Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?

Choices:
A. wind and oil
B. wind and sunlight
C. natural gas and oil
D. natural gas and coal

Prompt:
Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?
A. wind and oil
B. wind and sunlight
C. natural gas and oil
D. natural gas and coal
Answer:

Answer: 1

Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?

Choices:
A. wind and oil
B. natural gas and coal
C. natural gas and oil
D. wind and sunlight

Prompt:
Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?
A. wind and oil
B. natural gas and coal
C. natural gas and oil
D. wind and sunlight
Answer:

Answer: 3

Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?

Choices:
1. wind and oil
2. wind and sunlight
3. natural gas and oil
4. natural gas and coal

Prompt:
Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?
1. wind and oil
2. wind and sunlight
3. natural gas and oil
4. natural gas and coal
Answer:

Answer: 1

Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?

Choices:
T. wind and oil
V. wind and sunlight
O. natural gas and oil
Y. natural gas and coal

Prompt:
Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?
T. wind and oil
V. wind and sunlight
O. natural gas and oil
Y. natural gas and coal
Answer:

Answer: 1

Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?

Choices:
T. wind and oil
V. natural gas and coal
O. natural gas and oil
Y. wind and sunlight

Prompt:
Question: Electricity to play your radio can be made using renewable or nonrenewable resources. Which of the following resources are renewable?
T. wind and oil
V. natural gas and coal
O. natural gas and oil
Y. wind and sunlight
Answer:

Answer: 3


Question: The action of turning off the water while brushing teeth is an example of

Choices:
A. recycling.
B. adaptation.
C. conservation.
D. resourcefulness.

Prompt:
Question: The action of turning off the water while brushing teeth is an example of
A. recycling.
B. adaptation.
C. conservation.
D. resourcefulness.
Answer:

Answer: 2

Question: The action of turning off the water while brushing teeth is an example of

Choices:
A. recycling.
B. conservation.
C. resourcefulness.
D. adaptation.

Prompt:
Question: The action of turning off the water while brushing teeth is an example of
A. recycling.
B. conservation.
C. resourcefulness.
D. adaptation.
Answer:

Answer: 1

Question: The action of turning off the water while brushing teeth is an example of

Choices:
1. recycling.
2. adaptation.
3. conservation.
4. resourcefulness.

Prompt:
Question: The action of turning off the water while brushing teeth is an example of
1. recycling.
2. adaptation.
3. conservation.
4. resourcefulness.
Answer:

Answer: 2

Question: The action of turning off the water while brushing teeth is an example of

Choices:
L. recycling.
T. adaptation.
J. conservation.
Z. resourcefulness.

Prompt:
Question: The action of turning off the water while brushing teeth is an example of
L. recycling.
T. adaptation.
J. conservation.
Z. resourcefulness.
Answer:

Answer: 2

Question: The action of turning off the water while brushing teeth is an example of

Choices:
L. recycling.
T. conservation.
J. resourcefulness.
Z. adaptation.

Prompt:
Question: The action of turning off the water while brushing teeth is an example of
L. recycling.
T. conservation.
J. resourcefulness.
Z. adaptation.
Answer:

Answer: 1


Question: Which objects are the most useful for collecting data on the speed of a toy car?

Choices:
A. microscope, computer, ruler
B. thermometer, calculator, magnet
C. stopwatch, calculator, meter stick
D. camera, digital recorder, safety goggles

Prompt:
Question: Which objects are the most useful for collecting data on the speed of a toy car?
A. microscope, computer, ruler
B. thermometer, calculator, magnet
C. stopwatch, calculator, meter stick
D. camera, digital recorder, safety goggles
Answer:

Answer: 2

Question: Which objects are the most useful for collecting data on the speed of a toy car?

Choices:
A. stopwatch, calculator, meter stick
B. thermometer, calculator, magnet
C. camera, digital recorder, safety goggles
D. microscope, computer, ruler

Prompt:
Question: Which objects are the most useful for collecting data on the speed of a toy car?
A. stopwatch, calculator, meter stick
B. thermometer, calculator, magnet
C. camera, digital recorder, safety goggles
D. microscope, computer, ruler
Answer:

Question: Which objects are the most useful for collecting data on the speed of a toy car?

Choices:
1. microscope, computer, ruler
2. thermometer, calculator, magnet
3. stopwatch, calculator, meter stick
4. camera, digital recorder, safety goggles

Prompt:
Question: Which objects are the most useful for collecting data on the speed of a toy car?
1. microscope, computer, ruler
2. thermometer, calculator, magnet
3. stopwatch, calculator, meter stick
4. camera, digital recorder, safety goggles
Answer:

Answer: 2

Question: Which objects are the most useful for collecting data on the speed of a toy car?

Choices:
D. microscope, computer, ruler
P. thermometer, calculator, magnet
Y. stopwatch, calculator, meter stick
O. camera, digital recorder, safety goggles

Prompt:
Question: Which objects are the most useful for collecting data on the speed of a toy car?
D. microscope, computer, ruler
P. thermometer, calculator, magnet
Y. stopwatch, calculator, meter stick
O. camera, digital recorder, safety goggles
Answer:

Answer: 2

Question: Which objects are the most useful for collecting data on the speed of a toy car?

Choices:
D. stopwatch, calculator, meter stick
P. thermometer, calculator, magnet
Y. camera, digital recorder, safety goggles
O. microscope, computer, ruler

Prompt:
Question: Which objects are the most useful for collecting data on the speed of a toy car?
D. stopwatch, calculator, meter stick
P. thermometer, calculator, magnet
Y. camera, digital recorder, safety goggles
O. microscope, computer, ruler
Answer:


Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be

Choices:
A. beneficial, only
B. harmful, only
C. beneficial or harmful

Prompt:
Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be
A. beneficial, only
B. harmful, only
C. beneficial or harmful
Answer:

Answer: 2

Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be

Choices:
A. beneficial or harmful
B. harmful, only
C. beneficial, only

Prompt:
Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be
A. beneficial or harmful
B. harmful, only
C. beneficial, only
Answer:

Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be

Choices:
1. beneficial, only
2. harmful, only
3. beneficial or harmful

Prompt:
Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be
1. beneficial, only
2. harmful, only
3. beneficial or harmful
Answer:

Answer: 2

Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be

Choices:
Z. beneficial, only
W. harmful, only
N. beneficial or harmful

Prompt:
Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be
Z. beneficial, only
W. harmful, only
N. beneficial or harmful
Answer:

Answer: 2

Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be

Choices:
Z. beneficial or harmful
W. harmful, only
N. beneficial, only

Prompt:
Question: Some microorganisms cause human disease. Other microorganisms are used in making cheese, yogurt, and bread. Based on this information, the relationship between humans and microorganisms can be
Z. beneficial or harmful
W. harmful, only
N. beneficial, only
Answer:


Question: Which of these objects is visible because it reflects light toward the eye?

Choices:
A. burning candle
B. flashlight bulb
C. glowing campfire log
D. shiny metallic balloon

Prompt:
Question: Which of these objects is visible because it reflects light toward the eye?
A. burning candle
B. flashlight bulb
C. glowing campfire log
D. shiny metallic balloon
Answer:

Answer: 3

Question: Which of these objects is visible because it reflects light toward the eye?

Choices:
A. glowing campfire log
B. shiny metallic balloon
C. burning candle
D. flashlight bulb

Prompt:
Question: Which of these objects is visible because it reflects light toward the eye?
A. glowing campfire log
B. shiny metallic balloon
C. burning candle
D. flashlight bulb
Answer:

Answer: 1

Question: Which of these objects is visible because it reflects light toward the eye?

Choices:
1. burning candle
2. flashlight bulb
3. glowing campfire log
4. shiny metallic balloon

Prompt:
Question: Which of these objects is visible because it reflects light toward the eye?
1. burning candle
2. flashlight bulb
3. glowing campfire log
4. shiny metallic balloon
Answer:

Answer: 3

Question: Which of these objects is visible because it reflects light toward the eye?

Choices:
H. burning candle
I. flashlight bulb
K. glowing campfire log
D. shiny metallic balloon

Prompt:
Question: Which of these objects is visible because it reflects light toward the eye?
H. burning candle
I. flashlight bulb
K. glowing campfire log
D. shiny metallic balloon
Answer:

Answer: 3

Question: Which of these objects is visible because it reflects light toward the eye?

Choices:
H. glowing campfire log
I. shiny metallic balloon
K. burning candle
D. flashlight bulb

Prompt:
Question: Which of these objects is visible because it reflects light toward the eye?
H. glowing campfire log
I. shiny metallic balloon
K. burning candle
D. flashlight bulb
Answer:

Answer: 1


Question: Which dog trait is a learned behavior?

Choices:
A. blinking its eyes
B. scratching an itch
C. panting to cool off
D. jumping to catch a ball

Prompt:
Question: Which dog trait is a learned behavior?
A. blinking its eyes
B. scratching an itch
C. panting to cool off
D. jumping to catch a ball
Answer:

Answer: 3

Question: Which dog trait is a learned behavior?

