Question: What is the relationship between tissues and organs?

Choices:
A. Organs are made from one type of tissue.
B. Tissues are made from one type of organ.
C. Tissues are made from different types of organs.
D. Organs are made from different types of tissues.

Prompt:
Question: What is the relationship between tissues and organs?
A. Organs are made from one type of tissue.
B. Tissues are made from one type of organ.
C. Tissues are made from different types of organs.
D. Organs are made from different types of tissues.
Answer:

Answer: 3

Question: What is the relationship between tissues and organs?

Choices:
A. Organs are made from one type of tissue.
B. Tissues are made from one type of organ.
C. Organs are made from different types of tissues.
D. Tissues are made from different types of organs.

Prompt:
Question: What is the relationship between tissues and organs?
A. Organs are made from one type of tissue.
B. Tissues are made from one type of organ.
C. Organs are made from different types of tissues.
D. Tissues are made from different types of organs.
Answer:

Answer: 2

Question: What is the relationship between tissues and organs?

Choices:
1. Organs are made from one type of tissue.
2. Tissues are made from one type of organ.
3. Tissues are made from different types of organs.
4. Organs are made from different types of tissues.

Prompt:
Question: What is the relationship between tissues and organs?
1. Organs are made from one type of tissue.
2. Tissues are made from one type of organ.
3. Tissues are made from different types of organs.
4. Organs are made from different types of tissues.
Answer:

Answer: 3

Question: What is the relationship between tissues and organs?

Choices:
Z. Organs are made from one type of tissue.
I. Tissues are made from one type of organ.
B. Tissues are made from different types of organs.
E. Organs are made from different types of tissues.

Prompt:
Question: What is the relationship between tissues and organs?
Z. Organs are made from one type of tissue.
I. Tissues are made from one type of organ.
B. Tissues are made from different types of organs.
E. Organs are made from different types of tissues.
Answer:

Answer: 3

Question: What is the relationship between tissues and organs?

Choices:
Z. Organs are made from one type of tissue.
I. Tissues are made from one type of organ.
B. Organs are made from different types of tissues.
E. Tissues are made from different types of organs.

Prompt:
Question: What is the relationship between tissues and organs?
Z. Organs are made from one type of tissue.
I. Tissues are made from one type of organ.
B. Organs are made from different types of tissues.
E. Tissues are made from different types of organs.
Answer:

Answer: 2


Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?

Choices:
A. soil erosion
B. destruction of their habitats
C. improved nutrients in the soil
D. more grasses as a result of burning

Prompt:
Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?
A. soil erosion
B. destruction of their habitats
C. improved nutrients in the soil
D. more grasses as a result of burning
Answer:

Answer: 1

Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?

Choices:
A. soil erosion
B. improved nutrients in the soil
C. more grasses as a result of burning
D. destruction of their habitats

Prompt:
Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?
A. soil erosion
B. improved nutrients in the soil
C. more grasses as a result of burning
D. destruction of their habitats
Answer:

Answer: 3

Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?

Choices:
1. soil erosion
2. destruction of their habitats
3. improved nutrients in the soil
4. more grasses as a result of burning

Prompt:
Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?
1. soil erosion
2. destruction of their habitats
3. improved nutrients in the soil
4. more grasses as a result of burning
Answer:

Answer: 1

Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?

Choices:
G. soil erosion
Y. destruction of their habitats
M. improved nutrients in the soil
B. more grasses as a result of burning

Prompt:
Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?
G. soil erosion
Y. destruction of their habitats
M. improved nutrients in the soil
B. more grasses as a result of burning
Answer:

Answer: 1

Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?

Choices:
G. soil erosion
Y. improved nutrients in the soil
M. more grasses as a result of burning
B. destruction of their habitats

Prompt:
Question: What will be the most likely result for some species of animals with the continued burning of rain forests in Africa?
G. soil erosion
Y. improved nutrients in the soil
M. more grasses as a result of burning
B. destruction of their habitats
Answer:

Answer: 3


Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?

Choices:
A. Earthworm tunnels bring heat into the soil that warms plant roots.
B. Earthworm tunnels loosen the soil so plant roots can easily grow
C. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
D. Earthworm tunnels create places where insects can hide and protect plant roots.

Prompt:
Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?
A. Earthworm tunnels bring heat into the soil that warms plant roots.
B. Earthworm tunnels loosen the soil so plant roots can easily grow
C. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
D. Earthworm tunnels create places where insects can hide and protect plant roots.
Answer:

Answer: 1

Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?

Choices:
A. Earthworm tunnels loosen the soil so plant roots can easily grow
B. Earthworm tunnels bring heat into the soil that warms plant roots.
C. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
D. Earthworm tunnels create places where insects can hide and protect plant roots.

Prompt:
Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?
A. Earthworm tunnels loosen the soil so plant roots can easily grow
B. Earthworm tunnels bring heat into the soil that warms plant roots.
C. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
D. Earthworm tunnels create places where insects can hide and protect plant roots.
Answer:

Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?

Choices:
1. Earthworm tunnels bring heat into the soil that warms plant roots.
2. Earthworm tunnels loosen the soil so plant roots can easily grow
3. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
4. Earthworm tunnels create places where insects can hide and protect plant roots.

Prompt:
Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?
1. Earthworm tunnels bring heat into the soil that warms plant roots.
2. Earthworm tunnels loosen the soil so plant roots can easily grow
3. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
4. Earthworm tunnels create places where insects can hide and protect plant roots.
Answer:

Answer: 1

Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?

Choices:
J. Earthworm tunnels bring heat into the soil that warms plant roots.
B. Earthworm tunnels loosen the soil so plant roots can easily grow
Y. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
W. Earthworm tunnels create places where insects can hide and protect plant roots.

Prompt:
Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?
J. Earthworm tunnels bring heat into the soil that warms plant roots.
B. Earthworm tunnels loosen the soil so plant roots can easily grow
Y. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
W. Earthworm tunnels create places where insects can hide and protect plant roots.
Answer:

Answer: 1

Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?

Choices:
J. Earthworm tunnels loosen the soil so plant roots can easily grow
B. Earthworm tunnels bring heat into the soil that warms plant roots.
Y. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
W. Earthworm tunnels create places where insects can hide and protect plant roots.

Prompt:
Question: Earthworms live underground in the soil. As they move through the soil, they create tunnels. The tunnels help improve the soil. Plants grow better in soil that has earthworms. Which statement explains how earthworm tunnels help plants?
J. Earthworm tunnels loosen the soil so plant roots can easily grow
B. Earthworm tunnels bring heat into the soil that warms plant roots.
Y. Earthworm tunnels allow sunlight to reach the plant roots in the soil.
W. Earthworm tunnels create places where insects can hide and protect plant roots.
Answer:


Question: Which tools are best used to determine the speed of a turtle as it walks along a path?

Choices:
A. Meter stick and graduated cylinder
B. Stopwatch and meter stick
C. Balance and metric ruler
D. Balance and stopwatch

Prompt:
Question: Which tools are best used to determine the speed of a turtle as it walks along a path?
A. Meter stick and graduated cylinder
B. Stopwatch and meter stick
C. Balance and metric ruler
D. Balance and stopwatch
Answer:

Answer: 1

Question: Which tools are best used to determine the speed of a turtle as it walks along a path?

Choices:
A. Stopwatch and meter stick
B. Balance and stopwatch
C. Balance and metric ruler
D. Meter stick and graduated cylinder

Prompt:
Question: Which tools are best used to determine the speed of a turtle as it walks along a path?
A. Stopwatch and meter stick
B. Balance and stopwatch
C. Balance and metric ruler
D. Meter stick and graduated cylinder
Answer:

Question: Which tools are best used to determine the speed of a turtle as it walks along a path?

Choices:
1. Meter stick and graduated cylinder
2. Stopwatch and meter stick
3. Balance and metric ruler
4. Balance and stopwatch

Prompt:
Question: Which tools are best used to determine the speed of a turtle as it walks along a path?
1. Meter stick and graduated cylinder
2. Stopwatch and meter stick
3. Balance and metric ruler
4. Balance and stopwatch
Answer:

Answer: 1

Question: Which tools are best used to determine the speed of a turtle as it walks along a path?

Choices:
F. Meter stick and graduated cylinder
C. Stopwatch and meter stick
A. Balance and metric ruler
U. Balance and stopwatch

Prompt:
Question: Which tools are best used to determine the speed of a turtle as it walks along a path?
F. Meter stick and graduated cylinder
C. Stopwatch and meter stick
A. Balance and metric ruler
U. Balance and stopwatch
Answer:

Answer: 1

Question: Which tools are best used to determine the speed of a turtle as it walks along a path?

Choices:
F. Stopwatch and meter stick
C. Balance and stopwatch
A. Balance and metric ruler
U. Meter stick and graduated cylinder

Prompt:
Question: Which tools are best used to determine the speed of a turtle as it walks along a path?
F. Stopwatch and meter stick
C. Balance and stopwatch
A. Balance and metric ruler
U. Meter stick and graduated cylinder
Answer:


Question: Which tool would a student use to measure wind speed?

Choices:
A. compass
B. barometer
C. anemometer
D. weather vane

Prompt:
Question: Which tool would a student use to measure wind speed?
A. compass
B. barometer
C. anemometer
D. weather vane
Answer:

Answer: 2

Question: Which tool would a student use to measure wind speed?

Choices:
A. barometer
B. weather vane
C. compass
D. anemometer

Prompt:
Question: Which tool would a student use to measure wind speed?
A. barometer
B. weather vane
C. compass
D. anemometer
Answer:

Answer: 3

Question: Which tool would a student use to measure wind speed?

Choices:
1. compass
2. barometer
3. anemometer
4. weather vane

Prompt:
Question: Which tool would a student use to measure wind speed?
1. compass
2. barometer
3. anemometer
4. weather vane
Answer:

Answer: 2

Question: Which tool would a student use to measure wind speed?

Choices:
X. compass
I. barometer
A. anemometer
Y. weather vane

Prompt:
Question: Which tool would a student use to measure wind speed?
X. compass
I. barometer
A. anemometer
Y. weather vane
Answer:

Answer: 2

Question: Which tool would a student use to measure wind speed?

Choices:
X. barometer
I. weather vane
A. compass
Y. anemometer

Prompt:
Question: Which tool would a student use to measure wind speed?
X. barometer
I. weather vane
A. compass
Y. anemometer
Answer:

Answer: 3


Question: Why would explorers use a compass when traveling to unknown lands?

Choices:
A. to locate a direction to travel
B. to measure the quality of drinking water
C. to protect themselves from wild animals
D. to determine levels of humanity in tropical areas

Prompt:
Question: Why would explorers use a compass when traveling to unknown lands?
A. to locate a direction to travel
B. to measure the quality of drinking water
C. to protect themselves from wild animals
D. to determine levels of humanity in tropical areas
Answer:

Question: Why would explorers use a compass when traveling to unknown lands?

Choices:
A. to measure the quality of drinking water
B. to determine levels of humanity in tropical areas
C. to locate a direction to travel
D. to protect themselves from wild animals

Prompt:
Question: Why would explorers use a compass when traveling to unknown lands?
A. to measure the quality of drinking water
B. to determine levels of humanity in tropical areas
C. to locate a direction to travel
D. to protect themselves from wild animals
Answer:

Answer: 2

Question: Why would explorers use a compass when traveling to unknown lands?

Choices:
1. to locate a direction to travel
2. to measure the quality of drinking water
3. to protect themselves from wild animals
4. to determine levels of humanity in tropical areas

Prompt:
Question: Why would explorers use a compass when traveling to unknown lands?
1. to locate a direction to travel
2. to measure the quality of drinking water
3. to protect themselves from wild animals
4. to determine levels of humanity in tropical areas
Answer:

Question: Why would explorers use a compass when traveling to unknown lands?

Choices:
Q. to locate a direction to travel
E. to measure the quality of drinking water
I. to protect themselves from wild animals
H. to determine levels of humanity in tropical areas

Prompt:
Question: Why would explorers use a compass when traveling to unknown lands?
Q. to locate a direction to travel
E. to measure the quality of drinking water
I. to protect themselves from wild animals
H. to determine levels of humanity in tropical areas
Answer:

Question: Why would explorers use a compass when traveling to unknown lands?

Choices:
Q. to measure the quality of drinking water
E. to determine levels of humanity in tropical areas
I. to locate a direction to travel
H. to protect themselves from wild animals

Prompt:
Question: Why would explorers use a compass when traveling to unknown lands?
Q. to measure the quality of drinking water
E. to determine levels of humanity in tropical areas
I. to locate a direction to travel
H. to protect themselves from wild animals
Answer:

Answer: 2


Question: Which measurement tool is used to find the volume of a small piece of granite?

Choices:
A. thermometer
B. metric ruler
C. graduated cylinder
D. triple beam balance

Prompt:
Question: Which measurement tool is used to find the volume of a small piece of granite?
A. thermometer
B. metric ruler
C. graduated cylinder
D. triple beam balance
Answer:

Answer: 2

Question: Which measurement tool is used to find the volume of a small piece of granite?

Choices:
A. thermometer
B. graduated cylinder
C. triple beam balance
D. metric ruler

Prompt:
Question: Which measurement tool is used to find the volume of a small piece of granite?
A. thermometer
B. graduated cylinder
C. triple beam balance
D. metric ruler
Answer:

Answer: 1

Question: Which measurement tool is used to find the volume of a small piece of granite?

Choices:
1. thermometer
2. metric ruler
3. graduated cylinder
4. triple beam balance

Prompt:
Question: Which measurement tool is used to find the volume of a small piece of granite?
1. thermometer
2. metric ruler
3. graduated cylinder
4. triple beam balance
Answer:

Answer: 2

Question: Which measurement tool is used to find the volume of a small piece of granite?

Choices:
E. thermometer
O. metric ruler
Z. graduated cylinder
C. triple beam balance

Prompt:
Question: Which measurement tool is used to find the volume of a small piece of granite?
E. thermometer
O. metric ruler
Z. graduated cylinder
C. triple beam balance
Answer:

Answer: 2

Question: Which measurement tool is used to find the volume of a small piece of granite?

Choices:
E. thermometer
O. graduated cylinder
Z. triple beam balance
C. metric ruler

Prompt:
Question: Which measurement tool is used to find the volume of a small piece of granite?
E. thermometer
O. graduated cylinder
Z. triple beam balance
C. metric ruler
Answer:

Answer: 1


Question: What form of energy causes an ice cube to melt?

Choices:
A. mechanical
B. magnetic
C. sound
D. heat

Prompt:
Question: What form of energy causes an ice cube to melt?
A. mechanical
B. magnetic
C. sound
D. heat
Answer:

Answer: 3

Question: What form of energy causes an ice cube to melt?

Choices:
A. mechanical
B. heat
C. sound
D. magnetic

Prompt:
Question: What form of energy causes an ice cube to melt?
A. mechanical
B. heat
C. sound
D. magnetic
Answer:

Answer: 1

Question: What form of energy causes an ice cube to melt?

Choices:
1. mechanical
2. magnetic
3. sound
4. heat

Prompt:
Question: What form of energy causes an ice cube to melt?
1. mechanical
2. magnetic
3. sound
4. heat
Answer:

Answer: 3

Question: What form of energy causes an ice cube to melt?

Choices:
K. mechanical
X. magnetic
Z. sound
I. heat

Prompt:
Question: What form of energy causes an ice cube to melt?
K. mechanical
X. magnetic
Z. sound
I. heat
Answer:

Answer: 3

Question: What form of energy causes an ice cube to melt?

Choices:
K. mechanical
X. heat
Z. sound
I. magnetic

Prompt:
Question: What form of energy causes an ice cube to melt?
K. mechanical
X. heat
Z. sound
I. magnetic
Answer:

Answer: 1


Question: Which characteristic is most beneficial for an animal living on a snowy mountain?

Choices:
A. thick fur
B. dark spots
C. moist skin
D. webbed feet

Prompt:
Question: Which characteristic is most beneficial for an animal living on a snowy mountain?
A. thick fur
B. dark spots
C. moist skin
D. webbed feet
Answer:

Question: Which characteristic is most beneficial for an animal living on a snowy mountain?

Choices:
A. webbed feet
B. moist skin
C. dark spots
D. thick fur

Prompt:
Question: Which characteristic is most beneficial for an animal living on a snowy mountain?
A. webbed feet
B. moist skin
C. dark spots
D. thick fur
Answer:

Answer: 3

Question: Which characteristic is most beneficial for an animal living on a snowy mountain?

Choices:
1. thick fur
2. dark spots
3. moist skin
4. webbed feet

Prompt:
Question: Which characteristic is most beneficial for an animal living on a snowy mountain?
1. thick fur
2. dark spots
3. moist skin
4. webbed feet
Answer:

Question: Which characteristic is most beneficial for an animal living on a snowy mountain?

Choices:
E. thick fur
U. dark spots
M. moist skin
H. webbed feet

Prompt:
Question: Which characteristic is most beneficial for an animal living on a snowy mountain?
E. thick fur
U. dark spots
M. moist skin
H. webbed feet
Answer:

Question: Which characteristic is most beneficial for an animal living on a snowy mountain?

Choices:
E. webbed feet
U. moist skin
M. dark spots
H. thick fur

Prompt:
Question: Which characteristic is most beneficial for an animal living on a snowy mountain?
E. webbed feet
U. moist skin
M. dark spots
H. thick fur
Answer:

Answer: 3


Question: Which of the following is a property of CO2 gas?

Choices:
A. It feels like a rock.
B. It smells like a lemon.
C. It is colorless.
D. It is hard.

Prompt:
Question: Which of the following is a property of CO2 gas?
A. It feels like a rock.
B. It smells like a lemon.
C. It is colorless.
D. It is hard.
Answer:

Answer: 2

Question: Which of the following is a property of CO2 gas?

Choices:
A. It smells like a lemon.
B. It feels like a rock.
C. It is hard.
D. It is colorless.

Prompt:
Question: Which of the following is a property of CO2 gas?
A. It smells like a lemon.
B. It feels like a rock.
C. It is hard.
D. It is colorless.
Answer:

Answer: 3

Question: Which of the following is a property of CO2 gas?

Choices:
1. It feels like a rock.
2. It smells like a lemon.
3. It is colorless.
4. It is hard.

Prompt:
Question: Which of the following is a property of CO2 gas?
1. It feels like a rock.
2. It smells like a lemon.
3. It is colorless.
4. It is hard.
Answer:

Answer: 2

Question: Which of the following is a property of CO2 gas?

Choices:
K. It feels like a rock.
C. It smells like a lemon.
U. It is colorless.
R. It is hard.

Prompt:
Question: Which of the following is a property of CO2 gas?
K. It feels like a rock.
C. It smells like a lemon.
U. It is colorless.
R. It is hard.
Answer:

Answer: 2

Question: Which of the following is a property of CO2 gas?

Choices:
K. It smells like a lemon.
C. It feels like a rock.
U. It is hard.
R. It is colorless.

Prompt:
Question: Which of the following is a property of CO2 gas?
K. It smells like a lemon.
C. It feels like a rock.
U. It is hard.
R. It is colorless.
Answer:

Answer: 3


Question: Which rapid changes can be caused by storms?

Choices:
A. landslides and flooding
B. flooding and earthquakes
C. landslides and volcanoes
D. volcanoes and earthquakes

Prompt:
Question: Which rapid changes can be caused by storms?
A. landslides and flooding
B. flooding and earthquakes
C. landslides and volcanoes
D. volcanoes and earthquakes
Answer:

Question: Which rapid changes can be caused by storms?

Choices:
A. landslides and volcanoes
B. volcanoes and earthquakes
C. flooding and earthquakes
D. landslides and flooding

Prompt:
Question: Which rapid changes can be caused by storms?
A. landslides and volcanoes
B. volcanoes and earthquakes
C. flooding and earthquakes
D. landslides and flooding
Answer:

Answer: 3

Question: Which rapid changes can be caused by storms?

Choices:
1. landslides and flooding
2. flooding and earthquakes
3. landslides and volcanoes
4. volcanoes and earthquakes

Prompt:
Question: Which rapid changes can be caused by storms?
1. landslides and flooding
2. flooding and earthquakes
3. landslides and volcanoes
4. volcanoes and earthquakes
Answer:

Question: Which rapid changes can be caused by storms?

Choices:
L. landslides and flooding
E. flooding and earthquakes
D. landslides and volcanoes
A. volcanoes and earthquakes

Prompt:
Question: Which rapid changes can be caused by storms?
L. landslides and flooding
E. flooding and earthquakes
D. landslides and volcanoes
A. volcanoes and earthquakes
Answer:

Question: Which rapid changes can be caused by storms?

Choices:
L. landslides and volcanoes
E. volcanoes and earthquakes
D. flooding and earthquakes
A. landslides and flooding

Prompt:
Question: Which rapid changes can be caused by storms?
L. landslides and volcanoes
E. volcanoes and earthquakes
D. flooding and earthquakes
A. landslides and flooding
Answer:

Answer: 3


Question: Which is an example of a chemical reaction?

Choices:
A. nails rusting
B. glass melting
C. sugar dissolving
D. alcohol vaporizing

Prompt:
Question: Which is an example of a chemical reaction?
A. nails rusting
B. glass melting
C. sugar dissolving
D. alcohol vaporizing
Answer:

Question: Which is an example of a chemical reaction?

Choices:
A. glass melting
B. sugar dissolving
C. nails rusting
D. alcohol vaporizing

Prompt:
Question: Which is an example of a chemical reaction?
A. glass melting
B. sugar dissolving
C. nails rusting
D. alcohol vaporizing
Answer:

Answer: 2

Question: Which is an example of a chemical reaction?

Choices:
1. nails rusting
2. glass melting
3. sugar dissolving
4. alcohol vaporizing

Prompt:
Question: Which is an example of a chemical reaction?
1. nails rusting
2. glass melting
3. sugar dissolving
4. alcohol vaporizing
Answer:

Question: Which is an example of a chemical reaction?

Choices:
S. nails rusting
Z. glass melting
K. sugar dissolving
B. alcohol vaporizing

Prompt:
Question: Which is an example of a chemical reaction?
S. nails rusting
Z. glass melting
K. sugar dissolving
B. alcohol vaporizing
Answer:

Question: Which is an example of a chemical reaction?

Choices:
S. glass melting
Z. sugar dissolving
K. nails rusting
B. alcohol vaporizing

Prompt:
Question: Which is an example of a chemical reaction?
S. glass melting
Z. sugar dissolving
K. nails rusting
B. alcohol vaporizing
Answer:

Answer: 2


Question: Which unit of measurement can be used to describe the length of a desk?

Choices:
A. centimeters
B. grams
C. liters
D. degrees Celsius

Prompt:
Question: Which unit of measurement can be used to describe the length of a desk?
A. centimeters
B. grams
C. liters
D. degrees Celsius
Answer:

Question: Which unit of measurement can be used to describe the length of a desk?

Choices:
A. liters
B. centimeters
C. grams
D. degrees Celsius

Prompt:
Question: Which unit of measurement can be used to describe the length of a desk?
A. liters
B. centimeters
C. grams
D. degrees Celsius
Answer:

Answer: 1

Question: Which unit of measurement can be used to describe the length of a desk?

Choices:
1. centimeters
2. grams
3. liters
4. degrees Celsius

Prompt:
Question: Which unit of measurement can be used to describe the length of a desk?
1. centimeters
2. grams
3. liters
4. degrees Celsius
Answer:

Question: Which unit of measurement can be used to describe the length of a desk?

Choices:
M. centimeters
D. grams
S. liters
V. degrees Celsius

Prompt:
Question: Which unit of measurement can be used to describe the length of a desk?
M. centimeters
D. grams
S. liters
V. degrees Celsius
Answer:

Question: Which unit of measurement can be used to describe the length of a desk?

Choices:
M. liters
D. centimeters
S. grams
V. degrees Celsius

Prompt:
Question: Which unit of measurement can be used to describe the length of a desk?
M. liters
D. centimeters
S. grams
V. degrees Celsius
Answer:

Answer: 1


Question: The incompleteness of the fossil record results primarily from which phenomenon?

Choices:
A. the frequency and irregular timing of organism speciations
B. the metamorphosis of most sedimentary rock by heat and pressure
C. the geologically rapid cycling of crust material back into the mantle
D. the rarity with which organic remains are exposed to fossil-forming conditions

Prompt:
Question: The incompleteness of the fossil record results primarily from which phenomenon?
A. the frequency and irregular timing of organism speciations
B. the metamorphosis of most sedimentary rock by heat and pressure
C. the geologically rapid cycling of crust material back into the mantle
D. the rarity with which organic remains are exposed to fossil-forming conditions
Answer:

Answer: 3

Question: The incompleteness of the fossil record results primarily from which phenomenon?

Choices:
A. the rarity with which organic remains are exposed to fossil-forming conditions
B. the frequency and irregular timing of organism speciations
C. the geologically rapid cycling of crust material back into the mantle
D. the metamorphosis of most sedimentary rock by heat and pressure

Prompt:
Question: The incompleteness of the fossil record results primarily from which phenomenon?
A. the rarity with which organic remains are exposed to fossil-forming conditions
B. the frequency and irregular timing of organism speciations
C. the geologically rapid cycling of crust material back into the mantle
D. the metamorphosis of most sedimentary rock by heat and pressure
Answer:

Question: The incompleteness of the fossil record results primarily from which phenomenon?

Choices:
1. the frequency and irregular timing of organism speciations
2. the metamorphosis of most sedimentary rock by heat and pressure
3. the geologically rapid cycling of crust material back into the mantle
4. the rarity with which organic remains are exposed to fossil-forming conditions

Prompt:
Question: The incompleteness of the fossil record results primarily from which phenomenon?
1. the frequency and irregular timing of organism speciations
2. the metamorphosis of most sedimentary rock by heat and pressure
3. the geologically rapid cycling of crust material back into the mantle
4. the rarity with which organic remains are exposed to fossil-forming conditions
Answer:

Answer: 3

Question: The incompleteness of the fossil record results primarily from which phenomenon?

Choices:
P. the frequency and irregular timing of organism speciations
D. the metamorphosis of most sedimentary rock by heat and pressure
L. the geologically rapid cycling of crust material back into the mantle
S. the rarity with which organic remains are exposed to fossil-forming conditions

Prompt:
Question: The incompleteness of the fossil record results primarily from which phenomenon?
P. the frequency and irregular timing of organism speciations
D. the metamorphosis of most sedimentary rock by heat and pressure
L. the geologically rapid cycling of crust material back into the mantle
S. the rarity with which organic remains are exposed to fossil-forming conditions
Answer:

Answer: 3

Question: The incompleteness of the fossil record results primarily from which phenomenon?

Choices:
P. the rarity with which organic remains are exposed to fossil-forming conditions
D. the frequency and irregular timing of organism speciations
L. the geologically rapid cycling of crust material back into the mantle
S. the metamorphosis of most sedimentary rock by heat and pressure

Prompt:
Question: The incompleteness of the fossil record results primarily from which phenomenon?
P. the rarity with which organic remains are exposed to fossil-forming conditions
D. the frequency and irregular timing of organism speciations
L. the geologically rapid cycling of crust material back into the mantle
S. the metamorphosis of most sedimentary rock by heat and pressure
Answer:


Question: A student conducts an investigation. In order to make a valid conclusion, she must

Choices:
A. have a testable hypothesis.
B. place the data in a graph.
C. use the best technology.
D. test multiple variables.

Prompt:
Question: A student conducts an investigation. In order to make a valid conclusion, she must
A. have a testable hypothesis.
B. place the data in a graph.
C. use the best technology.
D. test multiple variables.
Answer:

Question: A student conducts an investigation. In order to make a valid conclusion, she must

Choices:
A. place the data in a graph.
B. test multiple variables.
C. use the best technology.
D. have a testable hypothesis.

Prompt:
Question: A student conducts an investigation. In order to make a valid conclusion, she must
A. place the data in a graph.
B. test multiple variables.
C. use the best technology.
D. have a testable hypothesis.
Answer:

Answer: 3

Question: A student conducts an investigation. In order to make a valid conclusion, she must

Choices:
1. have a testable hypothesis.
2. place the data in a graph.
3. use the best technology.
4. test multiple variables.

Prompt:
Question: A student conducts an investigation. In order to make a valid conclusion, she must
1. have a testable hypothesis.
2. place the data in a graph.
3. use the best technology.
4. test multiple variables.
Answer:

Question: A student conducts an investigation. In order to make a valid conclusion, she must

Choices:
J. have a testable hypothesis.
R. place the data in a graph.
C. use the best technology.
Y. test multiple variables.

Prompt:
Question: A student conducts an investigation. In order to make a valid conclusion, she must
J. have a testable hypothesis.
R. place the data in a graph.
C. use the best technology.
Y. test multiple variables.
Answer:

Question: A student conducts an investigation. In order to make a valid conclusion, she must

Choices:
J. place the data in a graph.
R. test multiple variables.
C. use the best technology.
Y. have a testable hypothesis.

Prompt:
Question: A student conducts an investigation. In order to make a valid conclusion, she must
J. place the data in a graph.
R. test multiple variables.
C. use the best technology.
Y. have a testable hypothesis.
Answer:

Answer: 3


Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to

Choices:
A. absorb nutrients from food.
B. make energy from light.
C. maintain a constant temperature.
D. perform aerobic respiration in cells.

Prompt:
Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to
A. absorb nutrients from food.
B. make energy from light.
C. maintain a constant temperature.
D. perform aerobic respiration in cells.
Answer:

Answer: 3

Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to

Choices:
A. absorb nutrients from food.
B. perform aerobic respiration in cells.
C. maintain a constant temperature.
D. make energy from light.

Prompt:
Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to
A. absorb nutrients from food.
B. perform aerobic respiration in cells.
C. maintain a constant temperature.
D. make energy from light.
Answer:

Answer: 1

Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to

Choices:
1. absorb nutrients from food.
2. make energy from light.
3. maintain a constant temperature.
4. perform aerobic respiration in cells.

Prompt:
Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to
1. absorb nutrients from food.
2. make energy from light.
3. maintain a constant temperature.
4. perform aerobic respiration in cells.
Answer:

Answer: 3

Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to

Choices:
E. absorb nutrients from food.
T. make energy from light.
G. maintain a constant temperature.
L. perform aerobic respiration in cells.

Prompt:
Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to
E. absorb nutrients from food.
T. make energy from light.
G. maintain a constant temperature.
L. perform aerobic respiration in cells.
Answer:

Answer: 3

Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to

Choices:
E. absorb nutrients from food.
T. perform aerobic respiration in cells.
G. maintain a constant temperature.
L. make energy from light.

Prompt:
Question: The bonding of oxygen to red blood cells is important to the body because it enables the body to
E. absorb nutrients from food.
T. perform aerobic respiration in cells.
G. maintain a constant temperature.
L. make energy from light.
Answer:

Answer: 1


Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?

Choices:
A. abundant rain in the Ozarks
B. excessive pumping from wells
C. dams on the lower Mississippi
D. community water conservation

Prompt:
Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?
A. abundant rain in the Ozarks
B. excessive pumping from wells
C. dams on the lower Mississippi
D. community water conservation
Answer:

Answer: 1

Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?

Choices:
A. community water conservation
B. dams on the lower Mississippi
C. abundant rain in the Ozarks
D. excessive pumping from wells

Prompt:
Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?
A. community water conservation
B. dams on the lower Mississippi
C. abundant rain in the Ozarks
D. excessive pumping from wells
Answer:

Answer: 3

Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?

Choices:
1. abundant rain in the Ozarks
2. excessive pumping from wells
3. dams on the lower Mississippi
4. community water conservation

Prompt:
Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?
1. abundant rain in the Ozarks
2. excessive pumping from wells
3. dams on the lower Mississippi
4. community water conservation
Answer:

Answer: 1

Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?

Choices:
K. abundant rain in the Ozarks
I. excessive pumping from wells
S. dams on the lower Mississippi
T. community water conservation

Prompt:
Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?
K. abundant rain in the Ozarks
I. excessive pumping from wells
S. dams on the lower Mississippi
T. community water conservation
Answer:

Answer: 1

Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?

Choices:
K. community water conservation
I. dams on the lower Mississippi
S. abundant rain in the Ozarks
T. excessive pumping from wells

Prompt:
Question: Some of Earth's water is stored underground in porous rock formations known as aquifers. Which of these could use up groundwater in aquifers?
K. community water conservation
I. dams on the lower Mississippi
S. abundant rain in the Ozarks
T. excessive pumping from wells
Answer:

Answer: 3


Question: All plants and animals have mechanisms that

Choices:
A. transport nutrients
B. perform photosynthesis
C. regulate nerves
D. produce flowers

Prompt:
Question: All plants and animals have mechanisms that
A. transport nutrients
B. perform photosynthesis
C. regulate nerves
D. produce flowers
Answer:

Question: All plants and animals have mechanisms that

Choices:
A. produce flowers
B. regulate nerves
C. perform photosynthesis
D. transport nutrients

Prompt:
Question: All plants and animals have mechanisms that
A. produce flowers
B. regulate nerves
C. perform photosynthesis
D. transport nutrients
Answer:

Answer: 3

Question: All plants and animals have mechanisms that

Choices:
1. transport nutrients
2. perform photosynthesis
3. regulate nerves
4. produce flowers

Prompt:
Question: All plants and animals have mechanisms that
1. transport nutrients
2. perform photosynthesis
3. regulate nerves
4. produce flowers
Answer:

Question: All plants and animals have mechanisms that

Choices:
S. transport nutrients
T. perform photosynthesis
B. regulate nerves
V. produce flowers

Prompt:
Question: All plants and animals have mechanisms that
S. transport nutrients
T. perform photosynthesis
B. regulate nerves
V. produce flowers
Answer:

Question: All plants and animals have mechanisms that

Choices:
S. produce flowers
T. regulate nerves
B. perform photosynthesis
V. transport nutrients

Prompt:
Question: All plants and animals have mechanisms that
S. produce flowers
T. regulate nerves
B. perform photosynthesis
V. transport nutrients
Answer:

Answer: 3


Question: Which is the best tool to measure the angles of a triangular object?

Choices:
A. a meter stick
B. a compass
C. a protractor
D. a spring scale

Prompt:
Question: Which is the best tool to measure the angles of a triangular object?
A. a meter stick
B. a compass
C. a protractor
D. a spring scale
Answer:

Answer: 2

Question: Which is the best tool to measure the angles of a triangular object?

Choices:
A. a compass
B. a protractor
C. a spring scale
D. a meter stick

Prompt:
Question: Which is the best tool to measure the angles of a triangular object?
A. a compass
B. a protractor
C. a spring scale
D. a meter stick
Answer:

Answer: 1

Question: Which is the best tool to measure the angles of a triangular object?

Choices:
1. a meter stick
2. a compass
3. a protractor
4. a spring scale

Prompt:
Question: Which is the best tool to measure the angles of a triangular object?
1. a meter stick
2. a compass
3. a protractor
4. a spring scale
Answer:

Answer: 2

Question: Which is the best tool to measure the angles of a triangular object?

Choices:
S. a meter stick
I. a compass
W. a protractor
R. a spring scale

Prompt:
Question: Which is the best tool to measure the angles of a triangular object?
S. a meter stick
I. a compass
W. a protractor
R. a spring scale
Answer:

Answer: 2

Question: Which is the best tool to measure the angles of a triangular object?

Choices:
S. a compass
I. a protractor
W. a spring scale
R. a meter stick

Prompt:
Question: Which is the best tool to measure the angles of a triangular object?
S. a compass
I. a protractor
W. a spring scale
R. a meter stick
Answer:

Answer: 1


Question: All living organisms are dependent on plants because plants

Choices:
A. produce carbon dioxide
B. remove oxygen from the air
C. are producers
D. are consumers

Prompt:
Question: All living organisms are dependent on plants because plants
A. produce carbon dioxide
B. remove oxygen from the air
C. are producers
D. are consumers
Answer:

Answer: 2

Question: All living organisms are dependent on plants because plants

Choices:
A. are producers
B. remove oxygen from the air
C. produce carbon dioxide
D. are consumers

Prompt:
Question: All living organisms are dependent on plants because plants
A. are producers
B. remove oxygen from the air
C. produce carbon dioxide
D. are consumers
Answer:

Question: All living organisms are dependent on plants because plants

Choices:
1. produce carbon dioxide
2. remove oxygen from the air
3. are producers
4. are consumers

Prompt:
Question: All living organisms are dependent on plants because plants
1. produce carbon dioxide
2. remove oxygen from the air
3. are producers
4. are consumers
Answer:

Answer: 2

Question: All living organisms are dependent on plants because plants

Choices:
E. produce carbon dioxide
H. remove oxygen from the air
U. are producers
X. are consumers

Prompt:
Question: All living organisms are dependent on plants because plants
E. produce carbon dioxide
H. remove oxygen from the air
U. are producers
X. are consumers
Answer:

Answer: 2

Question: All living organisms are dependent on plants because plants

Choices:
E. are producers
H. remove oxygen from the air
U. produce carbon dioxide
X. are consumers

Prompt:
Question: All living organisms are dependent on plants because plants
E. are producers
H. remove oxygen from the air
U. produce carbon dioxide
X. are consumers
Answer:


Question: Compared to other stars in our galaxy, which is the best description of our Sun?

Choices:
A. larger size, higher temperature
B. smaller size, higher temperature
C. larger size, average temperature
D. average size, average temperature

Prompt:
Question: Compared to other stars in our galaxy, which is the best description of our Sun?
A. larger size, higher temperature
B. smaller size, higher temperature
C. larger size, average temperature
D. average size, average temperature
Answer:

Answer: 3

Question: Compared to other stars in our galaxy, which is the best description of our Sun?

Choices:
A. average size, average temperature
B. larger size, average temperature
C. smaller size, higher temperature
D. larger size, higher temperature

Prompt:
Question: Compared to other stars in our galaxy, which is the best description of our Sun?
A. average size, average temperature
B. larger size, average temperature
C. smaller size, higher temperature
D. larger size, higher temperature
Answer:

Question: Compared to other stars in our galaxy, which is the best description of our Sun?

Choices:
1. larger size, higher temperature
2. smaller size, higher temperature
3. larger size, average temperature
4. average size, average temperature

Prompt:
Question: Compared to other stars in our galaxy, which is the best description of our Sun?
1. larger size, higher temperature
2. smaller size, higher temperature
3. larger size, average temperature
4. average size, average temperature
Answer:

Answer: 3

Question: Compared to other stars in our galaxy, which is the best description of our Sun?

Choices:
U. larger size, higher temperature
A. smaller size, higher temperature
J. larger size, average temperature
P. average size, average temperature

Prompt:
Question: Compared to other stars in our galaxy, which is the best description of our Sun?
U. larger size, higher temperature
A. smaller size, higher temperature
J. larger size, average temperature
P. average size, average temperature
Answer:

Answer: 3

Question: Compared to other stars in our galaxy, which is the best description of our Sun?

Choices:
U. average size, average temperature
A. larger size, average temperature
J. smaller size, higher temperature
P. larger size, higher temperature

Prompt:
Question: Compared to other stars in our galaxy, which is the best description of our Sun?
U. average size, average temperature
A. larger size, average temperature
J. smaller size, higher temperature
P. larger size, higher temperature
Answer:


Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?

Choices:
A. contributions to atmospheric oxygen from sources other than trees
B. the ways in which industrialized nations use trees
C. the root area of trees
D. the bark mass of trees

Prompt:
Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?
A. contributions to atmospheric oxygen from sources other than trees
B. the ways in which industrialized nations use trees
C. the root area of trees
D. the bark mass of trees
Answer:

Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?

Choices:
A. the bark mass of trees
B. the ways in which industrialized nations use trees
C. the root area of trees
D. contributions to atmospheric oxygen from sources other than trees

Prompt:
Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?
A. the bark mass of trees
B. the ways in which industrialized nations use trees
C. the root area of trees
D. contributions to atmospheric oxygen from sources other than trees
Answer:

Answer: 3

Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?

Choices:
1. contributions to atmospheric oxygen from sources other than trees
2. the ways in which industrialized nations use trees
3. the root area of trees
4. the bark mass of trees

Prompt:
Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?
1. contributions to atmospheric oxygen from sources other than trees
2. the ways in which industrialized nations use trees
3. the root area of trees
4. the bark mass of trees
Answer:

Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?

Choices:
I. contributions to atmospheric oxygen from sources other than trees
B. the ways in which industrialized nations use trees
E. the root area of trees
R. the bark mass of trees

Prompt:
Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?
I. contributions to atmospheric oxygen from sources other than trees
B. the ways in which industrialized nations use trees
E. the root area of trees
R. the bark mass of trees
Answer:

Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?

Choices:
I. the bark mass of trees
B. the ways in which industrialized nations use trees
E. the root area of trees
R. contributions to atmospheric oxygen from sources other than trees

Prompt:
Question: While studying the relationship between number of trees and amount of atmospheric oxygen, which of the following would be most important to take into account?
I. the bark mass of trees
B. the ways in which industrialized nations use trees
E. the root area of trees
R. contributions to atmospheric oxygen from sources other than trees
Answer:

Answer: 3


Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?

Choices:
A. a list of authoritative sources that supports her conclusion
B. instructions for viewers to repeat her procedures
C. clearly illustrated diagrams of the scientific principles involved
D. a complete write-up of her experimental method and data collected

Prompt:
Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?
A. a list of authoritative sources that supports her conclusion
B. instructions for viewers to repeat her procedures
C. clearly illustrated diagrams of the scientific principles involved
D. a complete write-up of her experimental method and data collected
Answer:

Answer: 3

Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?

Choices:
A. instructions for viewers to repeat her procedures
B. a complete write-up of her experimental method and data collected
C. a list of authoritative sources that supports her conclusion
D. clearly illustrated diagrams of the scientific principles involved

Prompt:
Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?
A. instructions for viewers to repeat her procedures
B. a complete write-up of her experimental method and data collected
C. a list of authoritative sources that supports her conclusion
D. clearly illustrated diagrams of the scientific principles involved
Answer:

Answer: 1

Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?

Choices:
1. a list of authoritative sources that supports her conclusion
2. instructions for viewers to repeat her procedures
3. clearly illustrated diagrams of the scientific principles involved
4. a complete write-up of her experimental method and data collected

Prompt:
Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?
1. a list of authoritative sources that supports her conclusion
2. instructions for viewers to repeat her procedures
3. clearly illustrated diagrams of the scientific principles involved
4. a complete write-up of her experimental method and data collected
Answer:

Answer: 3

Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?

Choices:
T. a list of authoritative sources that supports her conclusion
I. instructions for viewers to repeat her procedures
Q. clearly illustrated diagrams of the scientific principles involved
V. a complete write-up of her experimental method and data collected

Prompt:
Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?
T. a list of authoritative sources that supports her conclusion
I. instructions for viewers to repeat her procedures
Q. clearly illustrated diagrams of the scientific principles involved
V. a complete write-up of her experimental method and data collected
Answer:

Answer: 3

Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?

Choices:
T. instructions for viewers to repeat her procedures
I. a complete write-up of her experimental method and data collected
Q. a list of authoritative sources that supports her conclusion
V. clearly illustrated diagrams of the scientific principles involved

Prompt:
Question: A student is working on a science project display for the school science fair. To best communicate why her conclusions are valid, what should be included on the display?
T. instructions for viewers to repeat her procedures
I. a complete write-up of her experimental method and data collected
Q. a list of authoritative sources that supports her conclusion
V. clearly illustrated diagrams of the scientific principles involved
Answer:

Answer: 1


Question: Which of the following describes asexual reproduction?

Choices:
A. the process of meiosis in a fruit fly
B. fertilization of a chicken egg
C. binary fission in an amoeba
D. the process of embryo development in a mouse

Prompt:
Question: Which of the following describes asexual reproduction?
A. the process of meiosis in a fruit fly
B. fertilization of a chicken egg
C. binary fission in an amoeba
D. the process of embryo development in a mouse
Answer:

Answer: 2

Question: Which of the following describes asexual reproduction?

Choices:
A. binary fission in an amoeba
B. the process of embryo development in a mouse
C. the process of meiosis in a fruit fly
D. fertilization of a chicken egg

Prompt:
Question: Which of the following describes asexual reproduction?
A. binary fission in an amoeba
B. the process of embryo development in a mouse
C. the process of meiosis in a fruit fly
D. fertilization of a chicken egg
Answer:

Question: Which of the following describes asexual reproduction?

Choices:
1. the process of meiosis in a fruit fly
2. fertilization of a chicken egg
3. binary fission in an amoeba
4. the process of embryo development in a mouse

Prompt:
Question: Which of the following describes asexual reproduction?
1. the process of meiosis in a fruit fly
2. fertilization of a chicken egg
3. binary fission in an amoeba
4. the process of embryo development in a mouse
Answer:

Answer: 2

Question: Which of the following describes asexual reproduction?

Choices:
F. the process of meiosis in a fruit fly
P. fertilization of a chicken egg
R. binary fission in an amoeba
J. the process of embryo development in a mouse

Prompt:
Question: Which of the following describes asexual reproduction?
F. the process of meiosis in a fruit fly
P. fertilization of a chicken egg
R. binary fission in an amoeba
J. the process of embryo development in a mouse
Answer:

Answer: 2

Question: Which of the following describes asexual reproduction?

Choices:
F. binary fission in an amoeba
P. the process of embryo development in a mouse
R. the process of meiosis in a fruit fly
J. fertilization of a chicken egg

Prompt:
Question: Which of the following describes asexual reproduction?
F. binary fission in an amoeba
P. the process of embryo development in a mouse
R. the process of meiosis in a fruit fly
J. fertilization of a chicken egg
Answer:


Question: Which scientist is known for his genetics experiments with pea plants?

Choices:
A. Charles Darwin
B. Gregor Mendel
C. Carolus Linnaeus
D. Robert Hooke

Prompt:
Question: Which scientist is known for his genetics experiments with pea plants?
A. Charles Darwin
B. Gregor Mendel
C. Carolus Linnaeus
D. Robert Hooke
Answer:

Answer: 1

Question: Which scientist is known for his genetics experiments with pea plants?

Choices:
A. Carolus Linnaeus
B. Charles Darwin
C. Robert Hooke
D. Gregor Mendel

Prompt:
Question: Which scientist is known for his genetics experiments with pea plants?
A. Carolus Linnaeus
B. Charles Darwin
C. Robert Hooke
D. Gregor Mendel
Answer:

Answer: 3

Question: Which scientist is known for his genetics experiments with pea plants?

Choices:
1. Charles Darwin
2. Gregor Mendel
3. Carolus Linnaeus
4. Robert Hooke

Prompt:
Question: Which scientist is known for his genetics experiments with pea plants?
1. Charles Darwin
2. Gregor Mendel
3. Carolus Linnaeus
4. Robert Hooke
Answer:

Answer: 1

Question: Which scientist is known for his genetics experiments with pea plants?

Choices:
K. Charles Darwin
X. Gregor Mendel
V. Carolus Linnaeus
L. Robert Hooke

Prompt:
Question: Which scientist is known for his genetics experiments with pea plants?
K. Charles Darwin
X. Gregor Mendel
V. Carolus Linnaeus
L. Robert Hooke
Answer:

Answer: 1

Question: Which scientist is known for his genetics experiments with pea plants?

Choices:
K. Carolus Linnaeus
X. Charles Darwin
V. Robert Hooke
L. Gregor Mendel

Prompt:
Question: Which scientist is known for his genetics experiments with pea plants?
K. Carolus Linnaeus
X. Charles Darwin
V. Robert Hooke
L. Gregor Mendel
Answer:

Answer: 3


Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?

Choices:
A. stormy
B. sunny
C. snowy
D. hot

Prompt:
Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?
A. stormy
B. sunny
C. snowy
D. hot
Answer:

Answer: 1

Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?

Choices:
A. sunny
B. snowy
C. hot
D. stormy

Prompt:
Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?
A. sunny
B. snowy
C. hot
D. stormy
Answer:

Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?

Choices:
1. stormy
2. sunny
3. snowy
4. hot

Prompt:
Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?
1. stormy
2. sunny
3. snowy
4. hot
Answer:

Answer: 1

Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?

Choices:
N. stormy
Q. sunny
E. snowy
F. hot

Prompt:
Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?
N. stormy
Q. sunny
E. snowy
F. hot
Answer:

Answer: 1

Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?

Choices:
N. sunny
Q. snowy
E. hot
F. stormy

Prompt:
Question: On a cold, cloudy day, the local weather forecaster predicts that a high-pressure system will be moving into the area in the next 24 hours. Which weather conditions will this system most likely bring to the area?
N. sunny
Q. snowy
E. hot
F. stormy
Answer:


Question: What determines if twins are identical?

Choices:
A. their genes
B. their behavior
C. their environment
D. their personalities

Prompt:
Question: What determines if twins are identical?
A. their genes
B. their behavior
C. their environment
D. their personalities
Answer:

Question: What determines if twins are identical?

Choices:
A. their environment
B. their behavior
C. their personalities
D. their genes

Prompt:
Question: What determines if twins are identical?
A. their environment
B. their behavior
C. their personalities
D. their genes
Answer:

Answer: 3

Question: What determines if twins are identical?

Choices:
1. their genes
2. their behavior
3. their environment
4. their personalities

Prompt:
Question: What determines if twins are identical?
1. their genes
2. their behavior
3. their environment
4. their personalities
Answer:

Question: What determines if twins are identical?

Choices:
C. their genes
R. their behavior
O. their environment
I. their personalities

Prompt:
Question: What determines if twins are identical?
C. their genes
R. their behavior
O. their environment
I. their personalities
Answer:

Question: What determines if twins are identical?

Choices:
C. their environment
R. their behavior
O. their personalities
I. their genes

Prompt:
Question: What determines if twins are identical?
C. their environment
R. their behavior
O. their personalities
I. their genes
Answer:

Answer: 3


Question: Which of these processes is a conversion made by solar panels?

Choices:
A. mechanical energy to nuclear energy
B. thermal energy to chemical energy
C. kinetic energy to potential energy
D. radiant energy to electrical energy

Prompt:
Question: Which of these processes is a conversion made by solar panels?
A. mechanical energy to nuclear energy
B. thermal energy to chemical energy
C. kinetic energy to potential energy
D. radiant energy to electrical energy
Answer:

Answer: 3

Question: Which of these processes is a conversion made by solar panels?

Choices:
A. thermal energy to chemical energy
B. kinetic energy to potential energy
C. radiant energy to electrical energy
D. mechanical energy to nuclear energy

Prompt:
Question: Which of these processes is a conversion made by solar panels?
A. thermal energy to chemical energy
B. kinetic energy to potential energy
C. radiant energy to electrical energy
D. mechanical energy to nuclear energy
Answer:

Answer: 2

Question: Which of these processes is a conversion made by solar panels?

Choices:
1. mechanical energy to nuclear energy
2. thermal energy to chemical energy
3. kinetic energy to potential energy
4. radiant energy to electrical energy

Prompt:
Question: Which of these processes is a conversion made by solar panels?
1. mechanical energy to nuclear energy
2. thermal energy to chemical energy
3. kinetic energy to potential energy
4. radiant energy to electrical energy
Answer:

Answer: 3

Question: Which of these processes is a conversion made by solar panels?

Choices:
U. mechanical energy to nuclear energy
A. thermal energy to chemical energy
Q. kinetic energy to potential energy
D. radiant energy to electrical energy

Prompt:
Question: Which of these processes is a conversion made by solar panels?
U. mechanical energy to nuclear energy
A. thermal energy to chemical energy
Q. kinetic energy to potential energy
D. radiant energy to electrical energy
Answer:

Answer: 3

Question: Which of these processes is a conversion made by solar panels?

Choices:
U. thermal energy to chemical energy
A. kinetic energy to potential energy
Q. radiant energy to electrical energy
D. mechanical energy to nuclear energy

Prompt:
Question: Which of these processes is a conversion made by solar panels?
U. thermal energy to chemical energy
A. kinetic energy to potential energy
Q. radiant energy to electrical energy
D. mechanical energy to nuclear energy
Answer:

Answer: 2


Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?

Choices:
A. Both parents are homozygous for the trait.
B. Both parents are heterozygous for the trait.
C. The male is heterozygous and the female is homozygous recessive for the trait.
D. The male is homozygous dominant and the female is heterozygous for the trait.

Prompt:
Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?
A. Both parents are homozygous for the trait.
B. Both parents are heterozygous for the trait.
C. The male is heterozygous and the female is homozygous recessive for the trait.
D. The male is homozygous dominant and the female is heterozygous for the trait.
Answer:

Answer: 2

Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?

Choices:
A. Both parents are homozygous for the trait.
B. The male is heterozygous and the female is homozygous recessive for the trait.
C. Both parents are heterozygous for the trait.
D. The male is homozygous dominant and the female is heterozygous for the trait.

Prompt:
Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?
A. Both parents are homozygous for the trait.
B. The male is heterozygous and the female is homozygous recessive for the trait.
C. Both parents are heterozygous for the trait.
D. The male is homozygous dominant and the female is heterozygous for the trait.
Answer:

Answer: 1

Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?

Choices:
1. Both parents are homozygous for the trait.
2. Both parents are heterozygous for the trait.
3. The male is heterozygous and the female is homozygous recessive for the trait.
4. The male is homozygous dominant and the female is heterozygous for the trait.

Prompt:
Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?
1. Both parents are homozygous for the trait.
2. Both parents are heterozygous for the trait.
3. The male is heterozygous and the female is homozygous recessive for the trait.
4. The male is homozygous dominant and the female is heterozygous for the trait.
Answer:

Answer: 2

Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?

Choices:
A. Both parents are homozygous for the trait.
V. Both parents are heterozygous for the trait.
D. The male is heterozygous and the female is homozygous recessive for the trait.
O. The male is homozygous dominant and the female is heterozygous for the trait.

Prompt:
Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?
A. Both parents are homozygous for the trait.
V. Both parents are heterozygous for the trait.
D. The male is heterozygous and the female is homozygous recessive for the trait.
O. The male is homozygous dominant and the female is heterozygous for the trait.
Answer:

Answer: 2

Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?

Choices:
A. Both parents are homozygous for the trait.
V. The male is heterozygous and the female is homozygous recessive for the trait.
D. Both parents are heterozygous for the trait.
O. The male is homozygous dominant and the female is heterozygous for the trait.

Prompt:
Question: In fruit flies, red eyes are dominant over sepia eyes. A male with red eyes is crossed with a female with sepia eyes producing first generation offspring that all had sepia eyes. What does this indicate about the flies that were crossed?
A. Both parents are homozygous for the trait.
V. The male is heterozygous and the female is homozygous recessive for the trait.
D. Both parents are heterozygous for the trait.
O. The male is homozygous dominant and the female is heterozygous for the trait.
Answer:

Answer: 1


Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?

Choices:
A. The population will adapt to ground dwelling.
B. The population will decrease due to lack of resources.
C. The population will stabilize when it moves to another region.
D. The population will increase as predators move out of the region.

Prompt:
Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?
A. The population will adapt to ground dwelling.
B. The population will decrease due to lack of resources.
C. The population will stabilize when it moves to another region.
D. The population will increase as predators move out of the region.
Answer:

Answer: 1

Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?

Choices:
A. The population will stabilize when it moves to another region.
B. The population will increase as predators move out of the region.
C. The population will decrease due to lack of resources.
D. The population will adapt to ground dwelling.

Prompt:
Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?
A. The population will stabilize when it moves to another region.
B. The population will increase as predators move out of the region.
C. The population will decrease due to lack of resources.
D. The population will adapt to ground dwelling.
Answer:

Answer: 2

Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?

Choices:
1. The population will adapt to ground dwelling.
2. The population will decrease due to lack of resources.
3. The population will stabilize when it moves to another region.
4. The population will increase as predators move out of the region.

Prompt:
Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?
1. The population will adapt to ground dwelling.
2. The population will decrease due to lack of resources.
3. The population will stabilize when it moves to another region.
4. The population will increase as predators move out of the region.
Answer:

Answer: 1

Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?

Choices:
N. The population will adapt to ground dwelling.
W. The population will decrease due to lack of resources.
X. The population will stabilize when it moves to another region.
Q. The population will increase as predators move out of the region.

Prompt:
Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?
N. The population will adapt to ground dwelling.
W. The population will decrease due to lack of resources.
X. The population will stabilize when it moves to another region.
Q. The population will increase as predators move out of the region.
Answer:

Answer: 1

Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?

Choices:
N. The population will stabilize when it moves to another region.
W. The population will increase as predators move out of the region.
X. The population will decrease due to lack of resources.
Q. The population will adapt to ground dwelling.

Prompt:
Question: Acid rain caused by industrial pollution greatly reduces the number of trees in a forested region that is home to a particular species of bird. How might this decrease in the number of trees most likely affect this bird population?
N. The population will stabilize when it moves to another region.
W. The population will increase as predators move out of the region.
X. The population will decrease due to lack of resources.
Q. The population will adapt to ground dwelling.
Answer:

Answer: 2


Question: Which of these is the main function of a cell wall?

Choices:
A. To make food
B. To store water
C. To provide support
D. To make the plant green

Prompt:
Question: Which of these is the main function of a cell wall?
A. To make food
B. To store water
C. To provide support
D. To make the plant green
Answer:

Answer: 2

Question: Which of these is the main function of a cell wall?

Choices:
A. To store water
B. To provide support
C. To make food
D. To make the plant green

Prompt:
Question: Which of these is the main function of a cell wall?
A. To store water
B. To provide support
C. To make food
D. To make the plant green
Answer:

Answer: 1

Question: Which of these is the main function of a cell wall?

Choices:
1. To make food
2. To store water
3. To provide support
4. To make the plant green

Prompt:
Question: Which of these is the main function of a cell wall?
1. To make food
2. To store water
3. To provide support
4. To make the plant green
Answer:

Answer: 2

Question: Which of these is the main function of a cell wall?

Choices:
I. To make food
V. To store water
K. To provide support
N. To make the plant green

Prompt:
Question: Which of these is the main function of a cell wall?
I. To make food
V. To store water
K. To provide support
N. To make the plant green
Answer:

Answer: 2

Question: Which of these is the main function of a cell wall?

Choices:
I. To store water
V. To provide support
K. To make food
N. To make the plant green

Prompt:
Question: Which of these is the main function of a cell wall?
I. To store water
V. To provide support
K. To make food
N. To make the plant green
Answer:

Answer: 1


Question: Which sentence about the periodic table of elements is true?

Choices:
A. All elements in period 2 are metals.
B. All elements in group 18 are metals.
C. Metals are found on the left side of the periodic table.
D. Metals are found on the right side of the periodic table.

Prompt:
Question: Which sentence about the periodic table of elements is true?
A. All elements in period 2 are metals.
B. All elements in group 18 are metals.
C. Metals are found on the left side of the periodic table.
D. Metals are found on the right side of the periodic table.
Answer:

Answer: 2

Question: Which sentence about the periodic table of elements is true?

Choices:
A. Metals are found on the left side of the periodic table.
B. All elements in period 2 are metals.
C. All elements in group 18 are metals.
D. Metals are found on the right side of the periodic table.

Prompt:
Question: Which sentence about the periodic table of elements is true?
A. Metals are found on the left side of the periodic table.
B. All elements in period 2 are metals.
C. All elements in group 18 are metals.
D. Metals are found on the right side of the periodic table.
Answer:

Question: Which sentence about the periodic table of elements is true?

Choices:
1. All elements in period 2 are metals.
2. All elements in group 18 are metals.
3. Metals are found on the left side of the periodic table.
4. Metals are found on the right side of the periodic table.

Prompt:
Question: Which sentence about the periodic table of elements is true?
1. All elements in period 2 are metals.
2. All elements in group 18 are metals.
3. Metals are found on the left side of the periodic table.
4. Metals are found on the right side of the periodic table.
Answer:

Answer: 2

Question: Which sentence about the periodic table of elements is true?

Choices:
G. All elements in period 2 are metals.
A. All elements in group 18 are metals.
E. Metals are found on the left side of the periodic table.
D. Metals are found on the right side of the periodic table.

Prompt:
Question: Which sentence about the periodic table of elements is true?
G. All elements in period 2 are metals.
A. All elements in group 18 are metals.
E. Metals are found on the left side of the periodic table.
D. Metals are found on the right side of the periodic table.
Answer:

Answer: 2

Question: Which sentence about the periodic table of elements is true?

Choices:
G. Metals are found on the left side of the periodic table.
A. All elements in period 2 are metals.
E. All elements in group 18 are metals.
D. Metals are found on the right side of the periodic table.

Prompt:
Question: Which sentence about the periodic table of elements is true?
G. Metals are found on the left side of the periodic table.
A. All elements in period 2 are metals.
E. All elements in group 18 are metals.
D. Metals are found on the right side of the periodic table.
Answer:


Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean

Choices:
A. climate.
B. food web.
C. ecosystem.
D. population.

Prompt:
Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean
A. climate.
B. food web.
C. ecosystem.
D. population.
Answer:

Answer: 2

Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean

Choices:
A. population.
B. ecosystem.
C. climate.
D. food web.

Prompt:
Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean
A. population.
B. ecosystem.
C. climate.
D. food web.
Answer:

Answer: 1

Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean

Choices:
1. climate.
2. food web.
3. ecosystem.
4. population.

Prompt:
Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean
1. climate.
2. food web.
3. ecosystem.
4. population.
Answer:

Answer: 2

Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean

Choices:
M. climate.
S. food web.
P. ecosystem.
W. population.

Prompt:
Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean
M. climate.
S. food web.
P. ecosystem.
W. population.
Answer:

Answer: 2

Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean

Choices:
M. population.
S. ecosystem.
P. climate.
W. food web.

Prompt:
Question: Salt concentration, water temperature, plankton, and the whale shark might all be used in a description of an ocean
M. population.
S. ecosystem.
P. climate.
W. food web.
Answer:

Answer: 1


Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the

Choices:
A. origin of the rocks.
B. use of the rocks.
C. size of the rocks.
D. hardness of the rocks.

Prompt:
Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the
A. origin of the rocks.
B. use of the rocks.
C. size of the rocks.
D. hardness of the rocks.
Answer:

Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the

Choices:
A. size of the rocks.
B. use of the rocks.
C. hardness of the rocks.
D. origin of the rocks.

Prompt:
Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the
A. size of the rocks.
B. use of the rocks.
C. hardness of the rocks.
D. origin of the rocks.
Answer:

Answer: 3

Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the

Choices:
1. origin of the rocks.
2. use of the rocks.
3. size of the rocks.
4. hardness of the rocks.

Prompt:
Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the
1. origin of the rocks.
2. use of the rocks.
3. size of the rocks.
4. hardness of the rocks.
Answer:

Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the

Choices:
H. origin of the rocks.
G. use of the rocks.
R. size of the rocks.
Z. hardness of the rocks.

Prompt:
Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the
H. origin of the rocks.
G. use of the rocks.
R. size of the rocks.
Z. hardness of the rocks.
Answer:

Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the

Choices:
H. size of the rocks.
G. use of the rocks.
R. hardness of the rocks.
Z. origin of the rocks.

Prompt:
Question: Rocks can be classified many different ways, including as igneous, metamorphic, and sedimentary. This classification is based on the
H. size of the rocks.
G. use of the rocks.
R. hardness of the rocks.
Z. origin of the rocks.
Answer:

Answer: 3


Question: A mountain range has hills around its edges. How are the mountains and hills alike?

Choices:
A. Both have grass at the top.
B. Both are at least 1000 meters tall.
C. Both have liquid rock at their centers.
D. Both are taller than the land around them.

Prompt:
Question: A mountain range has hills around its edges. How are the mountains and hills alike?
A. Both have grass at the top.
B. Both are at least 1000 meters tall.
C. Both have liquid rock at their centers.
D. Both are taller than the land around them.
Answer:

Answer: 3

Question: A mountain range has hills around its edges. How are the mountains and hills alike?

Choices:
A. Both are taller than the land around them.
B. Both are at least 1000 meters tall.
C. Both have grass at the top.
D. Both have liquid rock at their centers.

Prompt:
Question: A mountain range has hills around its edges. How are the mountains and hills alike?
A. Both are taller than the land around them.
B. Both are at least 1000 meters tall.
C. Both have grass at the top.
D. Both have liquid rock at their centers.
Answer:

Question: A mountain range has hills around its edges. How are the mountains and hills alike?

Choices:
1. Both have grass at the top.
2. Both are at least 1000 meters tall.
3. Both have liquid rock at their centers.
4. Both are taller than the land around them.

Prompt:
Question: A mountain range has hills around its edges. How are the mountains and hills alike?
1. Both have grass at the top.
2. Both are at least 1000 meters tall.
3. Both have liquid rock at their centers.
4. Both are taller than the land around them.
Answer:

Answer: 3

Question: A mountain range has hills around its edges. How are the mountains and hills alike?

Choices:
N. Both have grass at the top.
U. Both are at least 1000 meters tall.
I. Both have liquid rock at their centers.
C. Both are taller than the land around them.

Prompt:
Question: A mountain range has hills around its edges. How are the mountains and hills alike?
N. Both have grass at the top.
U. Both are at least 1000 meters tall.
I. Both have liquid rock at their centers.
C. Both are taller than the land around them.
Answer:

Answer: 3

Question: A mountain range has hills around its edges. How are the mountains and hills alike?

Choices:
N. Both are taller than the land around them.
U. Both are at least 1000 meters tall.
I. Both have grass at the top.
C. Both have liquid rock at their centers.

Prompt:
Question: A mountain range has hills around its edges. How are the mountains and hills alike?
N. Both are taller than the land around them.
U. Both are at least 1000 meters tall.
I. Both have grass at the top.
C. Both have liquid rock at their centers.
Answer:


Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing

Choices:
A. digestion.
B. excretion.
C. secretion.
D. circulation.

Prompt:
Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing
A. digestion.
B. excretion.
C. secretion.
D. circulation.
Answer:

Answer: 3

Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing

Choices:
A. circulation.
B. digestion.
C. excretion.
D. secretion.

Prompt:
Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing
A. circulation.
B. digestion.
C. excretion.
D. secretion.
Answer:

Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing

Choices:
1. digestion.
2. excretion.
3. secretion.
4. circulation.

Prompt:
Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing
1. digestion.
2. excretion.
3. secretion.
4. circulation.
Answer:

Answer: 3

Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing

Choices:
C. digestion.
B. excretion.
Q. secretion.
W. circulation.

Prompt:
Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing
C. digestion.
B. excretion.
Q. secretion.
W. circulation.
Answer:

Answer: 3

Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing

Choices:
C. circulation.
B. digestion.
Q. excretion.
W. secretion.

Prompt:
Question: Human muscle cells need nutrients and oxygen during exercise. The human body is able to meet the needs of the muscle cells during exercise by increasing
C. circulation.
B. digestion.
Q. excretion.
W. secretion.
Answer:


Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?

Choices:
A. oil
B. rocks
C. soil
D. sugar

Prompt:
Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?
A. oil
B. rocks
C. soil
D. sugar
Answer:

Answer: 3

Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?

Choices:
A. sugar
B. soil
C. rocks
D. oil

Prompt:
Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?
A. sugar
B. soil
C. rocks
D. oil
Answer:

Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?

Choices:
1. oil
2. rocks
3. soil
4. sugar

Prompt:
Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?
1. oil
2. rocks
3. soil
4. sugar
Answer:

Answer: 3

Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?

Choices:
K. oil
L. rocks
R. soil
W. sugar

Prompt:
Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?
K. oil
L. rocks
R. soil
W. sugar
Answer:

Answer: 3

Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?

Choices:
K. sugar
L. soil
R. rocks
W. oil

Prompt:
Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?
K. sugar
L. soil
R. rocks
W. oil
Answer:


Question: Fossil fuels are considered a nonrenewable resource because they

Choices:
A. have turned into solid rock.
B. take a long period of time to form.
C. are expensive to remove from rock.
D. are located deep within the Earth's crust.

Prompt:
Question: Fossil fuels are considered a nonrenewable resource because they
A. have turned into solid rock.
B. take a long period of time to form.
C. are expensive to remove from rock.
D. are located deep within the Earth's crust.
Answer:

Answer: 1

Question: Fossil fuels are considered a nonrenewable resource because they

Choices:
A. take a long period of time to form.
B. are expensive to remove from rock.
C. have turned into solid rock.
D. are located deep within the Earth's crust.

Prompt:
Question: Fossil fuels are considered a nonrenewable resource because they
A. take a long period of time to form.
B. are expensive to remove from rock.
C. have turned into solid rock.
D. are located deep within the Earth's crust.
Answer:

Question: Fossil fuels are considered a nonrenewable resource because they

Choices:
1. have turned into solid rock.
2. take a long period of time to form.
3. are expensive to remove from rock.
4. are located deep within the Earth's crust.

Prompt:
Question: Fossil fuels are considered a nonrenewable resource because they
1. have turned into solid rock.
2. take a long period of time to form.
3. are expensive to remove from rock.
4. are located deep within the Earth's crust.
Answer:

Answer: 1

Question: Fossil fuels are considered a nonrenewable resource because they

Choices:
T. have turned into solid rock.
W. take a long period of time to form.
R. are expensive to remove from rock.
I. are located deep within the Earth's crust.

Prompt:
Question: Fossil fuels are considered a nonrenewable resource because they
T. have turned into solid rock.
W. take a long period of time to form.
R. are expensive to remove from rock.
I. are located deep within the Earth's crust.
Answer:

Answer: 1

Question: Fossil fuels are considered a nonrenewable resource because they

Choices:
T. take a long period of time to form.
W. are expensive to remove from rock.
R. have turned into solid rock.
I. are located deep within the Earth's crust.

Prompt:
Question: Fossil fuels are considered a nonrenewable resource because they
T. take a long period of time to form.
W. are expensive to remove from rock.
R. have turned into solid rock.
I. are located deep within the Earth's crust.
Answer:


Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?

Choices:
A. thermometer
B. hand lens
C. graduated cylinder
D. balance

Prompt:
Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?
A. thermometer
B. hand lens
C. graduated cylinder
D. balance
Answer:

Answer: 1

Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?

Choices:
A. hand lens
B. balance
C. thermometer
D. graduated cylinder

Prompt:
Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?
A. hand lens
B. balance
C. thermometer
D. graduated cylinder
Answer:

Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?

Choices:
1. thermometer
2. hand lens
3. graduated cylinder
4. balance

Prompt:
Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?
1. thermometer
2. hand lens
3. graduated cylinder
4. balance
Answer:

Answer: 1

Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?

Choices:
C. thermometer
A. hand lens
O. graduated cylinder
H. balance

Prompt:
Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?
C. thermometer
A. hand lens
O. graduated cylinder
H. balance
Answer:

Answer: 1

Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?

Choices:
C. hand lens
A. balance
O. thermometer
H. graduated cylinder

Prompt:
Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?
C. hand lens
A. balance
O. thermometer
H. graduated cylinder
Answer: