transcription
Answer:

Answer: 2

Question: Which a molecular process found only in retroviruses?

Choices:
M. reverse translation
S. translation
W. reverse transcription
X. transcription

Prompt:
Question: Which a molecular process found only in retroviruses?
M. reverse translation
S. translation
W. reverse transcription
X. transcription
Answer:

Answer: 2

Question: Which a molecular process found only in retroviruses?

Choices:
M. transcription
S. reverse transcription
W. reverse translation
X. translation

Prompt:
Question: Which a molecular process found only in retroviruses?
M. transcription
S. reverse transcription
W. reverse translation
X. translation
Answer:

Answer: 1


Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?

Choices:
A. Observations should always be recorded.
B. Observations should be collected only once.
C. Observations are only collected by scientists.
D. Observations are always correct if used in a chart.

Prompt:
Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?
A. Observations should always be recorded.
B. Observations should be collected only once.
C. Observations are only collected by scientists.
D. Observations are always correct if used in a chart.
Answer:

Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?

Choices:
A. Observations are always correct if used in a chart.
B. Observations should always be recorded.
C. Observations are only collected by scientists.
D. Observations should be collected only once.

Prompt:
Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?
A. Observations are always correct if used in a chart.
B. Observations should always be recorded.
C. Observations are only collected by scientists.
D. Observations should be collected only once.
Answer:

Answer: 1

Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?

Choices:
1. Observations should always be recorded.
2. Observations should be collected only once.
3. Observations are only collected by scientists.
4. Observations are always correct if used in a chart.

Prompt:
Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?
1. Observations should always be recorded.
2. Observations should be collected only once.
3. Observations are only collected by scientists.
4. Observations are always correct if used in a chart.
Answer:

Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?

Choices:
C. Observations should always be recorded.
M. Observations should be collected only once.
W. Observations are only collected by scientists.
B. Observations are always correct if used in a chart.

Prompt:
Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?
C. Observations should always be recorded.
M. Observations should be collected only once.
W. Observations are only collected by scientists.
B. Observations are always correct if used in a chart.
Answer:

Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?

Choices:
C. Observations are always correct if used in a chart.
M. Observations should always be recorded.
W. Observations are only collected by scientists.
B. Observations should be collected only once.

Prompt:
Question: A group of students are observing a fish tank for a school assignment. The group is to share the observations with the class. Which statement about observations is true?
C. Observations are always correct if used in a chart.
M. Observations should always be recorded.
W. Observations are only collected by scientists.
B. Observations should be collected only once.
Answer:

Answer: 1


Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?

Choices:
A. It is white.
B. It is a solid.
C. It can dissolve in water.
D. It releases carbon dioxide.

Prompt:
Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?
A. It is white.
B. It is a solid.
C. It can dissolve in water.
D. It releases carbon dioxide.
Answer:

Answer: 3

Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?

Choices:
A. It releases carbon dioxide.
B. It is a solid.
C. It is white.
D. It can dissolve in water.

Prompt:
Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?
A. It releases carbon dioxide.
B. It is a solid.
C. It is white.
D. It can dissolve in water.
Answer:

Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?

Choices:
1. It is white.
2. It is a solid.
3. It can dissolve in water.
4. It releases carbon dioxide.

Prompt:
Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?
1. It is white.
2. It is a solid.
3. It can dissolve in water.
4. It releases carbon dioxide.
Answer:

Answer: 3

Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?

Choices:
H. It is white.
K. It is a solid.
Z. It can dissolve in water.
E. It releases carbon dioxide.

Prompt:
Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?
H. It is white.
K. It is a solid.
Z. It can dissolve in water.
E. It releases carbon dioxide.
Answer:

Answer: 3

Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?

Choices:
H. It releases carbon dioxide.
K. It is a solid.
Z. It is white.
E. It can dissolve in water.

Prompt:
Question: Sodium bicarbonate (NaHCO_{3}) is commonly known as baking soda. Sodium bicarbonate is a white solid that can dissolve in water. Under the proper conditions, sodium bicarbonate can release carbon dioxide (CO_{2}) gas. Which of the following is not a physical property of sodium bicarbonate?
H. It releases carbon dioxide.
K. It is a solid.
Z. It is white.
E. It can dissolve in water.
Answer:


Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?

Choices:
A. bacteria
B. mollusk
C. insect
D. reptile

Prompt:
Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?
A. bacteria
B. mollusk
C. insect
D. reptile
Answer:

Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?

Choices:
A. mollusk
B. insect
C. reptile
D. bacteria

Prompt:
Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?
A. mollusk
B. insect
C. reptile
D. bacteria
Answer:

Answer: 3

Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?

Choices:
1. bacteria
2. mollusk
3. insect
4. reptile

Prompt:
Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?
1. bacteria
2. mollusk
3. insect
4. reptile
Answer:

Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?

Choices:
Q. bacteria
P. mollusk
Z. insect
D. reptile

Prompt:
Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?
Q. bacteria
P. mollusk
Z. insect
D. reptile
Answer:

Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?

Choices:
Q. mollusk
P. insect
Z. reptile
D. bacteria

Prompt:
Question: To help it survive, an organism has a capsule, endospore, and pili. To which group does this organism belong?
Q. mollusk
P. insect
Z. reptile
D. bacteria
Answer:

Answer: 3


Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?

Choices:
A. viewed images are clearer
B. operation is less complex
C. ability to see through clouds and dust
D. ability to take up less space

Prompt:
Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?
A. viewed images are clearer
B. operation is less complex
C. ability to see through clouds and dust
D. ability to take up less space
Answer:

Answer: 2

Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?

Choices:
A. ability to see through clouds and dust
B. operation is less complex
C. viewed images are clearer
D. ability to take up less space

Prompt:
Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?
A. ability to see through clouds and dust
B. operation is less complex
C. viewed images are clearer
D. ability to take up less space
Answer:

Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?

Choices:
1. viewed images are clearer
2. operation is less complex
3. ability to see through clouds and dust
4. ability to take up less space

Prompt:
Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?
1. viewed images are clearer
2. operation is less complex
3. ability to see through clouds and dust
4. ability to take up less space
Answer:

Answer: 2

Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?

Choices:
L. viewed images are clearer
G. operation is less complex
T. ability to see through clouds and dust
X. ability to take up less space

Prompt:
Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?
L. viewed images are clearer
G. operation is less complex
T. ability to see through clouds and dust
X. ability to take up less space
Answer:

Answer: 2

Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?

Choices:
L. ability to see through clouds and dust
G. operation is less complex
T. viewed images are clearer
X. ability to take up less space

Prompt:
Question: What advantage is gained by using radio telescopes as opposed to optical telescopes?
L. ability to see through clouds and dust
G. operation is less complex
T. viewed images are clearer
X. ability to take up less space
Answer:


Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is

Choices:
A. disruptive selection.
B. natural selection.
C. sexual selection.
D. directional selection.

Prompt:
Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is
A. disruptive selection.
B. natural selection.
C. sexual selection.
D. directional selection.
Answer:

Answer: 1

Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is

Choices:
A. disruptive selection.
B. directional selection.
C. sexual selection.
D. natural selection.

Prompt:
Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is
A. disruptive selection.
B. directional selection.
C. sexual selection.
D. natural selection.
Answer:

Answer: 3

Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is

Choices:
1. disruptive selection.
2. natural selection.
3. sexual selection.
4. directional selection.

Prompt:
Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is
1. disruptive selection.
2. natural selection.
3. sexual selection.
4. directional selection.
Answer:

Answer: 1

Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is

Choices:
A. disruptive selection.
V. natural selection.
W. sexual selection.
G. directional selection.

Prompt:
Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is
A. disruptive selection.
V. natural selection.
W. sexual selection.
G. directional selection.
Answer:

Answer: 1

Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is

Choices:
A. disruptive selection.
V. directional selection.
W. sexual selection.
G. natural selection.

Prompt:
Question: The process by which organisms with favorable variations reproduce at higher rates than those without such variations is
A. disruptive selection.
V. directional selection.
W. sexual selection.
G. natural selection.
Answer:

Answer: 3


Question: Competition is most likely to occur between which two organisms?

Choices:
A. deer and butterflies
B. owls and bacteria
C. goldfish and rabbits
D. grass and strawberry plants

Prompt:
Question: Competition is most likely to occur between which two organisms?
A. deer and butterflies
B. owls and bacteria
C. goldfish and rabbits
D. grass and strawberry plants
Answer:

Answer: 3

Question: Competition is most likely to occur between which two organisms?

Choices:
A. owls and bacteria
B. deer and butterflies
C. grass and strawberry plants
D. goldfish and rabbits

Prompt:
Question: Competition is most likely to occur between which two organisms?
A. owls and bacteria
B. deer and butterflies
C. grass and strawberry plants
D. goldfish and rabbits
Answer:

Answer: 2

Question: Competition is most likely to occur between which two organisms?

Choices:
1. deer and butterflies
2. owls and bacteria
3. goldfish and rabbits
4. grass and strawberry plants

Prompt:
Question: Competition is most likely to occur between which two organisms?
1. deer and butterflies
2. owls and bacteria
3. goldfish and rabbits
4. grass and strawberry plants
Answer:

Answer: 3

Question: Competition is most likely to occur between which two organisms?

Choices:
H. deer and butterflies
A. owls and bacteria
Z. goldfish and rabbits
D. grass and strawberry plants

Prompt:
Question: Competition is most likely to occur between which two organisms?
H. deer and butterflies
A. owls and bacteria
Z. goldfish and rabbits
D. grass and strawberry plants
Answer:

Answer: 3

Question: Competition is most likely to occur between which two organisms?

Choices:
H. owls and bacteria
A. deer and butterflies
Z. grass and strawberry plants
D. goldfish and rabbits

Prompt:
Question: Competition is most likely to occur between which two organisms?
H. owls and bacteria
A. deer and butterflies
Z. grass and strawberry plants
D. goldfish and rabbits
Answer:

Answer: 2


Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?

Choices:
A. The acorns will be carried away by the wind.
B. The acorns will attach to another organism.
C. The acorns will have a chance to sprout.
D. The acorns will turn into fossils.

Prompt:
Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?
A. The acorns will be carried away by the wind.
B. The acorns will attach to another organism.
C. The acorns will have a chance to sprout.
D. The acorns will turn into fossils.
Answer:

Answer: 2

Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?

Choices:
A. The acorns will have a chance to sprout.
B. The acorns will attach to another organism.
C. The acorns will turn into fossils.
D. The acorns will be carried away by the wind.

Prompt:
Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?
A. The acorns will have a chance to sprout.
B. The acorns will attach to another organism.
C. The acorns will turn into fossils.
D. The acorns will be carried away by the wind.
Answer:

Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?

Choices:
1. The acorns will be carried away by the wind.
2. The acorns will attach to another organism.
3. The acorns will have a chance to sprout.
4. The acorns will turn into fossils.

Prompt:
Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?
1. The acorns will be carried away by the wind.
2. The acorns will attach to another organism.
3. The acorns will have a chance to sprout.
4. The acorns will turn into fossils.
Answer:

Answer: 2

Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?

Choices:
C. The acorns will be carried away by the wind.
I. The acorns will attach to another organism.
Z. The acorns will have a chance to sprout.
A. The acorns will turn into fossils.

Prompt:
Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?
C. The acorns will be carried away by the wind.
I. The acorns will attach to another organism.
Z. The acorns will have a chance to sprout.
A. The acorns will turn into fossils.
Answer:

Answer: 2

Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?

Choices:
C. The acorns will have a chance to sprout.
I. The acorns will attach to another organism.
Z. The acorns will turn into fossils.
A. The acorns will be carried away by the wind.

Prompt:
Question: Some animals, such as squirrels, may bury acorns. Which of the following is most likely to happen to the acorns after they have been buried?
C. The acorns will have a chance to sprout.
I. The acorns will attach to another organism.
Z. The acorns will turn into fossils.
A. The acorns will be carried away by the wind.
Answer:


Question: Why are most fossils found in sedimentary rocks?

Choices:
A. Sedimentary rocks are not very old.
B. Organisms live only in areas with sedimentary rock.
C. Organisms can be preserved in sedimentary rock.
D. Sedimentary rocks are found only at the surface of the ground.

Prompt:
Question: Why are most fossils found in sedimentary rocks?
A. Sedimentary rocks are not very old.
B. Organisms live only in areas with sedimentary rock.
C. Organisms can be preserved in sedimentary rock.
D. Sedimentary rocks are found only at the surface of the ground.
Answer:

Answer: 2

Question: Why are most fossils found in sedimentary rocks?

Choices:
A. Sedimentary rocks are found only at the surface of the ground.
B. Organisms can be preserved in sedimentary rock.
C. Sedimentary rocks are not very old.
D. Organisms live only in areas with sedimentary rock.

Prompt:
Question: Why are most fossils found in sedimentary rocks?
A. Sedimentary rocks are found only at the surface of the ground.
B. Organisms can be preserved in sedimentary rock.
C. Sedimentary rocks are not very old.
D. Organisms live only in areas with sedimentary rock.
Answer:

Answer: 1

Question: Why are most fossils found in sedimentary rocks?

Choices:
1. Sedimentary rocks are not very old.
2. Organisms live only in areas with sedimentary rock.
3. Organisms can be preserved in sedimentary rock.
4. Sedimentary rocks are found only at the surface of the ground.

Prompt:
Question: Why are most fossils found in sedimentary rocks?
1. Sedimentary rocks are not very old.
2. Organisms live only in areas with sedimentary rock.
3. Organisms can be preserved in sedimentary rock.
4. Sedimentary rocks are found only at the surface of the ground.
Answer:

Answer: 2

Question: Why are most fossils found in sedimentary rocks?

Choices:
K. Sedimentary rocks are not very old.
F. Organisms live only in areas with sedimentary rock.
E. Organisms can be preserved in sedimentary rock.
Z. Sedimentary rocks are found only at the surface of the ground.

Prompt:
Question: Why are most fossils found in sedimentary rocks?
K. Sedimentary rocks are not very old.
F. Organisms live only in areas with sedimentary rock.
E. Organisms can be preserved in sedimentary rock.
Z. Sedimentary rocks are found only at the surface of the ground.
Answer:

Answer: 2

Question: Why are most fossils found in sedimentary rocks?

Choices:
K. Sedimentary rocks are found only at the surface of the ground.
F. Organisms can be preserved in sedimentary rock.
E. Sedimentary rocks are not very old.
Z. Organisms live only in areas with sedimentary rock.

Prompt:
Question: Why are most fossils found in sedimentary rocks?
K. Sedimentary rocks are found only at the surface of the ground.
F. Organisms can be preserved in sedimentary rock.
E. Sedimentary rocks are not very old.
Z. Organisms live only in areas with sedimentary rock.
Answer:

Answer: 1


Question: Which model is used by scientists to determine the properties of elements?

Choices:
A. a Punnett square
B. the Periodic Table
C. a pedigree chart
D. the rock cycle

Prompt:
Question: Which model is used by scientists to determine the properties of elements?
A. a Punnett square
B. the Periodic Table
C. a pedigree chart
D. the rock cycle
Answer:

Answer: 1

Question: Which model is used by scientists to determine the properties of elements?

Choices:
A. a Punnett square
B. a pedigree chart
C. the Periodic Table
D. the rock cycle

Prompt:
Question: Which model is used by scientists to determine the properties of elements?
A. a Punnett square
B. a pedigree chart
C. the Periodic Table
D. the rock cycle
Answer:

Answer: 2

Question: Which model is used by scientists to determine the properties of elements?

Choices:
1. a Punnett square
2. the Periodic Table
3. a pedigree chart
4. the rock cycle

Prompt:
Question: Which model is used by scientists to determine the properties of elements?
1. a Punnett square
2. the Periodic Table
3. a pedigree chart
4. the rock cycle
Answer:

Answer: 1

Question: Which model is used by scientists to determine the properties of elements?

Choices:
G. a Punnett square
D. the Periodic Table
U. a pedigree chart
S. the rock cycle

Prompt:
Question: Which model is used by scientists to determine the properties of elements?
G. a Punnett square
D. the Periodic Table
U. a pedigree chart
S. the rock cycle
Answer:

Answer: 1

Question: Which model is used by scientists to determine the properties of elements?

Choices:
G. a Punnett square
D. a pedigree chart
U. the Periodic Table
S. the rock cycle

Prompt:
Question: Which model is used by scientists to determine the properties of elements?
G. a Punnett square
D. a pedigree chart
U. the Periodic Table
S. the rock cycle
Answer:

Answer: 2


Question: Life is more likely to be found on a planet whose atmosphere contains abundant

Choices:
A. neon.
B. oxygen.
C. hydrogen.
D. sulfur dioxide.

Prompt:
Question: Life is more likely to be found on a planet whose atmosphere contains abundant
A. neon.
B. oxygen.
C. hydrogen.
D. sulfur dioxide.
Answer:

Answer: 1

Question: Life is more likely to be found on a planet whose atmosphere contains abundant

Choices:
A. sulfur dioxide.
B. hydrogen.
C. neon.
D. oxygen.

Prompt:
Question: Life is more likely to be found on a planet whose atmosphere contains abundant
A. sulfur dioxide.
B. hydrogen.
C. neon.
D. oxygen.
Answer:

Answer: 3

Question: Life is more likely to be found on a planet whose atmosphere contains abundant

Choices:
1. neon.
2. oxygen.
3. hydrogen.
4. sulfur dioxide.

Prompt:
Question: Life is more likely to be found on a planet whose atmosphere contains abundant
1. neon.
2. oxygen.
3. hydrogen.
4. sulfur dioxide.
Answer:

Answer: 1

Question: Life is more likely to be found on a planet whose atmosphere contains abundant

Choices:
T. neon.
V. oxygen.
D. hydrogen.
W. sulfur dioxide.

Prompt:
Question: Life is more likely to be found on a planet whose atmosphere contains abundant
T. neon.
V. oxygen.
D. hydrogen.
W. sulfur dioxide.
Answer:

Answer: 1

Question: Life is more likely to be found on a planet whose atmosphere contains abundant

Choices:
T. sulfur dioxide.
V. hydrogen.
D. neon.
W. oxygen.

Prompt:
Question: Life is more likely to be found on a planet whose atmosphere contains abundant
T. sulfur dioxide.
V. hydrogen.
D. neon.
W. oxygen.
Answer:

Answer: 3


Question: Approximately how long does Earth take to complete its orbit around the Sun?

Choices:
A. one day
B. one month
C. one year
D. one century

Prompt:
Question: Approximately how long does Earth take to complete its orbit around the Sun?
A. one day
B. one month
C. one year
D. one century
Answer:

Answer: 2

Question: Approximately how long does Earth take to complete its orbit around the Sun?

Choices:
A. one month
B. one year
C. one day
D. one century

Prompt:
Question: Approximately how long does Earth take to complete its orbit around the Sun?
A. one month
B. one year
C. one day
D. one century
Answer:

Answer: 1

Question: Approximately how long does Earth take to complete its orbit around the Sun?

Choices:
1. one day
2. one month
3. one year
4. one century

Prompt:
Question: Approximately how long does Earth take to complete its orbit around the Sun?
1. one day
2. one month
3. one year
4. one century
Answer:

Answer: 2

Question: Approximately how long does Earth take to complete its orbit around the Sun?

Choices:
C. one day
X. one month
L. one year
A. one century

Prompt:
Question: Approximately how long does Earth take to complete its orbit around the Sun?
C. one day
X. one month
L. one year
A. one century
Answer:

Answer: 2

Question: Approximately how long does Earth take to complete its orbit around the Sun?

Choices:
C. one month
X. one year
L. one day
A. one century

Prompt:
Question: Approximately how long does Earth take to complete its orbit around the Sun?
C. one month
X. one year
L. one day
A. one century
Answer:

Answer: 1


Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?

Choices:
A. solid
B. liquid
C. mixture
D. compound

Prompt:
Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?
A. solid
B. liquid
C. mixture
D. compound
Answer:

Answer: 1

Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?

Choices:
A. liquid
B. compound
C. mixture
D. solid

Prompt:
Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?
A. liquid
B. compound
C. mixture
D. solid
Answer:

Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?

Choices:
1. solid
2. liquid
3. mixture
4. compound

Prompt:
Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?
1. solid
2. liquid
3. mixture
4. compound
Answer:

Answer: 1

Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?

Choices:
I. solid
C. liquid
X. mixture
Q. compound

Prompt:
Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?
I. solid
C. liquid
X. mixture
Q. compound
Answer:

Answer: 1

Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?

Choices:
I. liquid
C. compound
X. mixture
Q. solid

Prompt:
Question: A student describes a substance as lacking a definite shape. The description also states that the particles of matter are close to each other but still able to flow past each other. Which type of substance is the student most likely describing?
I. liquid
C. compound
X. mixture
Q. solid
Answer:


Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?

Choices:
A. ADP
B. ATP
C. protons
D. neutrons

Prompt:
Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?
A. ADP
B. ATP
C. protons
D. neutrons
Answer:

Answer: 2

Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?

Choices:
A. protons
B. neutrons
C. ADP
D. ATP

Prompt:
Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?
A. protons
B. neutrons
C. ADP
D. ATP
Answer:

Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?

Choices:
1. ADP
2. ATP
3. protons
4. neutrons

Prompt:
Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?
1. ADP
2. ATP
3. protons
4. neutrons
Answer:

Answer: 2

Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?

Choices:
P. ADP
A. ATP
U. protons
X. neutrons

Prompt:
Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?
P. ADP
A. ATP
U. protons
X. neutrons
Answer:

Answer: 2

Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?

Choices:
P. protons
A. neutrons
U. ADP
X. ATP

Prompt:
Question: Electron transport in mitochondria results in a chemiosmotic gradient of which particle across the mitochondrial membrane?
P. protons
A. neutrons
U. ADP
X. ATP
Answer:


Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to

Choices:
A. see new places.
B. find money for projects.
C. practice public speaking.
D. exchange their ideas.

Prompt:
Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to
A. see new places.
B. find money for projects.
C. practice public speaking.
D. exchange their ideas.
Answer:

Answer: 3

Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to

Choices:
A. practice public speaking.
B. see new places.
C. exchange their ideas.
D. find money for projects.

Prompt:
Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to
A. practice public speaking.
B. see new places.
C. exchange their ideas.
D. find money for projects.
Answer:

Answer: 2

Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to

Choices:
1. see new places.
2. find money for projects.
3. practice public speaking.
4. exchange their ideas.

Prompt:
Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to
1. see new places.
2. find money for projects.
3. practice public speaking.
4. exchange their ideas.
Answer:

Answer: 3

Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to

Choices:
N. see new places.
M. find money for projects.
D. practice public speaking.
Z. exchange their ideas.

Prompt:
Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to
N. see new places.
M. find money for projects.
D. practice public speaking.
Z. exchange their ideas.
Answer:

Answer: 3

Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to

Choices:
N. practice public speaking.
M. see new places.
D. exchange their ideas.
Z. find money for projects.

Prompt:
Question: At science conventions, scientists present their research, and members of the audience can discuss or ask questions about the research. The main value of these science conventions is that they allow scientists to
N. practice public speaking.
M. see new places.
D. exchange their ideas.
Z. find money for projects.
Answer:

Answer: 2


Question: When a boy stands in a field in the sunlight, he usually is able to see his

Choices:
A. weight
B. temperature
C. reflection
D. shadow

Prompt:
Question: When a boy stands in a field in the sunlight, he usually is able to see his
A. weight
B. temperature
C. reflection
D. shadow
Answer:

Answer: 3

Question: When a boy stands in a field in the sunlight, he usually is able to see his

Choices:
A. temperature
B. shadow
C. weight
D. reflection

Prompt:
Question: When a boy stands in a field in the sunlight, he usually is able to see his
A. temperature
B. shadow
C. weight
D. reflection
Answer:

Answer: 1

Question: When a boy stands in a field in the sunlight, he usually is able to see his

Choices:
1. weight
2. temperature
3. reflection
4. shadow

Prompt:
Question: When a boy stands in a field in the sunlight, he usually is able to see his
1. weight
2. temperature
3. reflection
4. shadow
Answer:

Answer: 3

Question: When a boy stands in a field in the sunlight, he usually is able to see his

Choices:
E. weight
J. temperature
C. reflection
D. shadow

Prompt:
Question: When a boy stands in a field in the sunlight, he usually is able to see his
E. weight
J. temperature
C. reflection
D. shadow
Answer:

Answer: 3

Question: When a boy stands in a field in the sunlight, he usually is able to see his

Choices:
E. temperature
J. shadow
C. weight
D. reflection

Prompt:
Question: When a boy stands in a field in the sunlight, he usually is able to see his
E. temperature
J. shadow
C. weight
D. reflection
Answer:

Answer: 1


Question: In the human body, which system functions primarily to defend the body against disease?

Choices:
A. digestive
B. immune
C. nervous
D. respiratory

Prompt:
Question: In the human body, which system functions primarily to defend the body against disease?
A. digestive
B. immune
C. nervous
D. respiratory
Answer:

Answer: 1

Question: In the human body, which system functions primarily to defend the body against disease?

Choices:
A. immune
B. respiratory
C. digestive
D. nervous

Prompt:
Question: In the human body, which system functions primarily to defend the body against disease?
A. immune
B. respiratory
C. digestive
D. nervous
Answer:

Question: In the human body, which system functions primarily to defend the body against disease?

Choices:
1. digestive
2. immune
3. nervous
4. respiratory

Prompt:
Question: In the human body, which system functions primarily to defend the body against disease?
1. digestive
2. immune
3. nervous
4. respiratory
Answer:

Answer: 1

Question: In the human body, which system functions primarily to defend the body against disease?

Choices:
M. digestive
B. immune
Z. nervous
S. respiratory

Prompt:
Question: In the human body, which system functions primarily to defend the body against disease?
M. digestive
B. immune
Z. nervous
S. respiratory
Answer:

Answer: 1

Question: In the human body, which system functions primarily to defend the body against disease?

Choices:
M. immune
B. respiratory
Z. digestive
S. nervous

Prompt:
Question: In the human body, which system functions primarily to defend the body against disease?
M. immune
B. respiratory
Z. digestive
S. nervous
Answer:


Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?

Choices:
A. new moon
B. full moon
C. waning
D. waxing

Prompt:
Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?
A. new moon
B. full moon
C. waning
D. waxing
Answer:

Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?

Choices:
A. waning
B. waxing
C. full moon
D. new moon

Prompt:
Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?
A. waning
B. waxing
C. full moon
D. new moon
Answer:

Answer: 3

Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?

Choices:
1. new moon
2. full moon
3. waning
4. waxing

Prompt:
Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?
1. new moon
2. full moon
3. waning
4. waxing
Answer:

Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?

Choices:
A. new moon
Q. full moon
N. waning
E. waxing

Prompt:
Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?
A. new moon
Q. full moon
N. waning
E. waxing
Answer:

Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?

Choices:
A. waning
Q. waxing
N. full moon
E. new moon

Prompt:
Question: The moon goes through phases as it revolves around Earth. During which phase of the moon would it be possible for a solar eclipse to occur?
A. waning
Q. waxing
N. full moon
E. new moon
Answer:

Answer: 3


Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?

Choices:
A. an increase in the air temperature
B. a decrease in the air density
C. an increase in the intensity of visible light
D. a decrease in the thickness of the ozone layer

Prompt:
Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?
A. an increase in the air temperature
B. a decrease in the air density
C. an increase in the intensity of visible light
D. a decrease in the thickness of the ozone layer
Answer:

Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?

Choices:
A. an increase in the intensity of visible light
B. an increase in the air temperature
C. a decrease in the thickness of the ozone layer
D. a decrease in the air density

Prompt:
Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?
A. an increase in the intensity of visible light
B. an increase in the air temperature
C. a decrease in the thickness of the ozone layer
D. a decrease in the air density
Answer:

Answer: 1

Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?

Choices:
1. an increase in the air temperature
2. a decrease in the air density
3. an increase in the intensity of visible light
4. a decrease in the thickness of the ozone layer

Prompt:
Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?
1. an increase in the air temperature
2. a decrease in the air density
3. an increase in the intensity of visible light
4. a decrease in the thickness of the ozone layer
Answer:

Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?

Choices:
P. an increase in the air temperature
G. a decrease in the air density
U. an increase in the intensity of visible light
V. a decrease in the thickness of the ozone layer

Prompt:
Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?
P. an increase in the air temperature
G. a decrease in the air density
U. an increase in the intensity of visible light
V. a decrease in the thickness of the ozone layer
Answer:

Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?

Choices:
P. an increase in the intensity of visible light
G. an increase in the air temperature
U. a decrease in the thickness of the ozone layer
V. a decrease in the air density

Prompt:
Question: Which of these is the most common result of greenhouse gases altering the atmosphere of Earth?
P. an increase in the intensity of visible light
G. an increase in the air temperature
U. a decrease in the thickness of the ozone layer
V. a decrease in the air density
Answer:

Answer: 1


Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?

Choices:
A. Most cells have the same shape.
B. The shape of a cell depends upon its function.
C. Cells that carry information are round and disk-shaped.
D. Blood cells that move through the body are long and thread-like.

Prompt:
Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?
A. Most cells have the same shape.
B. The shape of a cell depends upon its function.
C. Cells that carry information are round and disk-shaped.
D. Blood cells that move through the body are long and thread-like.
Answer:

Answer: 1

Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?

Choices:
A. The shape of a cell depends upon its function.
B. Most cells have the same shape.
C. Cells that carry information are round and disk-shaped.
D. Blood cells that move through the body are long and thread-like.

Prompt:
Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?
A. The shape of a cell depends upon its function.
B. Most cells have the same shape.
C. Cells that carry information are round and disk-shaped.
D. Blood cells that move through the body are long and thread-like.
Answer:

Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?

Choices:
1. Most cells have the same shape.
2. The shape of a cell depends upon its function.
3. Cells that carry information are round and disk-shaped.
4. Blood cells that move through the body are long and thread-like.

Prompt:
Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?
1. Most cells have the same shape.
2. The shape of a cell depends upon its function.
3. Cells that carry information are round and disk-shaped.
4. Blood cells that move through the body are long and thread-like.
Answer:

Answer: 1

Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?

Choices:
B. Most cells have the same shape.
J. The shape of a cell depends upon its function.
V. Cells that carry information are round and disk-shaped.
R. Blood cells that move through the body are long and thread-like.

Prompt:
Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?
B. Most cells have the same shape.
J. The shape of a cell depends upon its function.
V. Cells that carry information are round and disk-shaped.
R. Blood cells that move through the body are long and thread-like.
Answer:

Answer: 1

Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?

Choices:
B. The shape of a cell depends upon its function.
J. Most cells have the same shape.
V. Cells that carry information are round and disk-shaped.
R. Blood cells that move through the body are long and thread-like.

Prompt:
Question: A student was taking notes while the teacher was discussing cells. Which of these is a statement that the teacher most likely made?
B. The shape of a cell depends upon its function.
J. Most cells have the same shape.
V. Cells that carry information are round and disk-shaped.
R. Blood cells that move through the body are long and thread-like.
Answer:


Question: What goal does taxonomy accomplish?

Choices:
A. explains the differences between living organisms
B. classifies living organisms into groups
C. predicts the types of undiscovered organisms
D. establishes relationships of organisms with their habitats

Prompt:
Question: What goal does taxonomy accomplish?
A. explains the differences between living organisms
B. classifies living organisms into groups
C. predicts the types of undiscovered organisms
D. establishes relationships of organisms with their habitats
Answer:

Answer: 1

Question: What goal does taxonomy accomplish?

Choices:
A. establishes relationships of organisms with their habitats
B. explains the differences between living organisms
C. predicts the types of undiscovered organisms
D. classifies living organisms into groups

Prompt:
Question: What goal does taxonomy accomplish?
A. establishes relationships of organisms with their habitats
B. explains the differences between living organisms
C. predicts the types of undiscovered organisms
D. classifies living organisms into groups
Answer:

Answer: 3

Question: What goal does taxonomy accomplish?

Choices:
1. explains the differences between living organisms
2. classifies living organisms into groups
3. predicts the types of undiscovered organisms
4. establishes relationships of organisms with their habitats

Prompt:
Question: What goal does taxonomy accomplish?
1. explains the differences between living organisms
2. classifies living organisms into groups
3. predicts the types of undiscovered organisms
4. establishes relationships of organisms with their habitats
Answer:

Answer: 1

Question: What goal does taxonomy accomplish?

Choices:
M. explains the differences between living organisms
K. classifies living organisms into groups
S. predicts the types of undiscovered organisms
A. establishes relationships of organisms with their habitats

Prompt:
Question: What goal does taxonomy accomplish?
M. explains the differences between living organisms
K. classifies living organisms into groups
S. predicts the types of undiscovered organisms
A. establishes relationships of organisms with their habitats
Answer:

Answer: 1

Question: What goal does taxonomy accomplish?

Choices:
M. establishes relationships of organisms with their habitats
K. explains the differences between living organisms
S. predicts the types of undiscovered organisms
A. classifies living organisms into groups

Prompt:
Question: What goal does taxonomy accomplish?
M. establishes relationships of organisms with their habitats
K. explains the differences between living organisms
S. predicts the types of undiscovered organisms
A. classifies living organisms into groups
Answer:

Answer: 3


Question: The fusion reaction that fuels the Sun converts hydrogen into

Choices:
A. carbon.
B. iron.
C. neon.
D. helium.

Prompt:
Question: The fusion reaction that fuels the Sun converts hydrogen into
A. carbon.
B. iron.
C. neon.
D. helium.
Answer:

Answer: 3

Question: The fusion reaction that fuels the Sun converts hydrogen into

Choices:
A. iron.
B. helium.
C. neon.
D. carbon.

Prompt:
Question: The fusion reaction that fuels the Sun converts hydrogen into
A. iron.
B. helium.
C. neon.
D. carbon.
Answer:

Answer: 1

Question: The fusion reaction that fuels the Sun converts hydrogen into

Choices:
1. carbon.
2. iron.
3. neon.
4. helium.

Prompt:
Question: The fusion reaction that fuels the Sun converts hydrogen into
1. carbon.
2. iron.
3. neon.
4. helium.
Answer:

Answer: 3

Question: The fusion reaction that fuels the Sun converts hydrogen into

Choices:
W. carbon.
Q. iron.
C. neon.
P. helium.

Prompt:
Question: The fusion reaction that fuels the Sun converts hydrogen into
W. carbon.
Q. iron.
C. neon.
P. helium.
Answer:

Answer: 3

Question: The fusion reaction that fuels the Sun converts hydrogen into

Choices:
W. iron.
Q. helium.
C. neon.
P. carbon.

Prompt:
Question: The fusion reaction that fuels the Sun converts hydrogen into
W. iron.
Q. helium.
C. neon.
P. carbon.
Answer:

Answer: 1


Question: The main function of hormones in the human body is to

Choices:
A. identify and destroy microbes
B. regulate body functions
C. transport blood to cells
D. store energy

Prompt:
Question: The main function of hormones in the human body is to
A. identify and destroy microbes
B. regulate body functions
C. transport blood to cells
D. store energy
Answer:

Answer: 1

Question: The main function of hormones in the human body is to

Choices:
A. regulate body functions
B. transport blood to cells
C. identify and destroy microbes
D. store energy

Prompt:
Question: The main function of hormones in the human body is to
A. regulate body functions
B. transport blood to cells
C. identify and destroy microbes
D. store energy
Answer:

Question: The main function of hormones in the human body is to

Choices:
1. identify and destroy microbes
2. regulate body functions
3. transport blood to cells
4. store energy

Prompt:
Question: The main function of hormones in the human body is to
1. identify and destroy microbes
2. regulate body functions
3. transport blood to cells
4. store energy
Answer:

Answer: 1

Question: The main function of hormones in the human body is to

Choices:
U. identify and destroy microbes
H. regulate body functions
O. transport blood to cells
X. store energy

Prompt:
Question: The main function of hormones in the human body is to
U. identify and destroy microbes
H. regulate body functions
O. transport blood to cells
X. store energy
Answer:

Answer: 1

Question: The main function of hormones in the human body is to

Choices:
U. regulate body functions
H. transport blood to cells
O. identify and destroy microbes
X. store energy

Prompt:
Question: The main function of hormones in the human body is to
U. regulate body functions
H. transport blood to cells
O. identify and destroy microbes
X. store energy
Answer:


Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?

Choices:
A. methane
B. nitrogen
C. water vapor
D. carbon dioxide

Prompt:
Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?
A. methane
B. nitrogen
C. water vapor
D. carbon dioxide
Answer:

Answer: 2

Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?

Choices:
A. nitrogen
B. carbon dioxide
C. methane
D. water vapor

Prompt:
Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?
A. nitrogen
B. carbon dioxide
C. methane
D. water vapor
Answer:

Answer: 3

Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?

Choices:
1. methane
2. nitrogen
3. water vapor
4. carbon dioxide

Prompt:
Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?
1. methane
2. nitrogen
3. water vapor
4. carbon dioxide
Answer:

Answer: 2

Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?

Choices:
A. methane
K. nitrogen
M. water vapor
Z. carbon dioxide

Prompt:
Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?
A. methane
K. nitrogen
M. water vapor
Z. carbon dioxide
Answer:

Answer: 2

Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?

Choices:
A. nitrogen
K. carbon dioxide
M. methane
Z. water vapor

Prompt:
Question: Which gas, when condensed into its liquid state in the atmosphere, forms clouds?
A. nitrogen
K. carbon dioxide
M. methane
Z. water vapor
Answer:

Answer: 3


Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?

Choices:
A. More nitrates are available for plants to absorb.
B. More nitrates are available for animals to eat.
C. More nitrogen gas is released into the atmosphere.
D. More nitrogen is converted by bacteria into nitrates.

Prompt:
Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?
A. More nitrates are available for plants to absorb.
B. More nitrates are available for animals to eat.
C. More nitrogen gas is released into the atmosphere.
D. More nitrogen is converted by bacteria into nitrates.
Answer:

Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?

Choices:
A. More nitrogen is converted by bacteria into nitrates.
B. More nitrates are available for animals to eat.
C. More nitrates are available for plants to absorb.
D. More nitrogen gas is released into the atmosphere.

Prompt:
Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?
A. More nitrogen is converted by bacteria into nitrates.
B. More nitrates are available for animals to eat.
C. More nitrates are available for plants to absorb.
D. More nitrogen gas is released into the atmosphere.
Answer:

Answer: 2

Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?

Choices:
1. More nitrates are available for plants to absorb.
2. More nitrates are available for animals to eat.
3. More nitrogen gas is released into the atmosphere.
4. More nitrogen is converted by bacteria into nitrates.

Prompt:
Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?
1. More nitrates are available for plants to absorb.
2. More nitrates are available for animals to eat.
3. More nitrogen gas is released into the atmosphere.
4. More nitrogen is converted by bacteria into nitrates.
Answer:

Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?

Choices:
W. More nitrates are available for plants to absorb.
P. More nitrates are available for animals to eat.
T. More nitrogen gas is released into the atmosphere.
D. More nitrogen is converted by bacteria into nitrates.

Prompt:
Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?
W. More nitrates are available for plants to absorb.
P. More nitrates are available for animals to eat.
T. More nitrogen gas is released into the atmosphere.
D. More nitrogen is converted by bacteria into nitrates.
Answer:

Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?

Choices:
W. More nitrogen is converted by bacteria into nitrates.
P. More nitrates are available for animals to eat.
T. More nitrates are available for plants to absorb.
D. More nitrogen gas is released into the atmosphere.

Prompt:
Question: Fertilizers added by farmers to the soil contain high amounts of nitrates. How do fertilizers affect the nitrogen cycle?
W. More nitrogen is converted by bacteria into nitrates.
P. More nitrates are available for animals to eat.
T. More nitrates are available for plants to absorb.
D. More nitrogen gas is released into the atmosphere.
Answer:

Answer: 2


Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?

Choices:
A. shape of cell walls
B. number of mitochondria
C. shape of cell membranes
D. number of chromosomes

Prompt:
Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?
A. shape of cell walls
B. number of mitochondria
C. shape of cell membranes
D. number of chromosomes
Answer:

Answer: 3

Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?

Choices:
A. number of chromosomes
B. shape of cell membranes
C. shape of cell walls
D. number of mitochondria

Prompt:
Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?
A. number of chromosomes
B. shape of cell membranes
C. shape of cell walls
D. number of mitochondria
Answer:

Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?

Choices:
1. shape of cell walls
2. number of mitochondria
3. shape of cell membranes
4. number of chromosomes

Prompt:
Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?
1. shape of cell walls
2. number of mitochondria
3. shape of cell membranes
4. number of chromosomes
Answer:

Answer: 3

Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?

Choices:
L. shape of cell walls
E. number of mitochondria
O. shape of cell membranes
G. number of chromosomes

Prompt:
Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?
L. shape of cell walls
E. number of mitochondria
O. shape of cell membranes
G. number of chromosomes
Answer:

Answer: 3

Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?

Choices:
L. number of chromosomes
E. shape of cell membranes
O. shape of cell walls
G. number of mitochondria

Prompt:
Question: A scientist is comparing two body cells of a multicellular organism. Which of the following is most likely identical?
L. number of chromosomes
E. shape of cell membranes
O. shape of cell walls
G. number of mitochondria
Answer:


Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as

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

Prompt:
Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as
A. decomposers
B. herbivores
C. predators
D. producers
Answer:

Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as

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

Prompt:
Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as
A. predators
B. decomposers
C. herbivores
D. producers
Answer:

Answer: 1

Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as

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

Prompt:
Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as
1. decomposers
2. herbivores
3. predators
4. producers
Answer:

Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as

Choices:
M. decomposers
J. herbivores
K. predators
Z. producers

Prompt:
Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as
M. decomposers
J. herbivores
K. predators
Z. producers
Answer:

Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as

Choices:
M. predators
J. decomposers
K. herbivores
Z. producers

Prompt:
Question: Organisms that consume wastes to obtain the nutrients they need to survive are classified as
M. predators
J. decomposers
K. herbivores
Z. producers
Answer:

Answer: 1


Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?

Choices:
A. invented the microscope
B. wrote a book about the planets
C. created a model of the solar system
D. made improvements to the telescope

Prompt:
Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?
A. invented the microscope
B. wrote a book about the planets
C. created a model of the solar system
D. made improvements to the telescope
Answer:

Answer: 3

Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?

Choices:
A. created a model of the solar system
B. made improvements to the telescope
C. wrote a book about the planets
D. invented the microscope

Prompt:
Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?
A. created a model of the solar system
B. made improvements to the telescope
C. wrote a book about the planets
D. invented the microscope
Answer:

Answer: 1

Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?

Choices:
1. invented the microscope
2. wrote a book about the planets
3. created a model of the solar system
4. made improvements to the telescope

Prompt:
Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?
1. invented the microscope
2. wrote a book about the planets
3. created a model of the solar system
4. made improvements to the telescope
Answer:

Answer: 3

Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?

Choices:
N. invented the microscope
T. wrote a book about the planets
W. created a model of the solar system
L. made improvements to the telescope

Prompt:
Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?
N. invented the microscope
T. wrote a book about the planets
W. created a model of the solar system
L. made improvements to the telescope
Answer:

Answer: 3

Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?

Choices:
N. created a model of the solar system
T. made improvements to the telescope
W. wrote a book about the planets
L. invented the microscope

Prompt:
Question: In the 1600s, Galileo Galilei studied the moons of Jupiter. What did Galileo do to make better observations?
N. created a model of the solar system
T. made improvements to the telescope
W. wrote a book about the planets
L. invented the microscope
Answer:

Answer: 1


Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?

Choices:
A. the distribution of water on Earth's surface
B. the distribution of biomes on Earth's surface
C. the distribution of rock types on Earth's surface
D. the distribution of earthquakes on Earth's surface

Prompt:
Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?
A. the distribution of water on Earth's surface
B. the distribution of biomes on Earth's surface
C. the distribution of rock types on Earth's surface
D. the distribution of earthquakes on Earth's surface
Answer:

Answer: 3

Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?

Choices:
A. the distribution of biomes on Earth's surface
B. the distribution of water on Earth's surface
C. the distribution of earthquakes on Earth's surface
D. the distribution of rock types on Earth's surface

Prompt:
Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?
A. the distribution of biomes on Earth's surface
B. the distribution of water on Earth's surface
C. the distribution of earthquakes on Earth's surface
D. the distribution of rock types on Earth's surface
Answer:

Answer: 2

Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?

Choices:
1. the distribution of water on Earth's surface
2. the distribution of biomes on Earth's surface
3. the distribution of rock types on Earth's surface
4. the distribution of earthquakes on Earth's surface

Prompt:
Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?
1. the distribution of water on Earth's surface
2. the distribution of biomes on Earth's surface
3. the distribution of rock types on Earth's surface
4. the distribution of earthquakes on Earth's surface
Answer:

Answer: 3

Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?

Choices:
Z. the distribution of water on Earth's surface
O. the distribution of biomes on Earth's surface
C. the distribution of rock types on Earth's surface
M. the distribution of earthquakes on Earth's surface

Prompt:
Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?
Z. the distribution of water on Earth's surface
O. the distribution of biomes on Earth's surface
C. the distribution of rock types on Earth's surface
M. the distribution of earthquakes on Earth's surface
Answer:

Answer: 3

Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?

Choices:
Z. the distribution of biomes on Earth's surface
O. the distribution of water on Earth's surface
C. the distribution of earthquakes on Earth's surface
M. the distribution of rock types on Earth's surface

Prompt:
Question: Which of these provides the best evidence that Earth's crust is divided into tectonic plates?
Z. the distribution of biomes on Earth's surface
O. the distribution of water on Earth's surface
C. the distribution of earthquakes on Earth's surface
M. the distribution of rock types on Earth's surface
Answer:

Answer: 2


Question: What causes the soil in a flood plain to be generally rich in nutrients?

Choices:
A. constantly flowing water
B. many fish in the river
C. new soil deposited by the river
D. warm water from an ocean

Prompt:
Question: What causes the soil in a flood plain to be generally rich in nutrients?
A. constantly flowing water
B. many fish in the river
C. new soil deposited by the river
D. warm water from an ocean
Answer:

Answer: 2

Question: What causes the soil in a flood plain to be generally rich in nutrients?

Choices:
A. warm water from an ocean
B. new soil deposited by the river
C. many fish in the river
D. constantly flowing water

Prompt:
Question: What causes the soil in a flood plain to be generally rich in nutrients?
A. warm water from an ocean
B. new soil deposited by the river
C. many fish in the river
D. constantly flowing water
Answer:

Answer: 1

Question: What causes the soil in a flood plain to be generally rich in nutrients?

Choices:
1. constantly flowing water
2. many fish in the river
3. new soil deposited by the river
4. warm water from an ocean

Prompt:
Question: What causes the soil in a flood plain to be generally rich in nutrients?
1. constantly flowing water
2. many fish in the river
3. new soil deposited by the river
4. warm water from an ocean
Answer:

Answer: 2

Question: What causes the soil in a flood plain to be generally rich in nutrients?

Choices:
D. constantly flowing water
P. many fish in the river
R. new soil deposited by the river
U. warm water from an ocean

Prompt:
Question: What causes the soil in a flood plain to be generally rich in nutrients?
D. constantly flowing water
P. many fish in the river
R. new soil deposited by the river
U. warm water from an ocean
Answer:

Answer: 2

Question: What causes the soil in a flood plain to be generally rich in nutrients?

Choices:
D. warm water from an ocean
P. new soil deposited by the river
R. many fish in the river
U. constantly flowing water

Prompt:
Question: What causes the soil in a flood plain to be generally rich in nutrients?
D. warm water from an ocean
P. new soil deposited by the river
R. many fish in the river
U. constantly flowing water
Answer:

Answer: 1


Question: Which characteristic is common to all reptile species?

Choices:
A. endothermic (warm-blooded)
B. slimy skin
C. ectothermic (cold-blooded)
D. hairy skin

Prompt:
Question: Which characteristic is common to all reptile species?
A. endothermic (warm-blooded)
B. slimy skin
C. ectothermic (cold-blooded)
D. hairy skin
Answer:

Answer: 2

Question: Which characteristic is common to all reptile species?

Choices:
A. ectothermic (cold-blooded)
B. slimy skin
C. hairy skin
D. endothermic (warm-blooded)

Prompt:
Question: Which characteristic is common to all reptile species?
A. ectothermic (cold-blooded)
B. slimy skin
C. hairy skin
D. endothermic (warm-blooded)
Answer:

Question: Which characteristic is common to all reptile species?

Choices:
1. endothermic (warm-blooded)
2. slimy skin
3. ectothermic (cold-blooded)
4. hairy skin

Prompt:
Question: Which characteristic is common to all reptile species?
1. endothermic (warm-blooded)
2. slimy skin
3. ectothermic (cold-blooded)
4. hairy skin
Answer:

Answer: 2

Question: Which characteristic is common to all reptile species?

Choices:
T. endothermic (warm-blooded)
D. slimy skin
J. ectothermic (cold-blooded)
E. hairy skin

Prompt:
Question: Which characteristic is common to all reptile species?
T. endothermic (warm-blooded)
D. slimy skin
J. ectothermic (cold-blooded)
E. hairy skin
Answer:

Answer: 2

Question: Which characteristic is common to all reptile species?

Choices:
T. ectothermic (cold-blooded)
D. slimy skin
J. hairy skin
E. endothermic (warm-blooded)

Prompt:
Question: Which characteristic is common to all reptile species?
T. ectothermic (cold-blooded)
D. slimy skin
J. hairy skin
E. endothermic (warm-blooded)
Answer:


Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?

Choices:
A. distribution
B. mass marketing
C. public relations
D. research

Prompt:
Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?
A. distribution
B. mass marketing
C. public relations
D. research
Answer:

Answer: 3

Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?

Choices:
A. distribution
B. mass marketing
C. research
D. public relations

Prompt:
Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?
A. distribution
B. mass marketing
C. research
D. public relations
Answer:

Answer: 2

Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?

Choices:
1. distribution
2. mass marketing
3. public relations
4. research

Prompt:
Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?
1. distribution
2. mass marketing
3. public relations
4. research
Answer:

Answer: 3

Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?

Choices:
M. distribution
V. mass marketing
W. public relations
N. research

Prompt:
Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?
M. distribution
V. mass marketing
W. public relations
N. research
Answer:

Answer: 3

Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?

Choices:
M. distribution
V. mass marketing
W. research
N. public relations

Prompt:
Question: Scientists working for a company are testing a new medicine that they think will help heal damaged tissue. In which part of the company are the scientists working?
M. distribution
V. mass marketing
W. research
N. public relations
Answer:

Answer: 2


Question: Most of Earth's surface is covered by

Choices:
A. sand
B. trees
C. water
D. mountains

Prompt:
Question: Most of Earth's surface is covered by
A. sand
B. trees
C. water
D. mountains
Answer:

Answer: 2

Question: Most of Earth's surface is covered by

Choices:
A. mountains
B. sand
C. trees
D. water

Prompt:
Question: Most of Earth's surface is covered by
A. mountains
B. sand
C. trees
D. water
Answer:

Answer: 3

Question: Most of Earth's surface is covered by

Choices:
1. sand
2. trees
3. water
4. mountains

Prompt:
Question: Most of Earth's surface is covered by
1. sand
2. trees
3. water
4. mountains
Answer:

Answer: 2

Question: Most of Earth's surface is covered by

Choices:
M. sand
J. trees
P. water
R. mountains

Prompt:
Question: Most of Earth's surface is covered by
M. sand
J. trees
P. water
R. mountains
Answer:

Answer: 2

Question: Most of Earth's surface is covered by

Choices:
M. mountains
J. sand
P. trees
R. water

Prompt:
Question: Most of Earth's surface is covered by
M. mountains
J. sand
P. trees
R. water
Answer:

Answer: 3