Choices:
A. jumping to catch a ball
B. blinking its eyes
C. scratching an itch
D. panting to cool off

Prompt:
Question: Which dog trait is a learned behavior?
A. jumping to catch a ball
B. blinking its eyes
C. scratching an itch
D. panting to cool off
Answer:

Question: Which dog trait is a learned behavior?

Choices:
1. blinking its eyes
2. scratching an itch
3. panting to cool off
4. jumping to catch a ball

Prompt:
Question: Which dog trait is a learned behavior?
1. blinking its eyes
2. scratching an itch
3. panting to cool off
4. jumping to catch a ball
Answer:

Answer: 3

Question: Which dog trait is a learned behavior?

Choices:
W. blinking its eyes
S. scratching an itch
A. panting to cool off
K. jumping to catch a ball

Prompt:
Question: Which dog trait is a learned behavior?
W. blinking its eyes
S. scratching an itch
A. panting to cool off
K. jumping to catch a ball
Answer:

Answer: 3

Question: Which dog trait is a learned behavior?

Choices:
W. jumping to catch a ball
S. blinking its eyes
A. scratching an itch
K. panting to cool off

Prompt:
Question: Which dog trait is a learned behavior?
W. jumping to catch a ball
S. blinking its eyes
A. scratching an itch
K. panting to cool off
Answer:


Question: When an atom has a neutral charge, which particles within the atom have equal numbers?

Choices:
A. electrons and neutrons
B. protons and electrons
C. neutrons and protons
D. ions and neutrons

Prompt:
Question: When an atom has a neutral charge, which particles within the atom have equal numbers?
A. electrons and neutrons
B. protons and electrons
C. neutrons and protons
D. ions and neutrons
Answer:

Answer: 1

Question: When an atom has a neutral charge, which particles within the atom have equal numbers?

Choices:
A. protons and electrons
B. ions and neutrons
C. neutrons and protons
D. electrons and neutrons

Prompt:
Question: When an atom has a neutral charge, which particles within the atom have equal numbers?
A. protons and electrons
B. ions and neutrons
C. neutrons and protons
D. electrons and neutrons
Answer:

Question: When an atom has a neutral charge, which particles within the atom have equal numbers?

Choices:
1. electrons and neutrons
2. protons and electrons
3. neutrons and protons
4. ions and neutrons

Prompt:
Question: When an atom has a neutral charge, which particles within the atom have equal numbers?
1. electrons and neutrons
2. protons and electrons
3. neutrons and protons
4. ions and neutrons
Answer:

Answer: 1

Question: When an atom has a neutral charge, which particles within the atom have equal numbers?

Choices:
V. electrons and neutrons
S. protons and electrons
O. neutrons and protons
A. ions and neutrons

Prompt:
Question: When an atom has a neutral charge, which particles within the atom have equal numbers?
V. electrons and neutrons
S. protons and electrons
O. neutrons and protons
A. ions and neutrons
Answer:

Answer: 1

Question: When an atom has a neutral charge, which particles within the atom have equal numbers?

Choices:
V. protons and electrons
S. ions and neutrons
O. neutrons and protons
A. electrons and neutrons

Prompt:
Question: When an atom has a neutral charge, which particles within the atom have equal numbers?
V. protons and electrons
S. ions and neutrons
O. neutrons and protons
A. electrons and neutrons
Answer:


Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?

Choices:
A. Stronger than the whole bag
B. Thicker than the whole bag
C. Smaller than the whole bag
D. Darker than the whole bag

Prompt:
Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?
A. Stronger than the whole bag
B. Thicker than the whole bag
C. Smaller than the whole bag
D. Darker than the whole bag
Answer:

Answer: 2

Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?

Choices:
A. Thicker than the whole bag
B. Stronger than the whole bag
C. Darker than the whole bag
D. Smaller than the whole bag

Prompt:
Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?
A. Thicker than the whole bag
B. Stronger than the whole bag
C. Darker than the whole bag
D. Smaller than the whole bag
Answer:

Answer: 3

Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?

Choices:
1. Stronger than the whole bag
2. Thicker than the whole bag
3. Smaller than the whole bag
4. Darker than the whole bag

Prompt:
Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?
1. Stronger than the whole bag
2. Thicker than the whole bag
3. Smaller than the whole bag
4. Darker than the whole bag
Answer:

Answer: 2

Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?

Choices:
M. Stronger than the whole bag
P. Thicker than the whole bag
D. Smaller than the whole bag
V. Darker than the whole bag

Prompt:
Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?
M. Stronger than the whole bag
P. Thicker than the whole bag
D. Smaller than the whole bag
V. Darker than the whole bag
Answer:

Answer: 2

Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?

Choices:
M. Thicker than the whole bag
P. Stronger than the whole bag
D. Darker than the whole bag
V. Smaller than the whole bag

Prompt:
Question: A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?
M. Thicker than the whole bag
P. Stronger than the whole bag
D. Darker than the whole bag
V. Smaller than the whole bag
Answer:

Answer: 3


Question: A lizard most likely would be protected from its enemies if it has which characteristic?

Choices:
A. claws to catch prey
B. a long tail to climb trees
C. eyes that can see far distances
D. skin color that matches its habitat

Prompt:
Question: A lizard most likely would be protected from its enemies if it has which characteristic?
A. claws to catch prey
B. a long tail to climb trees
C. eyes that can see far distances
D. skin color that matches its habitat
Answer:

Answer: 3

Question: A lizard most likely would be protected from its enemies if it has which characteristic?

Choices:
A. skin color that matches its habitat
B. a long tail to climb trees
C. claws to catch prey
D. eyes that can see far distances

Prompt:
Question: A lizard most likely would be protected from its enemies if it has which characteristic?
A. skin color that matches its habitat
B. a long tail to climb trees
C. claws to catch prey
D. eyes that can see far distances
Answer:

Question: A lizard most likely would be protected from its enemies if it has which characteristic?

Choices:
1. claws to catch prey
2. a long tail to climb trees
3. eyes that can see far distances
4. skin color that matches its habitat

Prompt:
Question: A lizard most likely would be protected from its enemies if it has which characteristic?
1. claws to catch prey
2. a long tail to climb trees
3. eyes that can see far distances
4. skin color that matches its habitat
Answer:

Answer: 3

Question: A lizard most likely would be protected from its enemies if it has which characteristic?

Choices:
T. claws to catch prey
W. a long tail to climb trees
E. eyes that can see far distances
Y. skin color that matches its habitat

Prompt:
Question: A lizard most likely would be protected from its enemies if it has which characteristic?
T. claws to catch prey
W. a long tail to climb trees
E. eyes that can see far distances
Y. skin color that matches its habitat
Answer:

Answer: 3

Question: A lizard most likely would be protected from its enemies if it has which characteristic?

Choices:
T. skin color that matches its habitat
W. a long tail to climb trees
E. claws to catch prey
Y. eyes that can see far distances

Prompt:
Question: A lizard most likely would be protected from its enemies if it has which characteristic?
T. skin color that matches its habitat
W. a long tail to climb trees
E. claws to catch prey
Y. eyes that can see far distances
Answer:


Question: Copper is used in house wiring because it is

Choices:
A. magnetic.
B. an insulator.
C. an electrical conductor.
D. hard to bend into new shapes.

Prompt:
Question: Copper is used in house wiring because it is
A. magnetic.
B. an insulator.
C. an electrical conductor.
D. hard to bend into new shapes.
Answer:

Answer: 2

Question: Copper is used in house wiring because it is

Choices:
A. an electrical conductor.
B. magnetic.
C. an insulator.
D. hard to bend into new shapes.

Prompt:
Question: Copper is used in house wiring because it is
A. an electrical conductor.
B. magnetic.
C. an insulator.
D. hard to bend into new shapes.
Answer:

Question: Copper is used in house wiring because it is

Choices:
1. magnetic.
2. an insulator.
3. an electrical conductor.
4. hard to bend into new shapes.

Prompt:
Question: Copper is used in house wiring because it is
1. magnetic.
2. an insulator.
3. an electrical conductor.
4. hard to bend into new shapes.
Answer:

Answer: 2

Question: Copper is used in house wiring because it is

Choices:
J. magnetic.
S. an insulator.
O. an electrical conductor.
E. hard to bend into new shapes.

Prompt:
Question: Copper is used in house wiring because it is
J. magnetic.
S. an insulator.
O. an electrical conductor.
E. hard to bend into new shapes.
Answer:

Answer: 2

Question: Copper is used in house wiring because it is

Choices:
J. an electrical conductor.
S. magnetic.
O. an insulator.
E. hard to bend into new shapes.

Prompt:
Question: Copper is used in house wiring because it is
J. an electrical conductor.
S. magnetic.
O. an insulator.
E. hard to bend into new shapes.
Answer:


Question: Which process causes light to bend and form a rainbow?

Choices:
A. frequency
B. resonance
C. refraction
D. reflection

Prompt:
Question: Which process causes light to bend and form a rainbow?
A. frequency
B. resonance
C. refraction
D. reflection
Answer:

Answer: 2

Question: Which process causes light to bend and form a rainbow?

Choices:
A. resonance
B. refraction
C. reflection
D. frequency

Prompt:
Question: Which process causes light to bend and form a rainbow?
A. resonance
B. refraction
C. reflection
D. frequency
Answer:

Answer: 1

Question: Which process causes light to bend and form a rainbow?

Choices:
1. frequency
2. resonance
3. refraction
4. reflection

Prompt:
Question: Which process causes light to bend and form a rainbow?
1. frequency
2. resonance
3. refraction
4. reflection
Answer:

Answer: 2

Question: Which process causes light to bend and form a rainbow?

Choices:
V. frequency
U. resonance
N. refraction
L. reflection

Prompt:
Question: Which process causes light to bend and form a rainbow?
V. frequency
U. resonance
N. refraction
L. reflection
Answer:

Answer: 2

Question: Which process causes light to bend and form a rainbow?

Choices:
V. resonance
U. refraction
N. reflection
L. frequency

Prompt:
Question: Which process causes light to bend and form a rainbow?
V. resonance
U. refraction
N. reflection
L. frequency
Answer:

Answer: 1


Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?

Choices:
A. an atom
B. a compound
C. an electron
D. a mixture

Prompt:
Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?
A. an atom
B. a compound
C. an electron
D. a mixture
Answer:

Answer: 1

Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?

Choices:
A. an atom
B. an electron
C. a mixture
D. a compound

Prompt:
Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?
A. an atom
B. an electron
C. a mixture
D. a compound
Answer:

Answer: 3

Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?

Choices:
1. an atom
2. a compound
3. an electron
4. a mixture

Prompt:
Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?
1. an atom
2. a compound
3. an electron
4. a mixture
Answer:

Answer: 1

Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?

Choices:
L. an atom
A. a compound
C. an electron
X. a mixture

Prompt:
Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?
L. an atom
A. a compound
C. an electron
X. a mixture
Answer:

Answer: 1

Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?

Choices:
L. an atom
A. an electron
C. a mixture
X. a compound

Prompt:
Question: Sugar is composed of carbon, hydrogen, and oxygen. Sugar is an example of which of the following?
L. an atom
A. an electron
C. a mixture
X. a compound
Answer:

Answer: 3


Question: The tendency of a stationary object to resist being put into motion is known as

Choices:
A. acceleration.
B. inertia.
C. weight.
D. velocity.

Prompt:
Question: The tendency of a stationary object to resist being put into motion is known as
A. acceleration.
B. inertia.
C. weight.
D. velocity.
Answer:

Answer: 1

Question: The tendency of a stationary object to resist being put into motion is known as

Choices:
A. acceleration.
B. velocity.
C. weight.
D. inertia.

Prompt:
Question: The tendency of a stationary object to resist being put into motion is known as
A. acceleration.
B. velocity.
C. weight.
D. inertia.
Answer:

Answer: 3

Question: The tendency of a stationary object to resist being put into motion is known as

Choices:
1. acceleration.
2. inertia.
3. weight.
4. velocity.

Prompt:
Question: The tendency of a stationary object to resist being put into motion is known as
1. acceleration.
2. inertia.
3. weight.
4. velocity.
Answer:

Answer: 1

Question: The tendency of a stationary object to resist being put into motion is known as

Choices:
E. acceleration.
H. inertia.
R. weight.
N. velocity.

Prompt:
Question: The tendency of a stationary object to resist being put into motion is known as
E. acceleration.
H. inertia.
R. weight.
N. velocity.
Answer:

Answer: 1

Question: The tendency of a stationary object to resist being put into motion is known as

Choices:
E. acceleration.
H. velocity.
R. weight.
N. inertia.

Prompt:
Question: The tendency of a stationary object to resist being put into motion is known as
E. acceleration.
H. velocity.
R. weight.
N. inertia.
Answer:

Answer: 3


Question: One way that students can help conserve natural resources at school is by

Choices:
A. recycling aluminum cans.
B. emptying waste baskets.
C. wearing warmer clothes.
D. eating all of their lunch.

Prompt:
Question: One way that students can help conserve natural resources at school is by
A. recycling aluminum cans.
B. emptying waste baskets.
C. wearing warmer clothes.
D. eating all of their lunch.
Answer:

Question: One way that students can help conserve natural resources at school is by

Choices:
A. eating all of their lunch.
B. recycling aluminum cans.
C. emptying waste baskets.
D. wearing warmer clothes.

Prompt:
Question: One way that students can help conserve natural resources at school is by
A. eating all of their lunch.
B. recycling aluminum cans.
C. emptying waste baskets.
D. wearing warmer clothes.
Answer:

Answer: 1

Question: One way that students can help conserve natural resources at school is by

Choices:
1. recycling aluminum cans.
2. emptying waste baskets.
3. wearing warmer clothes.
4. eating all of their lunch.

Prompt:
Question: One way that students can help conserve natural resources at school is by
1. recycling aluminum cans.
2. emptying waste baskets.
3. wearing warmer clothes.
4. eating all of their lunch.
Answer:

Question: One way that students can help conserve natural resources at school is by

Choices:
Q. recycling aluminum cans.
N. emptying waste baskets.
K. wearing warmer clothes.
O. eating all of their lunch.

Prompt:
Question: One way that students can help conserve natural resources at school is by
Q. recycling aluminum cans.
N. emptying waste baskets.
K. wearing warmer clothes.
O. eating all of their lunch.
Answer:

Question: One way that students can help conserve natural resources at school is by

Choices:
Q. eating all of their lunch.
N. recycling aluminum cans.
K. emptying waste baskets.
O. wearing warmer clothes.

Prompt:
Question: One way that students can help conserve natural resources at school is by
Q. eating all of their lunch.
N. recycling aluminum cans.
K. emptying waste baskets.
O. wearing warmer clothes.
Answer:

Answer: 1


Question: The Grand Canyon is an example of

Choices:
A. erosion.
B. deposition.
C. an earthquake.
D. volcanic activity.

Prompt:
Question: The Grand Canyon is an example of
A. erosion.
B. deposition.
C. an earthquake.
D. volcanic activity.
Answer:

Question: The Grand Canyon is an example of

Choices:
A. deposition.
B. an earthquake.
C. erosion.
D. volcanic activity.

Prompt:
Question: The Grand Canyon is an example of
A. deposition.
B. an earthquake.
C. erosion.
D. volcanic activity.
Answer:

Answer: 2

Question: The Grand Canyon is an example of

Choices:
1. erosion.
2. deposition.
3. an earthquake.
4. volcanic activity.

Prompt:
Question: The Grand Canyon is an example of
1. erosion.
2. deposition.
3. an earthquake.
4. volcanic activity.
Answer:

Question: The Grand Canyon is an example of

Choices:
D. erosion.
B. deposition.
Y. an earthquake.
H. volcanic activity.

Prompt:
Question: The Grand Canyon is an example of
D. erosion.
B. deposition.
Y. an earthquake.
H. volcanic activity.
Answer:

Question: The Grand Canyon is an example of

Choices:
D. deposition.
B. an earthquake.
Y. erosion.
H. volcanic activity.

Prompt:
Question: The Grand Canyon is an example of
D. deposition.
B. an earthquake.
Y. erosion.
H. volcanic activity.
Answer:

Answer: 2


Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?

Choices:
A. lakes
B. oceans
C. rivers
D. glaciers

Prompt:
Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?
A. lakes
B. oceans
C. rivers
D. glaciers
Answer:

Answer: 1

Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?

Choices:
A. rivers
B. glaciers
C. oceans
D. lakes

Prompt:
Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?
A. rivers
B. glaciers
C. oceans
D. lakes
Answer:

Answer: 2

Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?

Choices:
1. lakes
2. oceans
3. rivers
4. glaciers

Prompt:
Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?
1. lakes
2. oceans
3. rivers
4. glaciers
Answer:

Answer: 1

Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?

Choices:
O. lakes
G. oceans
F. rivers
P. glaciers

Prompt:
Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?
O. lakes
G. oceans
F. rivers
P. glaciers
Answer:

Answer: 1

Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?

Choices:
O. rivers
G. glaciers
F. oceans
P. lakes

Prompt:
Question: Humans cannot survive without clean, fresh water. Reservoirs of liquid water vary, but all water spends time as a gas in the atmosphere. What is the source of most of the water in the atmosphere?
O. rivers
G. glaciers
F. oceans
P. lakes
Answer:

Answer: 2


Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by

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

Prompt:
Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by
A. convection.
B. radiation.
C. conduction.
D. insulation.
Answer:

Answer: 2

Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by

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

Prompt:
Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by
A. convection.
B. radiation.
C. insulation.
D. conduction.
Answer:

Answer: 3

Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by

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

Prompt:
Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by
1. convection.
2. radiation.
3. conduction.
4. insulation.
Answer:

Answer: 2

Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by

Choices:
Z. convection.
A. radiation.
O. conduction.
L. insulation.

Prompt:
Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by
Z. convection.
A. radiation.
O. conduction.
L. insulation.
Answer:

Answer: 2

Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by

Choices:
Z. convection.
A. radiation.
O. insulation.
L. conduction.

Prompt:
Question: When a frying pan is placed on an electric stove top, heat energy is transferred from the burner to the pan by
Z. convection.
A. radiation.
O. insulation.
L. conduction.
Answer:

Answer: 3


Question: What happens when water flows over a rock for a long period of time?

Choices:
A. erosion
B. flooding
C. breakage
D. evaporation

Prompt:
Question: What happens when water flows over a rock for a long period of time?
A. erosion
B. flooding
C. breakage
D. evaporation
Answer:

Question: What happens when water flows over a rock for a long period of time?

Choices:
A. flooding
B. evaporation
C. erosion
D. breakage

Prompt:
Question: What happens when water flows over a rock for a long period of time?
A. flooding
B. evaporation
C. erosion
D. breakage
Answer:

Answer: 2

Question: What happens when water flows over a rock for a long period of time?

Choices:
1. erosion
2. flooding
3. breakage
4. evaporation

Prompt:
Question: What happens when water flows over a rock for a long period of time?
1. erosion
2. flooding
3. breakage
4. evaporation
Answer:

Question: What happens when water flows over a rock for a long period of time?

Choices:
Q. erosion
A. flooding
L. breakage
G. evaporation

Prompt:
Question: What happens when water flows over a rock for a long period of time?
Q. erosion
A. flooding
L. breakage
G. evaporation
Answer:

Question: What happens when water flows over a rock for a long period of time?

Choices:
Q. flooding
A. evaporation
L. erosion
G. breakage

Prompt:
Question: What happens when water flows over a rock for a long period of time?
Q. flooding
A. evaporation
L. erosion
G. breakage
Answer:

Answer: 2


Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called

Choices:
A. hibernation
B. migration
C. camouflage
D. movement

Prompt:
Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called
A. hibernation
B. migration
C. camouflage
D. movement
Answer:

Answer: 2

Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called

Choices:
A. movement
B. camouflage
C. migration
D. hibernation

Prompt:
Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called
A. movement
B. camouflage
C. migration
D. hibernation
Answer:

Answer: 1

Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called

Choices:
1. hibernation
2. migration
3. camouflage
4. movement

Prompt:
Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called
1. hibernation
2. migration
3. camouflage
4. movement
Answer:

Answer: 2

Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called

Choices:
E. hibernation
H. migration
V. camouflage
B. movement

Prompt:
Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called
E. hibernation
H. migration
V. camouflage
B. movement
Answer:

Answer: 2

Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called

Choices:
E. movement
H. camouflage
V. migration
B. hibernation

Prompt:
Question: During winter, the white fur of an arctic fox blends in with the snow. This adaptation is called
E. movement
H. camouflage
V. migration
B. hibernation
Answer:

Answer: 1


Question: How has the invention of the personal computer helped people the most?

Choices:
A. by replacing paper
B. by reducing pollution
C. by improving transportation
D. by increasing communication

Prompt:
Question: How has the invention of the personal computer helped people the most?
A. by replacing paper
B. by reducing pollution
C. by improving transportation
D. by increasing communication
Answer:

Answer: 3

Question: How has the invention of the personal computer helped people the most?

Choices:
A. by increasing communication
B. by reducing pollution
C. by replacing paper
D. by improving transportation

Prompt:
Question: How has the invention of the personal computer helped people the most?
A. by increasing communication
B. by reducing pollution
C. by replacing paper
D. by improving transportation
Answer:

Question: How has the invention of the personal computer helped people the most?

Choices:
1. by replacing paper
2. by reducing pollution
3. by improving transportation
4. by increasing communication

Prompt:
Question: How has the invention of the personal computer helped people the most?
1. by replacing paper
2. by reducing pollution
3. by improving transportation
4. by increasing communication
Answer:

Answer: 3

Question: How has the invention of the personal computer helped people the most?

Choices:
E. by replacing paper
O. by reducing pollution
L. by improving transportation
D. by increasing communication

Prompt:
Question: How has the invention of the personal computer helped people the most?
E. by replacing paper
O. by reducing pollution
L. by improving transportation
D. by increasing communication
Answer:

Answer: 3

Question: How has the invention of the personal computer helped people the most?

Choices:
E. by increasing communication
O. by reducing pollution
L. by replacing paper
D. by improving transportation

Prompt:
Question: How has the invention of the personal computer helped people the most?
E. by increasing communication
O. by reducing pollution
L. by replacing paper
D. by improving transportation
Answer:


Question: Humans depend on which natural resource from the environment?

Choices:
A. water
B. houses
C. electricity
D. roads

Prompt:
Question: Humans depend on which natural resource from the environment?
A. water
B. houses
C. electricity
D. roads
Answer:

Question: Humans depend on which natural resource from the environment?

Choices:
A. houses
B. electricity
C. roads
D. water

Prompt:
Question: Humans depend on which natural resource from the environment?
A. houses
B. electricity
C. roads
D. water
Answer:

Answer: 3

Question: Humans depend on which natural resource from the environment?

Choices:
1. water
2. houses
3. electricity
4. roads

Prompt:
Question: Humans depend on which natural resource from the environment?
1. water
2. houses
3. electricity
4. roads
Answer:

Question: Humans depend on which natural resource from the environment?

Choices:
J. water
D. houses
T. electricity
U. roads

Prompt:
Question: Humans depend on which natural resource from the environment?
J. water
D. houses
T. electricity
U. roads
Answer:

Question: Humans depend on which natural resource from the environment?

Choices:
J. houses
D. electricity
T. roads
U. water

Prompt:
Question: Humans depend on which natural resource from the environment?
J. houses
D. electricity
T. roads
U. water
Answer:

Answer: 3


Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a

Choices:
A. decrease in water temperature.
B. reduction in oxygen levels.
C. decrease in food supply.
D. removal of minerals.

Prompt:
Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a
A. decrease in water temperature.
B. reduction in oxygen levels.
C. decrease in food supply.
D. removal of minerals.
Answer:

Answer: 1

Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a

Choices:
A. decrease in food supply.
B. removal of minerals.
C. decrease in water temperature.
D. reduction in oxygen levels.

Prompt:
Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a
A. decrease in food supply.
B. removal of minerals.
C. decrease in water temperature.
D. reduction in oxygen levels.
Answer:

Answer: 3

Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a

Choices:
1. decrease in water temperature.
2. reduction in oxygen levels.
3. decrease in food supply.
4. removal of minerals.

Prompt:
Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a
1. decrease in water temperature.
2. reduction in oxygen levels.
3. decrease in food supply.
4. removal of minerals.
Answer:

Answer: 1

Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a

Choices:
F. decrease in water temperature.
I. reduction in oxygen levels.
K. decrease in food supply.
H. removal of minerals.

Prompt:
Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a
F. decrease in water temperature.
I. reduction in oxygen levels.
K. decrease in food supply.
H. removal of minerals.
Answer:

Answer: 1

Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a

Choices:
F. decrease in food supply.
I. removal of minerals.
K. decrease in water temperature.
H. reduction in oxygen levels.

Prompt:
Question: The danger posed to fish in an aquarium by an overpopulation of bacteria caused by an algal bloom is most likely a
F. decrease in food supply.
I. removal of minerals.
K. decrease in water temperature.
H. reduction in oxygen levels.
Answer:

Answer: 3


Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.

Choices:
A. ice
B. plants
C. steady winds
D. moving water

Prompt:
Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.
A. ice
B. plants
C. steady winds
D. moving water
Answer:

Answer: 3

Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.

Choices:
A. moving water
B. ice
C. plants
D. steady winds

Prompt:
Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.
A. moving water
B. ice
C. plants
D. steady winds
Answer:

Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.

Choices:
1. ice
2. plants
3. steady winds
4. moving water

Prompt:
Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.
1. ice
2. plants
3. steady winds
4. moving water
Answer:

Answer: 3

Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.

Choices:
J. ice
R. plants
G. steady winds
F. moving water

Prompt:
Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.
J. ice
R. plants
G. steady winds
F. moving water
Answer:

Answer: 3

Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.

Choices:
J. moving water
R. ice
G. plants
F. steady winds

Prompt:
Question: Natural processes shape the surface of Earth. Most canyons are formed by ___.
J. moving water
R. ice
G. plants
F. steady winds
Answer:


Question: What is the best way for a student to describe the results of an experiment?

Choices:
A. in a diagram
B. in an oral report
C. in a written report
D. in a photo essay

Prompt:
Question: What is the best way for a student to describe the results of an experiment?
A. in a diagram
B. in an oral report
C. in a written report
D. in a photo essay
Answer:

Answer: 2

Question: What is the best way for a student to describe the results of an experiment?

Choices:
A. in an oral report
B. in a diagram
C. in a photo essay
D. in a written report

Prompt:
Question: What is the best way for a student to describe the results of an experiment?
A. in an oral report
B. in a diagram
C. in a photo essay
D. in a written report
Answer:

Answer: 3

Question: What is the best way for a student to describe the results of an experiment?

Choices:
1. in a diagram
2. in an oral report
3. in a written report
4. in a photo essay

Prompt:
Question: What is the best way for a student to describe the results of an experiment?
1. in a diagram
2. in an oral report
3. in a written report
4. in a photo essay
Answer:

Answer: 2

Question: What is the best way for a student to describe the results of an experiment?

Choices:
C. in a diagram
Z. in an oral report
V. in a written report
W. in a photo essay

Prompt:
Question: What is the best way for a student to describe the results of an experiment?
C. in a diagram
Z. in an oral report
V. in a written report
W. in a photo essay
Answer:

Answer: 2

Question: What is the best way for a student to describe the results of an experiment?

Choices:
C. in an oral report
Z. in a diagram
V. in a photo essay
W. in a written report

Prompt:
Question: What is the best way for a student to describe the results of an experiment?
C. in an oral report
Z. in a diagram
V. in a photo essay
W. in a written report
Answer:

Answer: 3


Question: Which of the following is a living component of a desert in California?

Choices:
A. low rainfall
B. hot temperature
C. polar bear
D. horned lizard

Prompt:
Question: Which of the following is a living component of a desert in California?
A. low rainfall
B. hot temperature
C. polar bear
D. horned lizard
Answer:

Answer: 3

Question: Which of the following is a living component of a desert in California?

Choices:
A. polar bear
B. horned lizard
C. low rainfall
D. hot temperature

Prompt:
Question: Which of the following is a living component of a desert in California?
A. polar bear
B. horned lizard
C. low rainfall
D. hot temperature
Answer:

Answer: 1

Question: Which of the following is a living component of a desert in California?

Choices:
1. low rainfall
2. hot temperature
3. polar bear
4. horned lizard

Prompt:
Question: Which of the following is a living component of a desert in California?
1. low rainfall
2. hot temperature
3. polar bear
4. horned lizard
Answer:

Answer: 3

Question: Which of the following is a living component of a desert in California?

Choices:
M. low rainfall
T. hot temperature
H. polar bear
R. horned lizard

Prompt:
Question: Which of the following is a living component of a desert in California?
M. low rainfall
T. hot temperature
H. polar bear
R. horned lizard
Answer:

Answer: 3

Question: Which of the following is a living component of a desert in California?

Choices:
M. polar bear
T. horned lizard
H. low rainfall
R. hot temperature

Prompt:
Question: Which of the following is a living component of a desert in California?
M. polar bear
T. horned lizard
H. low rainfall
R. hot temperature
Answer:

Answer: 1


Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?

Choices:
A. lever
B. pulley
C. inclined plane
D. wheel and axle

Prompt:
Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?
A. lever
B. pulley
C. inclined plane
D. wheel and axle
Answer:

Answer: 2

Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?

Choices:
A. inclined plane
B. lever
C. wheel and axle
D. pulley

Prompt:
Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?
A. inclined plane
B. lever
C. wheel and axle
D. pulley
Answer:

Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?

Choices:
1. lever
2. pulley
3. inclined plane
4. wheel and axle

Prompt:
Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?
1. lever
2. pulley
3. inclined plane
4. wheel and axle
Answer:

Answer: 2

Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?

Choices:
L. lever
X. pulley
Z. inclined plane
C. wheel and axle

Prompt:
Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?
L. lever
X. pulley
Z. inclined plane
C. wheel and axle
Answer:

Answer: 2

Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?

Choices:
L. inclined plane
X. lever
Z. wheel and axle
C. pulley

Prompt:
Question: Scientists wonder how the Egyptian pyramids were built. They think that the huge blocks of stone may have been put into place by pushing them up a sloping pathway. The pathway is which type of simple machine?
L. inclined plane
X. lever
Z. wheel and axle
C. pulley
Answer:


Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?

Choices:
A. putting them in the freezer
B. burning them with a candle
C. cutting them into small pieces
D. mixing them with pieces of copper

Prompt:
Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?
A. putting them in the freezer
B. burning them with a candle
C. cutting them into small pieces
D. mixing them with pieces of copper
Answer:

Answer: 1

Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?

Choices:
A. putting them in the freezer
B. cutting them into small pieces
C. mixing them with pieces of copper
D. burning them with a candle

Prompt:
Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?
A. putting them in the freezer
B. cutting them into small pieces
C. mixing them with pieces of copper
D. burning them with a candle
Answer:

Answer: 3

Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?

Choices:
1. putting them in the freezer
2. burning them with a candle
3. cutting them into small pieces
4. mixing them with pieces of copper

Prompt:
Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?
1. putting them in the freezer
2. burning them with a candle
3. cutting them into small pieces
4. mixing them with pieces of copper
Answer:

Answer: 1

Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?

Choices:
Y. putting them in the freezer
F. burning them with a candle
K. cutting them into small pieces
I. mixing them with pieces of copper

Prompt:
Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?
Y. putting them in the freezer
F. burning them with a candle
K. cutting them into small pieces
I. mixing them with pieces of copper
Answer:

Answer: 1

Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?

Choices:
Y. putting them in the freezer
F. cutting them into small pieces
K. mixing them with pieces of copper
I. burning them with a candle

Prompt:
Question: Magnesium strips are long, thin strips that are gray and shiny. Which action will lead to a chemical change of magnesium strips?
Y. putting them in the freezer
F. cutting them into small pieces
K. mixing them with pieces of copper
I. burning them with a candle
Answer:

Answer: 3


Question: Which involves the greatest variety of cell types?

Choices:
A. a tissue
B. an organ
C. an organ system
D. an organism

Prompt:
Question: Which involves the greatest variety of cell types?
A. a tissue
B. an organ
C. an organ system
D. an organism
Answer:

Answer: 3

Question: Which involves the greatest variety of cell types?

Choices:
A. an organ
B. an organ system
C. an organism
D. a tissue

Prompt:
Question: Which involves the greatest variety of cell types?
A. an organ
B. an organ system
C. an organism
D. a tissue
Answer:

Answer: 2

Question: Which involves the greatest variety of cell types?

Choices:
1. a tissue
2. an organ
3. an organ system
4. an organism

Prompt:
Question: Which involves the greatest variety of cell types?
1. a tissue
2. an organ
3. an organ system
4. an organism
Answer:

Answer: 3

Question: Which involves the greatest variety of cell types?

Choices:
N. a tissue
M. an organ
S. an organ system
D. an organism

Prompt:
Question: Which involves the greatest variety of cell types?
N. a tissue
M. an organ
S. an organ system
D. an organism
Answer:

Answer: 3

Question: Which involves the greatest variety of cell types?

Choices:
N. an organ
M. an organ system
S. an organism
D. a tissue

Prompt:
Question: Which involves the greatest variety of cell types?
N. an organ
M. an organ system
S. an organism
D. a tissue
Answer:

Answer: 2


Question: Snapping a rubber band most likely produces which type of energy?

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

Prompt:
Question: Snapping a rubber band most likely produces which type of energy?
A. heat
B. light
C. sound
D. electrical
Answer:

Answer: 2

Question: Snapping a rubber band most likely produces which type of energy?

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

Prompt:
Question: Snapping a rubber band most likely produces which type of energy?
A. light
B. heat
C. electrical
D. sound
Answer:

Answer: 3

Question: Snapping a rubber band most likely produces which type of energy?

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

Prompt:
Question: Snapping a rubber band most likely produces which type of energy?
1. heat
2. light
3. sound
4. electrical
Answer:

Answer: 2

Question: Snapping a rubber band most likely produces which type of energy?

Choices:
J. heat
O. light
Z. sound
H. electrical

Prompt:
Question: Snapping a rubber band most likely produces which type of energy?
J. heat
O. light
Z. sound
H. electrical
Answer:

Answer: 2

Question: Snapping a rubber band most likely produces which type of energy?

Choices:
J. light
O. heat
Z. electrical
H. sound

Prompt:
Question: Snapping a rubber band most likely produces which type of energy?
J. light
O. heat
Z. electrical
H. sound
Answer:

Answer: 3


Question: People can help keep a forest a good place for birds to live by

Choices:
A. dumping garbage in a small part of the forest
B. building a road through the middle of the forest
C. burning dead trees to make smoke in the air
D. preventing too many trees from being cut down

Prompt:
Question: People can help keep a forest a good place for birds to live by
A. dumping garbage in a small part of the forest
B. building a road through the middle of the forest
C. burning dead trees to make smoke in the air
D. preventing too many trees from being cut down
Answer:

Answer: 3

Question: People can help keep a forest a good place for birds to live by

Choices:
A. dumping garbage in a small part of the forest
B. preventing too many trees from being cut down
C. burning dead trees to make smoke in the air
D. building a road through the middle of the forest

Prompt:
Question: People can help keep a forest a good place for birds to live by
A. dumping garbage in a small part of the forest
B. preventing too many trees from being cut down
C. burning dead trees to make smoke in the air
D. building a road through the middle of the forest
Answer:

Answer: 1

Question: People can help keep a forest a good place for birds to live by

Choices:
1. dumping garbage in a small part of the forest
2. building a road through the middle of the forest
3. burning dead trees to make smoke in the air
4. preventing too many trees from being cut down

Prompt:
Question: People can help keep a forest a good place for birds to live by
1. dumping garbage in a small part of the forest
2. building a road through the middle of the forest
3. burning dead trees to make smoke in the air
4. preventing too many trees from being cut down
Answer:

Answer: 3

Question: People can help keep a forest a good place for birds to live by

Choices:
B. dumping garbage in a small part of the forest
D. building a road through the middle of the forest
E. burning dead trees to make smoke in the air
P. preventing too many trees from being cut down

Prompt:
Question: People can help keep a forest a good place for birds to live by
B. dumping garbage in a small part of the forest
D. building a road through the middle of the forest
E. burning dead trees to make smoke in the air
P. preventing too many trees from being cut down
Answer:

Answer: 3

Question: People can help keep a forest a good place for birds to live by

Choices:
B. dumping garbage in a small part of the forest
D. preventing too many trees from being cut down
E. burning dead trees to make smoke in the air
P. building a road through the middle of the forest

Prompt:
Question: People can help keep a forest a good place for birds to live by
B. dumping garbage in a small part of the forest
D. preventing too many trees from being cut down
E. burning dead trees to make smoke in the air
P. building a road through the middle of the forest
Answer:

Answer: 1


Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?

Choices:
A. Leaves help the plant make food.
B. Leaves help the plant absorb water.
C. Leaves help the plant stand upright.
D. Leaves help the plant make seeds.

Prompt:
Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?
A. Leaves help the plant make food.
B. Leaves help the plant absorb water.
C. Leaves help the plant stand upright.
D. Leaves help the plant make seeds.
Answer:

Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?

Choices:
A. Leaves help the plant make seeds.
B. Leaves help the plant make food.
C. Leaves help the plant absorb water.
D. Leaves help the plant stand upright.

Prompt:
Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?
A. Leaves help the plant make seeds.
B. Leaves help the plant make food.
C. Leaves help the plant absorb water.
D. Leaves help the plant stand upright.
Answer:

Answer: 1

Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?

Choices:
1. Leaves help the plant make food.
2. Leaves help the plant absorb water.
3. Leaves help the plant stand upright.
4. Leaves help the plant make seeds.

Prompt:
Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?
1. Leaves help the plant make food.
2. Leaves help the plant absorb water.
3. Leaves help the plant stand upright.
4. Leaves help the plant make seeds.
Answer:

Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?

Choices:
M. Leaves help the plant make food.
H. Leaves help the plant absorb water.
Z. Leaves help the plant stand upright.
P. Leaves help the plant make seeds.

Prompt:
Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?
M. Leaves help the plant make food.
H. Leaves help the plant absorb water.
Z. Leaves help the plant stand upright.
P. Leaves help the plant make seeds.
Answer:

Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?

Choices:
M. Leaves help the plant make seeds.
H. Leaves help the plant make food.
Z. Leaves help the plant absorb water.
P. Leaves help the plant stand upright.

Prompt:
Question: Randall is picking lettuce from his garden for dinner. His mother told him to leave some leaves on each plant. Why is it important to leave some leaves on the plant?
M. Leaves help the plant make seeds.
H. Leaves help the plant make food.
Z. Leaves help the plant absorb water.
P. Leaves help the plant stand upright.
Answer:

Answer: 1


Question: A negatively-charged ion has

Choices:
A. a heavier nucleus.
B. a greater atomic mass.
C. more electrons than protons.
D. more electrons than neutrons.

Prompt:
Question: A negatively-charged ion has
A. a heavier nucleus.
B. a greater atomic mass.
C. more electrons than protons.
D. more electrons than neutrons.
Answer:

Answer: 2

Question: A negatively-charged ion has

Choices:
A. more electrons than protons.
B. a heavier nucleus.
C. more electrons than neutrons.
D. a greater atomic mass.

Prompt:
Question: A negatively-charged ion has
A. more electrons than protons.
B. a heavier nucleus.
C. more electrons than neutrons.
D. a greater atomic mass.
Answer:

Question: A negatively-charged ion has

Choices:
1. a heavier nucleus.
2. a greater atomic mass.
3. more electrons than protons.
4. more electrons than neutrons.

Prompt:
Question: A negatively-charged ion has
1. a heavier nucleus.
2. a greater atomic mass.
3. more electrons than protons.
4. more electrons than neutrons.
Answer:

Answer: 2

Question: A negatively-charged ion has

Choices:
F. a heavier nucleus.
C. a greater atomic mass.
X. more electrons than protons.
O. more electrons than neutrons.

Prompt:
Question: A negatively-charged ion has
F. a heavier nucleus.
C. a greater atomic mass.
X. more electrons than protons.
O. more electrons than neutrons.
Answer:

Answer: 2

Question: A negatively-charged ion has

Choices:
F. more electrons than protons.
C. a heavier nucleus.
X. more electrons than neutrons.
O. a greater atomic mass.

Prompt:
Question: A negatively-charged ion has
F. more electrons than protons.
C. a heavier nucleus.
X. more electrons than neutrons.
O. a greater atomic mass.
Answer:


Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?

Choices:
A. Earthquake intensity will decrease.
B. Mountain formation will decrease.
C. Rock weathering will increase.
D. Evaporation will increase.

Prompt:
Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?
A. Earthquake intensity will decrease.
B. Mountain formation will decrease.
C. Rock weathering will increase.
D. Evaporation will increase.
Answer:

Answer: 3

Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?

Choices:
A. Mountain formation will decrease.
B. Earthquake intensity will decrease.
C. Evaporation will increase.
D. Rock weathering will increase.

Prompt:
Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?
A. Mountain formation will decrease.
B. Earthquake intensity will decrease.
C. Evaporation will increase.
D. Rock weathering will increase.
Answer:

Answer: 2

Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?

Choices:
1. Earthquake intensity will decrease.
2. Mountain formation will decrease.
3. Rock weathering will increase.
4. Evaporation will increase.

Prompt:
Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?
1. Earthquake intensity will decrease.
2. Mountain formation will decrease.
3. Rock weathering will increase.
4. Evaporation will increase.
Answer:

Answer: 3

Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?

Choices:
N. Earthquake intensity will decrease.
Q. Mountain formation will decrease.
W. Rock weathering will increase.
O. Evaporation will increase.

Prompt:
Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?
N. Earthquake intensity will decrease.
Q. Mountain formation will decrease.
W. Rock weathering will increase.
O. Evaporation will increase.
Answer:

Answer: 3

Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?

Choices:
N. Mountain formation will decrease.
Q. Earthquake intensity will decrease.
W. Evaporation will increase.
O. Rock weathering will increase.

Prompt:
Question: Which statement explains what will most likely happen to the hydrosphere in an area where air temperatures increase?
N. Mountain formation will decrease.
Q. Earthquake intensity will decrease.
W. Evaporation will increase.
O. Rock weathering will increase.
Answer:

Answer: 2


Question: Which energy source is considered nonrenewable?

Choices:
A. oil
B. moving water
C. sunlight
D. biomass

Prompt:
Question: Which energy source is considered nonrenewable?
A. oil
B. moving water
C. sunlight
D. biomass
Answer:

Question: Which energy source is considered nonrenewable?

Choices:
A. sunlight
B. oil
C. biomass
D. moving water

Prompt:
Question: Which energy source is considered nonrenewable?
A. sunlight
B. oil
C. biomass
D. moving water
Answer:

Answer: 1

Question: Which energy source is considered nonrenewable?

Choices:
1. oil
2. moving water
3. sunlight
4. biomass

Prompt:
Question: Which energy source is considered nonrenewable?
1. oil
2. moving water
3. sunlight
4. biomass
Answer:

Question: Which energy source is considered nonrenewable?

Choices:
R. oil
Y. moving water
S. sunlight
Z. biomass

Prompt:
Question: Which energy source is considered nonrenewable?
R. oil
Y. moving water
S. sunlight
Z. biomass
Answer:

Question: Which energy source is considered nonrenewable?

Choices:
R. sunlight
Y. oil
S. biomass
Z. moving water

Prompt:
Question: Which energy source is considered nonrenewable?
R. sunlight
Y. oil
S. biomass
Z. moving water
Answer:

Answer: 1


Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?

Choices:
A. volcanoes
B. earthquakes
C. new rock is formed
D. layers rise to the surface

Prompt:
Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?
A. volcanoes
B. earthquakes
C. new rock is formed
D. layers rise to the surface
Answer:

Answer: 2

Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?

Choices:
A. new rock is formed
B. layers rise to the surface
C. earthquakes
D. volcanoes

Prompt:
Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?
A. new rock is formed
B. layers rise to the surface
C. earthquakes
D. volcanoes
Answer:

Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?

Choices:
1. volcanoes
2. earthquakes
3. new rock is formed
4. layers rise to the surface

Prompt:
Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?
1. volcanoes
2. earthquakes
3. new rock is formed
4. layers rise to the surface
Answer:

Answer: 2

Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?

Choices:
Y. volcanoes
I. earthquakes
L. new rock is formed
Q. layers rise to the surface

Prompt:
Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?
Y. volcanoes
I. earthquakes
L. new rock is formed
Q. layers rise to the surface
Answer:

Answer: 2

Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?

Choices:
Y. new rock is formed
I. layers rise to the surface
L. earthquakes
Q. volcanoes

Prompt:
Question: When buried sediments are subjected to pressure, the mineral grains are squeezed together. What is the result of this action?
Y. new rock is formed
I. layers rise to the surface
L. earthquakes
Q. volcanoes
Answer:


Question: What is the primary source of energy for organisms from a beach ecosystem?

Choices:
A. sand
B. oxygen
C. the Sun
D. the ocean

Prompt:
Question: What is the primary source of energy for organisms from a beach ecosystem?
A. sand
B. oxygen
C. the Sun
D. the ocean
Answer:

Answer: 2

Question: What is the primary source of energy for organisms from a beach ecosystem?

Choices:
A. the Sun
B. oxygen
C. the ocean
D. sand

Prompt:
Question: What is the primary source of energy for organisms from a beach ecosystem?
A. the Sun
B. oxygen
C. the ocean
D. sand
Answer:

Question: What is the primary source of energy for organisms from a beach ecosystem?

Choices:
1. sand
2. oxygen
3. the Sun
4. the ocean

Prompt:
Question: What is the primary source of energy for organisms from a beach ecosystem?
1. sand
2. oxygen
3. the Sun
4. the ocean
Answer:

Answer: 2

Question: What is the primary source of energy for organisms from a beach ecosystem?

Choices:
F. sand
B. oxygen
H. the Sun
W. the ocean

Prompt:
Question: What is the primary source of energy for organisms from a beach ecosystem?
F. sand
B. oxygen
H. the Sun
W. the ocean
Answer:

Answer: 2

Question: What is the primary source of energy for organisms from a beach ecosystem?

Choices:
F. the Sun
B. oxygen
H. the ocean
W. sand

Prompt:
Question: What is the primary source of energy for organisms from a beach ecosystem?
F. the Sun
B. oxygen
H. the ocean
W. sand
Answer:


Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?

Choices:
A. They weather rocks with acid.
B. They strip the rocks of minerals.
C. They break rocks into small pieces.
D. They increase the density of the rocks.

Prompt:
Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?
A. They weather rocks with acid.
B. They strip the rocks of minerals.
C. They break rocks into small pieces.
D. They increase the density of the rocks.
Answer:

Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?

Choices:
A. They increase the density of the rocks.
B. They strip the rocks of minerals.
C. They weather rocks with acid.
D. They break rocks into small pieces.

Prompt:
Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?
A. They increase the density of the rocks.
B. They strip the rocks of minerals.
C. They weather rocks with acid.
D. They break rocks into small pieces.
Answer:

Answer: 2

Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?

Choices:
1. They weather rocks with acid.
2. They strip the rocks of minerals.
3. They break rocks into small pieces.
4. They increase the density of the rocks.

Prompt:
Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?
1. They weather rocks with acid.
2. They strip the rocks of minerals.
3. They break rocks into small pieces.
4. They increase the density of the rocks.
Answer:

Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?

Choices:
G. They weather rocks with acid.
V. They strip the rocks of minerals.
Y. They break rocks into small pieces.
X. They increase the density of the rocks.

Prompt:
Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?
G. They weather rocks with acid.
V. They strip the rocks of minerals.
Y. They break rocks into small pieces.
X. They increase the density of the rocks.
Answer:

Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?

Choices:
G. They increase the density of the rocks.
V. They strip the rocks of minerals.
Y. They weather rocks with acid.
X. They break rocks into small pieces.

Prompt:
Question: Before rock can become soil, it must undergo certain processes. One process in the formation of soil involves plants. How can plants chemically change rocks into soil?
G. They increase the density of the rocks.
V. They strip the rocks of minerals.
Y. They weather rocks with acid.
X. They break rocks into small pieces.
Answer:

Answer: 2


Question: Which is the best way a science student can help to maintain laboratory equipment?

Choices:
A. perform investigations using only new materials
B. throw away glass items after investigations are complete
C. clean up all materials and workspaces after investigations
D. eat in the laboratory only after investigations are complete

Prompt:
Question: Which is the best way a science student can help to maintain laboratory equipment?
A. perform investigations using only new materials
B. throw away glass items after investigations are complete
C. clean up all materials and workspaces after investigations
D. eat in the laboratory only after investigations are complete
Answer:

Answer: 2

Question: Which is the best way a science student can help to maintain laboratory equipment?

Choices:
A. throw away glass items after investigations are complete
B. perform investigations using only new materials
C. eat in the laboratory only after investigations are complete
D. clean up all materials and workspaces after investigations

Prompt:
Question: Which is the best way a science student can help to maintain laboratory equipment?
A. throw away glass items after investigations are complete
B. perform investigations using only new materials
C. eat in the laboratory only after investigations are complete
D. clean up all materials and workspaces after investigations
Answer:

Answer: 3

Question: Which is the best way a science student can help to maintain laboratory equipment?

Choices:
1. perform investigations using only new materials
2. throw away glass items after investigations are complete
3. clean up all materials and workspaces after investigations
4. eat in the laboratory only after investigations are complete

Prompt:
Question: Which is the best way a science student can help to maintain laboratory equipment?
1. perform investigations using only new materials
2. throw away glass items after investigations are complete
3. clean up all materials and workspaces after investigations
4. eat in the laboratory only after investigations are complete
Answer:

Answer: 2

Question: Which is the best way a science student can help to maintain laboratory equipment?

Choices:
E. perform investigations using only new materials
G. throw away glass items after investigations are complete
U. clean up all materials and workspaces after investigations
Q. eat in the laboratory only after investigations are complete

Prompt:
Question: Which is the best way a science student can help to maintain laboratory equipment?
E. perform investigations using only new materials
G. throw away glass items after investigations are complete
U. clean up all materials and workspaces after investigations
Q. eat in the laboratory only after investigations are complete
Answer:

Answer: 2

Question: Which is the best way a science student can help to maintain laboratory equipment?

Choices:
E. throw away glass items after investigations are complete
G. perform investigations using only new materials
U. eat in the laboratory only after investigations are complete
Q. clean up all materials and workspaces after investigations

Prompt:
Question: Which is the best way a science student can help to maintain laboratory equipment?
E. throw away glass items after investigations are complete
G. perform investigations using only new materials
U. eat in the laboratory only after investigations are complete
Q. clean up all materials and workspaces after investigations
Answer:

Answer: 3


Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?

Choices:
A. Earth rotates on its axis.
B. The stars orbit each other.
C. Earth revolves around the Sun.
D. The stars rotate with the Moon.

Prompt:
Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?
A. Earth rotates on its axis.
B. The stars orbit each other.
C. Earth revolves around the Sun.
D. The stars rotate with the Moon.
Answer:

Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?

Choices:
A. The stars rotate with the Moon.
B. The stars orbit each other.
C. Earth revolves around the Sun.
D. Earth rotates on its axis.

Prompt:
Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?
A. The stars rotate with the Moon.
B. The stars orbit each other.
C. Earth revolves around the Sun.
D. Earth rotates on its axis.
Answer:

Answer: 3

Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?

Choices:
1. Earth rotates on its axis.
2. The stars orbit each other.
3. Earth revolves around the Sun.
4. The stars rotate with the Moon.

Prompt:
Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?
1. Earth rotates on its axis.
2. The stars orbit each other.
3. Earth revolves around the Sun.
4. The stars rotate with the Moon.
Answer:

Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?

Choices:
K. Earth rotates on its axis.
Q. The stars orbit each other.
X. Earth revolves around the Sun.
S. The stars rotate with the Moon.

Prompt:
Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?
K. Earth rotates on its axis.
Q. The stars orbit each other.
X. Earth revolves around the Sun.
S. The stars rotate with the Moon.
Answer:

Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?

Choices:
K. The stars rotate with the Moon.
Q. The stars orbit each other.
X. Earth revolves around the Sun.
S. Earth rotates on its axis.

Prompt:
Question: Which of the following statements best explains why stars appear to move across Earth's sky each night?
K. The stars rotate with the Moon.
Q. The stars orbit each other.
X. Earth revolves around the Sun.
S. Earth rotates on its axis.
Answer:

Answer: 3


Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as

Choices:
A. selective breeding.
B. natural selection.
C. genetic engineering.
D. gene sequencing.

Prompt:
Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as
A. selective breeding.
B. natural selection.
C. genetic engineering.
D. gene sequencing.
Answer:

Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as

Choices:
A. genetic engineering.
B. natural selection.
C. gene sequencing.
D. selective breeding.

Prompt:
Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as
A. genetic engineering.
B. natural selection.
C. gene sequencing.
D. selective breeding.
Answer:

Answer: 3

Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as

Choices:
1. selective breeding.
2. natural selection.
3. genetic engineering.
4. gene sequencing.

Prompt:
Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as
1. selective breeding.
2. natural selection.
3. genetic engineering.
4. gene sequencing.
Answer:

Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as

Choices:
V. selective breeding.
H. natural selection.
Q. genetic engineering.
Y. gene sequencing.

Prompt:
Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as
V. selective breeding.
H. natural selection.
Q. genetic engineering.
Y. gene sequencing.
Answer:

Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as

Choices:
V. genetic engineering.
H. natural selection.
Q. gene sequencing.
Y. selective breeding.

Prompt:
Question: Researchers are developing new types of crop plants with desirable characteristics such as disease resistance and drought tolerance. Crossing plants so that the next generation will express desirable traits is best described as
V. genetic engineering.
H. natural selection.
Q. gene sequencing.
Y. selective breeding.
Answer:

Answer: 3


Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?

Choices:
A. Consumers take on the ecological role of producers.
B. Only secondary consumers obtain the resources they need.
C. The carrying capacity of the soil for plant growth is reduced.
D. The remaining organisms in the area become more territorial.

Prompt:
Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?
A. Consumers take on the ecological role of producers.
B. Only secondary consumers obtain the resources they need.
C. The carrying capacity of the soil for plant growth is reduced.
D. The remaining organisms in the area become more territorial.
Answer:

Answer: 2

Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?

Choices:
A. Consumers take on the ecological role of producers.
B. The carrying capacity of the soil for plant growth is reduced.
C. The remaining organisms in the area become more territorial.
D. Only secondary consumers obtain the resources they need.

Prompt:
Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?
A. Consumers take on the ecological role of producers.
B. The carrying capacity of the soil for plant growth is reduced.
C. The remaining organisms in the area become more territorial.
D. Only secondary consumers obtain the resources they need.
Answer:

Answer: 1

Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?

Choices:
1. Consumers take on the ecological role of producers.
2. Only secondary consumers obtain the resources they need.
3. The carrying capacity of the soil for plant growth is reduced.
4. The remaining organisms in the area become more territorial.

Prompt:
Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?
1. Consumers take on the ecological role of producers.
2. Only secondary consumers obtain the resources they need.
3. The carrying capacity of the soil for plant growth is reduced.
4. The remaining organisms in the area become more territorial.
Answer:

Answer: 2

Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?

Choices:
U. Consumers take on the ecological role of producers.
S. Only secondary consumers obtain the resources they need.
Z. The carrying capacity of the soil for plant growth is reduced.
B. The remaining organisms in the area become more territorial.

Prompt:
Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?
U. Consumers take on the ecological role of producers.
S. Only secondary consumers obtain the resources they need.
Z. The carrying capacity of the soil for plant growth is reduced.
B. The remaining organisms in the area become more territorial.
Answer:

Answer: 2

Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?

Choices:
U. Consumers take on the ecological role of producers.
S. The carrying capacity of the soil for plant growth is reduced.
Z. The remaining organisms in the area become more territorial.
B. Only secondary consumers obtain the resources they need.

Prompt:
Question: In May 2007, wildfires burned more than 350 square miles of habitat in Florida and Georgia. Intense fires like this one can temporarily remove nitrogen, phosphorus, and potassium in area soil. What most likely happens in the burned areas until organic decay replenishes the lost nutrients?
U. Consumers take on the ecological role of producers.
S. The carrying capacity of the soil for plant growth is reduced.
Z. The remaining organisms in the area become more territorial.
B. Only secondary consumers obtain the resources they need.
Answer:

Answer: 1


Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?

Choices:
A. Mars is closer to the Sun than Earth.
B. Neptune is one light-year from the Sun.
C. Jupiter is farther from the Sun than Uranus.
D. Earth is one astronomical unit from the Sun.

Prompt:
Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?
A. Mars is closer to the Sun than Earth.
B. Neptune is one light-year from the Sun.
C. Jupiter is farther from the Sun than Uranus.
D. Earth is one astronomical unit from the Sun.
Answer:

Answer: 3

Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?

Choices:
A. Earth is one astronomical unit from the Sun.
B. Mars is closer to the Sun than Earth.
C. Neptune is one light-year from the Sun.
D. Jupiter is farther from the Sun than Uranus.

Prompt:
Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?
A. Earth is one astronomical unit from the Sun.
B. Mars is closer to the Sun than Earth.
C. Neptune is one light-year from the Sun.
D. Jupiter is farther from the Sun than Uranus.
Answer:

Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?

Choices:
1. Mars is closer to the Sun than Earth.
2. Neptune is one light-year from the Sun.
3. Jupiter is farther from the Sun than Uranus.
4. Earth is one astronomical unit from the Sun.

Prompt:
Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?
1. Mars is closer to the Sun than Earth.
2. Neptune is one light-year from the Sun.
3. Jupiter is farther from the Sun than Uranus.
4. Earth is one astronomical unit from the Sun.
Answer:

Answer: 3

Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?

Choices:
M. Mars is closer to the Sun than Earth.
U. Neptune is one light-year from the Sun.
D. Jupiter is farther from the Sun than Uranus.
Q. Earth is one astronomical unit from the Sun.

Prompt:
Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?
M. Mars is closer to the Sun than Earth.
U. Neptune is one light-year from the Sun.
D. Jupiter is farther from the Sun than Uranus.
Q. Earth is one astronomical unit from the Sun.
Answer:

Answer: 3

Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?

Choices:
M. Earth is one astronomical unit from the Sun.
U. Mars is closer to the Sun than Earth.
D. Neptune is one light-year from the Sun.
Q. Jupiter is farther from the Sun than Uranus.

Prompt:
Question: Helen is preparing a presentation about objects in the solar system. She includes facts about the order of the planets and their distances from the Sun. Which statement could she include in an accurate presentation?
M. Earth is one astronomical unit from the Sun.
U. Mars is closer to the Sun than Earth.
D. Neptune is one light-year from the Sun.
Q. Jupiter is farther from the Sun than Uranus.
Answer:


Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?

Choices:
A. Farmers can cut different types of trees.
B. Farmers can remove more trees in less time.
C. Farmers can replant more trees in the fields.
D. Farmers can produce more products from the trees.

Prompt:
Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?
A. Farmers can cut different types of trees.
B. Farmers can remove more trees in less time.
C. Farmers can replant more trees in the fields.
D. Farmers can produce more products from the trees.
Answer:

Answer: 1

Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?

Choices:
A. Farmers can remove more trees in less time.
B. Farmers can cut different types of trees.
C. Farmers can produce more products from the trees.
D. Farmers can replant more trees in the fields.

Prompt:
Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?
A. Farmers can remove more trees in less time.
B. Farmers can cut different types of trees.
C. Farmers can produce more products from the trees.
D. Farmers can replant more trees in the fields.
Answer:

Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?

Choices:
1. Farmers can cut different types of trees.
2. Farmers can remove more trees in less time.
3. Farmers can replant more trees in the fields.
4. Farmers can produce more products from the trees.

Prompt:
Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?
1. Farmers can cut different types of trees.
2. Farmers can remove more trees in less time.
3. Farmers can replant more trees in the fields.
4. Farmers can produce more products from the trees.
Answer:

Answer: 1

Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?

Choices:
J. Farmers can cut different types of trees.
E. Farmers can remove more trees in less time.
C. Farmers can replant more trees in the fields.
N. Farmers can produce more products from the trees.

Prompt:
Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?
J. Farmers can cut different types of trees.
E. Farmers can remove more trees in less time.
C. Farmers can replant more trees in the fields.
N. Farmers can produce more products from the trees.
Answer:

Answer: 1

Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?

Choices:
J. Farmers can remove more trees in less time.
E. Farmers can cut different types of trees.
C. Farmers can produce more products from the trees.
N. Farmers can replant more trees in the fields.

Prompt:
Question: Farmers in the 1800s used axes to clear trees from farmland. Now, farmers use chainsaws to clear the trees. How do chainsaws most likely help farmers?
J. Farmers can remove more trees in less time.
E. Farmers can cut different types of trees.
C. Farmers can produce more products from the trees.
N. Farmers can replant more trees in the fields.
Answer: