Question: Which scientific model could be used to predict the properties of an element?

Choices:
A. closed loop system
B. Punnett square
C. Periodic Table
D. water cycle chart

Prompt:
Question: Which scientific model could be used to predict the properties of an element?
A. closed loop system
B. Punnett square
C. Periodic Table
D. water cycle chart
Answer:

Answer: 2

Question: Which scientific model could be used to predict the properties of an element?

Choices:
A. Punnett square
B. water cycle chart
C. closed loop system
D. Periodic Table

Prompt:
Question: Which scientific model could be used to predict the properties of an element?
A. Punnett square
B. water cycle chart
C. closed loop system
D. Periodic Table
Answer:

Answer: 3

Question: Which scientific model could be used to predict the properties of an element?

Choices:
1. closed loop system
2. Punnett square
3. Periodic Table
4. water cycle chart

Prompt:
Question: Which scientific model could be used to predict the properties of an element?
1. closed loop system
2. Punnett square
3. Periodic Table
4. water cycle chart
Answer:

Answer: 2

Question: Which scientific model could be used to predict the properties of an element?

Choices:
Y. closed loop system
O. Punnett square
L. Periodic Table
R. water cycle chart

Prompt:
Question: Which scientific model could be used to predict the properties of an element?
Y. closed loop system
O. Punnett square
L. Periodic Table
R. water cycle chart
Answer:

Answer: 2

Question: Which scientific model could be used to predict the properties of an element?

Choices:
Y. Punnett square
O. water cycle chart
L. closed loop system
R. Periodic Table

Prompt:
Question: Which scientific model could be used to predict the properties of an element?
Y. Punnett square
O. water cycle chart
L. closed loop system
R. Periodic Table
Answer:

Answer: 3


Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?

Choices:
A. lithosphere and mesosphere
B. inner core and outer core
C. outer core and mantle
D. mantle and crust

Prompt:
Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?
A. lithosphere and mesosphere
B. inner core and outer core
C. outer core and mantle
D. mantle and crust
Answer:

Answer: 1

Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?

Choices:
A. mantle and crust
B. outer core and mantle
C. lithosphere and mesosphere
D. inner core and outer core

Prompt:
Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?
A. mantle and crust
B. outer core and mantle
C. lithosphere and mesosphere
D. inner core and outer core
Answer:

Answer: 3

Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?

Choices:
1. lithosphere and mesosphere
2. inner core and outer core
3. outer core and mantle
4. mantle and crust

Prompt:
Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?
1. lithosphere and mesosphere
2. inner core and outer core
3. outer core and mantle
4. mantle and crust
Answer:

Answer: 1

Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?

Choices:
M. lithosphere and mesosphere
R. inner core and outer core
I. outer core and mantle
J. mantle and crust

Prompt:
Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?
M. lithosphere and mesosphere
R. inner core and outer core
I. outer core and mantle
J. mantle and crust
Answer:

Answer: 1

Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?

Choices:
M. mantle and crust
R. outer core and mantle
I. lithosphere and mesosphere
J. inner core and outer core

Prompt:
Question: Some of the thermal structure of Earth is the result of a combination of chemical composition, temperature, and pressure. Which is a boundary that best demonstrates a contact point between layers having relatively the same temperature and chemical composition?
M. mantle and crust
R. outer core and mantle
I. lithosphere and mesosphere
J. inner core and outer core
Answer:

Answer: 3


Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?

Choices:
A. apply the law of superposition
B. calculate the rate of radiometric decay
C. apply the law of crosscutting relationships
D. calculate the rate of tectonic plate movement

Prompt:
Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?
A. apply the law of superposition
B. calculate the rate of radiometric decay
C. apply the law of crosscutting relationships
D. calculate the rate of tectonic plate movement
Answer:

Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?

Choices:
A. calculate the rate of radiometric decay
B. calculate the rate of tectonic plate movement
C. apply the law of superposition
D. apply the law of crosscutting relationships

Prompt:
Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?
A. calculate the rate of radiometric decay
B. calculate the rate of tectonic plate movement
C. apply the law of superposition
D. apply the law of crosscutting relationships
Answer:

Answer: 2

Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?

Choices:
1. apply the law of superposition
2. calculate the rate of radiometric decay
3. apply the law of crosscutting relationships
4. calculate the rate of tectonic plate movement

Prompt:
Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?
1. apply the law of superposition
2. calculate the rate of radiometric decay
3. apply the law of crosscutting relationships
4. calculate the rate of tectonic plate movement
Answer:

Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?

Choices:
K. apply the law of superposition
T. calculate the rate of radiometric decay
X. apply the law of crosscutting relationships
O. calculate the rate of tectonic plate movement

Prompt:
Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?
K. apply the law of superposition
T. calculate the rate of radiometric decay
X. apply the law of crosscutting relationships
O. calculate the rate of tectonic plate movement
Answer:

Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?

Choices:
K. calculate the rate of radiometric decay
T. calculate the rate of tectonic plate movement
X. apply the law of superposition
O. apply the law of crosscutting relationships

Prompt:
Question: A hillside along a highway has exposed layers of undisturbed sedimentary rock. Which method would be best for scientists to use to determine the relative age of these sedimentary rock layers?
K. calculate the rate of radiometric decay
T. calculate the rate of tectonic plate movement
X. apply the law of superposition
O. apply the law of crosscutting relationships
Answer:

Answer: 2


Question: What are petri dishes used for in a lab?

Choices:
A. reflecting light to form images
B. measuring the mass of molecules
C. growing bacteria in a controlled setting
D. observing the strength of physical forces

Prompt:
Question: What are petri dishes used for in a lab?
A. reflecting light to form images
B. measuring the mass of molecules
C. growing bacteria in a controlled setting
D. observing the strength of physical forces
Answer:

Answer: 2

Question: What are petri dishes used for in a lab?

Choices:
A. reflecting light to form images
B. observing the strength of physical forces
C. measuring the mass of molecules
D. growing bacteria in a controlled setting

Prompt:
Question: What are petri dishes used for in a lab?
A. reflecting light to form images
B. observing the strength of physical forces
C. measuring the mass of molecules
D. growing bacteria in a controlled setting
Answer:

Answer: 3

Question: What are petri dishes used for in a lab?

Choices:
1. reflecting light to form images
2. measuring the mass of molecules
3. growing bacteria in a controlled setting
4. observing the strength of physical forces

Prompt:
Question: What are petri dishes used for in a lab?
1. reflecting light to form images
2. measuring the mass of molecules
3. growing bacteria in a controlled setting
4. observing the strength of physical forces
Answer:

Answer: 2

Question: What are petri dishes used for in a lab?

Choices:
J. reflecting light to form images
B. measuring the mass of molecules
Z. growing bacteria in a controlled setting
C. observing the strength of physical forces

Prompt:
Question: What are petri dishes used for in a lab?
J. reflecting light to form images
B. measuring the mass of molecules
Z. growing bacteria in a controlled setting
C. observing the strength of physical forces
Answer:

Answer: 2

Question: What are petri dishes used for in a lab?

Choices:
J. reflecting light to form images
B. observing the strength of physical forces
Z. measuring the mass of molecules
C. growing bacteria in a controlled setting

Prompt:
Question: What are petri dishes used for in a lab?
J. reflecting light to form images
B. observing the strength of physical forces
Z. measuring the mass of molecules
C. growing bacteria in a controlled setting
Answer:

Answer: 3


Question: How do most fish get the oxygen they need to survive?

Choices:
A. They take in water and break it down into hydrogen and oxygen.
B. Using their gills, they take in oxygen that is dissolved in water.
C. They get their oxygen from the food they eat.
D. They come to the surface every few minutes to breathe air into their lungs.

Prompt:
Question: How do most fish get the oxygen they need to survive?
A. They take in water and break it down into hydrogen and oxygen.
B. Using their gills, they take in oxygen that is dissolved in water.
C. They get their oxygen from the food they eat.
D. They come to the surface every few minutes to breathe air into their lungs.
Answer:

Answer: 1

Question: How do most fish get the oxygen they need to survive?

Choices:
A. They take in water and break it down into hydrogen and oxygen.
B. They come to the surface every few minutes to breathe air into their lungs.
C. Using their gills, they take in oxygen that is dissolved in water.
D. They get their oxygen from the food they eat.

Prompt:
Question: How do most fish get the oxygen they need to survive?
A. They take in water and break it down into hydrogen and oxygen.
B. They come to the surface every few minutes to breathe air into their lungs.
C. Using their gills, they take in oxygen that is dissolved in water.
D. They get their oxygen from the food they eat.
Answer:

Answer: 2

Question: How do most fish get the oxygen they need to survive?

Choices:
1. They take in water and break it down into hydrogen and oxygen.
2. Using their gills, they take in oxygen that is dissolved in water.
3. They get their oxygen from the food they eat.
4. They come to the surface every few minutes to breathe air into their lungs.

Prompt:
Question: How do most fish get the oxygen they need to survive?
1. They take in water and break it down into hydrogen and oxygen.
2. Using their gills, they take in oxygen that is dissolved in water.
3. They get their oxygen from the food they eat.
4. They come to the surface every few minutes to breathe air into their lungs.
Answer:

Answer: 1

Question: How do most fish get the oxygen they need to survive?

Choices:
W. They take in water and break it down into hydrogen and oxygen.
I. Using their gills, they take in oxygen that is dissolved in water.
J. They get their oxygen from the food they eat.
E. They come to the surface every few minutes to breathe air into their lungs.

Prompt:
Question: How do most fish get the oxygen they need to survive?
W. They take in water and break it down into hydrogen and oxygen.
I. Using their gills, they take in oxygen that is dissolved in water.
J. They get their oxygen from the food they eat.
E. They come to the surface every few minutes to breathe air into their lungs.
Answer:

Answer: 1

Question: How do most fish get the oxygen they need to survive?

Choices:
W. They take in water and break it down into hydrogen and oxygen.
I. They come to the surface every few minutes to breathe air into their lungs.
J. Using their gills, they take in oxygen that is dissolved in water.
E. They get their oxygen from the food they eat.

Prompt:
Question: How do most fish get the oxygen they need to survive?
W. They take in water and break it down into hydrogen and oxygen.
I. They come to the surface every few minutes to breathe air into their lungs.
J. Using their gills, they take in oxygen that is dissolved in water.
E. They get their oxygen from the food they eat.
Answer:

Answer: 2


Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?

Choices:
A. rain
B. soil
C. sunlight
D. wind

Prompt:
Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?
A. rain
B. soil
C. sunlight
D. wind
Answer:

Answer: 2

Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?

Choices:
A. sunlight
B. rain
C. soil
D. wind

Prompt:
Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?
A. sunlight
B. rain
C. soil
D. wind
Answer:

Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?

Choices:
1. rain
2. soil
3. sunlight
4. wind

Prompt:
Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?
1. rain
2. soil
3. sunlight
4. wind
Answer:

Answer: 2

Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?

Choices:
O. rain
G. soil
Q. sunlight
L. wind

Prompt:
Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?
O. rain
G. soil
Q. sunlight
L. wind
Answer:

Answer: 2

Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?

Choices:
O. sunlight
G. rain
Q. soil
L. wind

Prompt:
Question: Miranda's neighbors have an apple tree in their yard. What is the source of energy for the apple tree?
O. sunlight
G. rain
Q. soil
L. wind
Answer:


Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?

Choices:
A. large leaves
B. shallow roots
C. thick bark
D. thin trunks

Prompt:
Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?
A. large leaves
B. shallow roots
C. thick bark
D. thin trunks
Answer:

Answer: 2

Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?

Choices:
A. shallow roots
B. large leaves
C. thin trunks
D. thick bark

Prompt:
Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?
A. shallow roots
B. large leaves
C. thin trunks
D. thick bark
Answer:

Answer: 3

Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?

Choices:
1. large leaves
2. shallow roots
3. thick bark
4. thin trunks

Prompt:
Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?
1. large leaves
2. shallow roots
3. thick bark
4. thin trunks
Answer:

Answer: 2

Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?

Choices:
I. large leaves
W. shallow roots
P. thick bark
D. thin trunks

Prompt:
Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?
I. large leaves
W. shallow roots
P. thick bark
D. thin trunks
Answer:

Answer: 2

Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?

Choices:
I. shallow roots
W. large leaves
P. thin trunks
D. thick bark

Prompt:
Question: Some types of trees are able to survive the heat of a forest fire. Which of the following characteristics would best help a tree survive a fire?
I. shallow roots
W. large leaves
P. thin trunks
D. thick bark
Answer:

Answer: 3


Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?

Choices:
A. There would be an increase in consumers in the ecosystem.
B. There would be an increase of photosynthesis in the ecosystem.
C. There would be a decrease in food energy produced by the ecosystem.
D. There would be a decrease of carbon dioxide available to the ecosystem.

Prompt:
Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?
A. There would be an increase in consumers in the ecosystem.
B. There would be an increase of photosynthesis in the ecosystem.
C. There would be a decrease in food energy produced by the ecosystem.
D. There would be a decrease of carbon dioxide available to the ecosystem.
Answer:

Answer: 2

Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?

Choices:
A. There would be an increase of photosynthesis in the ecosystem.
B. There would be an increase in consumers in the ecosystem.
C. There would be a decrease of carbon dioxide available to the ecosystem.
D. There would be a decrease in food energy produced by the ecosystem.

Prompt:
Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?
A. There would be an increase of photosynthesis in the ecosystem.
B. There would be an increase in consumers in the ecosystem.
C. There would be a decrease of carbon dioxide available to the ecosystem.
D. There would be a decrease in food energy produced by the ecosystem.
Answer:

Answer: 3

Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?

Choices:
1. There would be an increase in consumers in the ecosystem.
2. There would be an increase of photosynthesis in the ecosystem.
3. There would be a decrease in food energy produced by the ecosystem.
4. There would be a decrease of carbon dioxide available to the ecosystem.

Prompt:
Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?
1. There would be an increase in consumers in the ecosystem.
2. There would be an increase of photosynthesis in the ecosystem.
3. There would be a decrease in food energy produced by the ecosystem.
4. There would be a decrease of carbon dioxide available to the ecosystem.
Answer:

Answer: 2

Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?

Choices:
V. There would be an increase in consumers in the ecosystem.
P. There would be an increase of photosynthesis in the ecosystem.
I. There would be a decrease in food energy produced by the ecosystem.
D. There would be a decrease of carbon dioxide available to the ecosystem.

Prompt:
Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?
V. There would be an increase in consumers in the ecosystem.
P. There would be an increase of photosynthesis in the ecosystem.
I. There would be a decrease in food energy produced by the ecosystem.
D. There would be a decrease of carbon dioxide available to the ecosystem.
Answer:

Answer: 2

Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?

Choices:
V. There would be an increase of photosynthesis in the ecosystem.
P. There would be an increase in consumers in the ecosystem.
I. There would be a decrease of carbon dioxide available to the ecosystem.
D. There would be a decrease in food energy produced by the ecosystem.

Prompt:
Question: Which of the following would most likely happen if grasses and shrubs were removed from a rural Massachusetts ecosystem?
V. There would be an increase of photosynthesis in the ecosystem.
P. There would be an increase in consumers in the ecosystem.
I. There would be a decrease of carbon dioxide available to the ecosystem.
D. There would be a decrease in food energy produced by the ecosystem.
Answer:

Answer: 3


Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?

Choices:
A. fewer wild animals
B. decreased farm crops
C. less trash sent to landfills
D. decreased use of electricity

Prompt:
Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?
A. fewer wild animals
B. decreased farm crops
C. less trash sent to landfills
D. decreased use of electricity
Answer:

Answer: 2

Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?

Choices:
A. less trash sent to landfills
B. decreased farm crops
C. fewer wild animals
D. decreased use of electricity

Prompt:
Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?
A. less trash sent to landfills
B. decreased farm crops
C. fewer wild animals
D. decreased use of electricity
Answer:

Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?

Choices:
1. fewer wild animals
2. decreased farm crops
3. less trash sent to landfills
4. decreased use of electricity

Prompt:
Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?
1. fewer wild animals
2. decreased farm crops
3. less trash sent to landfills
4. decreased use of electricity
Answer:

Answer: 2

Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?

Choices:
J. fewer wild animals
L. decreased farm crops
S. less trash sent to landfills
V. decreased use of electricity

Prompt:
Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?
J. fewer wild animals
L. decreased farm crops
S. less trash sent to landfills
V. decreased use of electricity
Answer:

Answer: 2

Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?

Choices:
J. less trash sent to landfills
L. decreased farm crops
S. fewer wild animals
V. decreased use of electricity

Prompt:
Question: In 2004, Maryland recycled more than 35% of all of the waste the state produced. Which of these benefits does recycling provide to Maryland?
J. less trash sent to landfills
L. decreased farm crops
S. fewer wild animals
V. decreased use of electricity
Answer:


Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?

Choices:
A. rain falling
B. wind blowing
C. snow melting
D. waves moving

Prompt:
Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?
A. rain falling
B. wind blowing
C. snow melting
D. waves moving
Answer:

Answer: 3

Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?

Choices:
A. wind blowing
B. waves moving
C. snow melting
D. rain falling

Prompt:
Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?
A. wind blowing
B. waves moving
C. snow melting
D. rain falling
Answer:

Answer: 1

Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?

Choices:
1. rain falling
2. wind blowing
3. snow melting
4. waves moving

Prompt:
Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?
1. rain falling
2. wind blowing
3. snow melting
4. waves moving
Answer:

Answer: 3

Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?

Choices:
N. rain falling
M. wind blowing
X. snow melting
W. waves moving

Prompt:
Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?
N. rain falling
M. wind blowing
X. snow melting
W. waves moving
Answer:

Answer: 3

Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?

Choices:
N. wind blowing
M. waves moving
X. snow melting
W. rain falling

Prompt:
Question: A student finds a round, smooth pebble on a beach. Which action made the pebble smooth?
N. wind blowing
M. waves moving
X. snow melting
W. rain falling
Answer:

Answer: 1


Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the

Choices:
A. nervous system.
B. digestive system.
C. immune system.
D. excretory system.

Prompt:
Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the
A. nervous system.
B. digestive system.
C. immune system.
D. excretory system.
Answer:

Answer: 1

Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the

Choices:
A. excretory system.
B. nervous system.
C. digestive system.
D. immune system.

Prompt:
Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the
A. excretory system.
B. nervous system.
C. digestive system.
D. immune system.
Answer:

Answer: 2

Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the

Choices:
1. nervous system.
2. digestive system.
3. immune system.
4. excretory system.

Prompt:
Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the
1. nervous system.
2. digestive system.
3. immune system.
4. excretory system.
Answer:

Answer: 1

Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the

Choices:
U. nervous system.
D. digestive system.
F. immune system.
J. excretory system.

Prompt:
Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the
U. nervous system.
D. digestive system.
F. immune system.
J. excretory system.
Answer:

Answer: 1

Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the

Choices:
U. excretory system.
D. nervous system.
F. digestive system.
J. immune system.

Prompt:
Question: The position of the liver in the circulatory system maximizes its ability to filter out harmful chemicals as soon as they enter the bloodstream. Blood travels to the liver from the
U. excretory system.
D. nervous system.
F. digestive system.
J. immune system.
Answer:

Answer: 2


Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?

Choices:
A. diagram
B. graph
C. journal
D. map

Prompt:
Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?
A. diagram
B. graph
C. journal
D. map
Answer:

Answer: 1

Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?

Choices:
A. graph
B. journal
C. map
D. diagram

Prompt:
Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?
A. graph
B. journal
C. map
D. diagram
Answer:

Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?

Choices:
1. diagram
2. graph
3. journal
4. map

Prompt:
Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?
1. diagram
2. graph
3. journal
4. map
Answer:

Answer: 1

Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?

Choices:
R. diagram
V. graph
S. journal
B. map

Prompt:
Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?
R. diagram
V. graph
S. journal
B. map
Answer:

Answer: 1

Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?

Choices:
R. graph
V. journal
S. map
B. diagram

Prompt:
Question: A student recorded the amount of rain that fell in one year in his city. What is the best way for him to organize his information?
R. graph
V. journal
S. map
B. diagram
Answer:


Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?

Choices:
A. get a new bulb to finish the test
B. push the broken glass under a table
C. tell her teacher that she broke the bulb
D. ask her partner to help pick up the broken glass

Prompt:
Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?
A. get a new bulb to finish the test
B. push the broken glass under a table
C. tell her teacher that she broke the bulb
D. ask her partner to help pick up the broken glass
Answer:

Answer: 2

Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?

Choices:
A. get a new bulb to finish the test
B. tell her teacher that she broke the bulb
C. push the broken glass under a table
D. ask her partner to help pick up the broken glass

Prompt:
Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?
A. get a new bulb to finish the test
B. tell her teacher that she broke the bulb
C. push the broken glass under a table
D. ask her partner to help pick up the broken glass
Answer:

Answer: 1

Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?

Choices:
1. get a new bulb to finish the test
2. push the broken glass under a table
3. tell her teacher that she broke the bulb
4. ask her partner to help pick up the broken glass

Prompt:
Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?
1. get a new bulb to finish the test
2. push the broken glass under a table
3. tell her teacher that she broke the bulb
4. ask her partner to help pick up the broken glass
Answer:

Answer: 2

Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?

Choices:
N. get a new bulb to finish the test
T. push the broken glass under a table
W. tell her teacher that she broke the bulb
F. ask her partner to help pick up the broken glass

Prompt:
Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?
N. get a new bulb to finish the test
T. push the broken glass under a table
W. tell her teacher that she broke the bulb
F. ask her partner to help pick up the broken glass
Answer:

Answer: 2

Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?

Choices:
N. get a new bulb to finish the test
T. tell her teacher that she broke the bulb
W. push the broken glass under a table
F. ask her partner to help pick up the broken glass

Prompt:
Question: While Anna was testing a circuit, she dropped a light bulb. What is the safest thing Anna can do?
N. get a new bulb to finish the test
T. tell her teacher that she broke the bulb
W. push the broken glass under a table
F. ask her partner to help pick up the broken glass
Answer:

Answer: 1


Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?

Choices:
A. Less sugar is visible.
B. The water is cloudy.
C. The sugar turned into crystals.
D. Bubbles formed in the water.

Prompt:
Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?
A. Less sugar is visible.
B. The water is cloudy.
C. The sugar turned into crystals.
D. Bubbles formed in the water.
Answer:

Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?

Choices:
A. Bubbles formed in the water.
B. The water is cloudy.
C. The sugar turned into crystals.
D. Less sugar is visible.

Prompt:
Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?
A. Bubbles formed in the water.
B. The water is cloudy.
C. The sugar turned into crystals.
D. Less sugar is visible.
Answer:

Answer: 3

Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?

Choices:
1. Less sugar is visible.
2. The water is cloudy.
3. The sugar turned into crystals.
4. Bubbles formed in the water.

Prompt:
Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?
1. Less sugar is visible.
2. The water is cloudy.
3. The sugar turned into crystals.
4. Bubbles formed in the water.
Answer:

Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?

Choices:
S. Less sugar is visible.
A. The water is cloudy.
V. The sugar turned into crystals.
T. Bubbles formed in the water.

Prompt:
Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?
S. Less sugar is visible.
A. The water is cloudy.
V. The sugar turned into crystals.
T. Bubbles formed in the water.
Answer:

Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?

Choices:
S. Bubbles formed in the water.
A. The water is cloudy.
V. The sugar turned into crystals.
T. Less sugar is visible.

Prompt:
Question: Sugar is added to water and the mixture is stirred. Which observation is evidence that the sugar dissolved in the water?
S. Bubbles formed in the water.
A. The water is cloudy.
V. The sugar turned into crystals.
T. Less sugar is visible.
Answer:

Answer: 3


Question: The direction water flows in a river depends on

Choices:
A. the length of the river
B. the slope of the land
C. the type of rock over which the water flows
D. the location of the North Pole

Prompt:
Question: The direction water flows in a river depends on
A. the length of the river
B. the slope of the land
C. the type of rock over which the water flows
D. the location of the North Pole
Answer:

Answer: 1

Question: The direction water flows in a river depends on

Choices:
A. the slope of the land
B. the length of the river
C. the type of rock over which the water flows
D. the location of the North Pole

Prompt:
Question: The direction water flows in a river depends on
A. the slope of the land
B. the length of the river
C. the type of rock over which the water flows
D. the location of the North Pole
Answer:

Question: The direction water flows in a river depends on

Choices:
1. the length of the river
2. the slope of the land
3. the type of rock over which the water flows
4. the location of the North Pole

Prompt:
Question: The direction water flows in a river depends on
1. the length of the river
2. the slope of the land
3. the type of rock over which the water flows
4. the location of the North Pole
Answer:

Answer: 1

Question: The direction water flows in a river depends on

Choices:
R. the length of the river
Q. the slope of the land
D. the type of rock over which the water flows
O. the location of the North Pole

Prompt:
Question: The direction water flows in a river depends on
R. the length of the river
Q. the slope of the land
D. the type of rock over which the water flows
O. the location of the North Pole
Answer:

Answer: 1

Question: The direction water flows in a river depends on

Choices:
R. the slope of the land
Q. the length of the river
D. the type of rock over which the water flows
O. the location of the North Pole

Prompt:
Question: The direction water flows in a river depends on
R. the slope of the land
Q. the length of the river
D. the type of rock over which the water flows
O. the location of the North Pole
Answer:


Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?

Choices:
A. the color of the ball
B. the force of the kick
C. the length of the field
D. the temperature of the air

Prompt:
Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?
A. the color of the ball
B. the force of the kick
C. the length of the field
D. the temperature of the air
Answer:

Answer: 1

Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?

Choices:
A. the force of the kick
B. the length of the field
C. the temperature of the air
D. the color of the ball

Prompt:
Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?
A. the force of the kick
B. the length of the field
C. the temperature of the air
D. the color of the ball
Answer:

Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?

Choices:
1. the color of the ball
2. the force of the kick
3. the length of the field
4. the temperature of the air

Prompt:
Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?
1. the color of the ball
2. the force of the kick
3. the length of the field
4. the temperature of the air
Answer:

Answer: 1

Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?

Choices:
Y. the color of the ball
K. the force of the kick
L. the length of the field
T. the temperature of the air

Prompt:
Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?
Y. the color of the ball
K. the force of the kick
L. the length of the field
T. the temperature of the air
Answer:

Answer: 1

Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?

Choices:
Y. the force of the kick
K. the length of the field
L. the temperature of the air
T. the color of the ball

Prompt:
Question: A soccer player kicks a soccer ball across a field. Which factor has the most effect on the distance the soccer ball travels?
Y. the force of the kick
K. the length of the field
L. the temperature of the air
T. the color of the ball
Answer:


Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of

Choices:
A. hormones
B. DNA molecules
C. minerals and water
D. undigested food molecules

Prompt:
Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of
A. hormones
B. DNA molecules
C. minerals and water
D. undigested food molecules
Answer:

Answer: 1

Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of

Choices:
A. undigested food molecules
B. hormones
C. minerals and water
D. DNA molecules

Prompt:
Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of
A. undigested food molecules
B. hormones
C. minerals and water
D. DNA molecules
Answer:

Answer: 3

Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of

Choices:
1. hormones
2. DNA molecules
3. minerals and water
4. undigested food molecules

Prompt:
Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of
1. hormones
2. DNA molecules
3. minerals and water
4. undigested food molecules
Answer:

Answer: 1

Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of

Choices:
T. hormones
U. DNA molecules
K. minerals and water
A. undigested food molecules

Prompt:
Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of
T. hormones
U. DNA molecules
K. minerals and water
A. undigested food molecules
Answer:

Answer: 1

Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of

Choices:
T. undigested food molecules
U. hormones
K. minerals and water
A. DNA molecules

Prompt:
Question: Many cells have a nucleus that contains chromosomes. These chromosomes carry genes that are composed of
T. undigested food molecules
U. hormones
K. minerals and water
A. DNA molecules
Answer:

Answer: 3


Question: Which items would best protect a group of students while investigating a forest ecosystem?

Choices:
A. short pants and T-shirts
B. short pants and long-sleeved shirts
C. long pants and T-shirts
D. long pants and long-sleeved shirts

Prompt:
Question: Which items would best protect a group of students while investigating a forest ecosystem?
A. short pants and T-shirts
B. short pants and long-sleeved shirts
C. long pants and T-shirts
D. long pants and long-sleeved shirts
Answer:

Answer: 3

Question: Which items would best protect a group of students while investigating a forest ecosystem?

Choices:
A. long pants and T-shirts
B. long pants and long-sleeved shirts
C. short pants and T-shirts
D. short pants and long-sleeved shirts

Prompt:
Question: Which items would best protect a group of students while investigating a forest ecosystem?
A. long pants and T-shirts
B. long pants and long-sleeved shirts
C. short pants and T-shirts
D. short pants and long-sleeved shirts
Answer:

Answer: 1

Question: Which items would best protect a group of students while investigating a forest ecosystem?

Choices:
1. short pants and T-shirts
2. short pants and long-sleeved shirts
3. long pants and T-shirts
4. long pants and long-sleeved shirts

Prompt:
Question: Which items would best protect a group of students while investigating a forest ecosystem?
1. short pants and T-shirts
2. short pants and long-sleeved shirts
3. long pants and T-shirts
4. long pants and long-sleeved shirts
Answer:

Answer: 3

Question: Which items would best protect a group of students while investigating a forest ecosystem?

Choices:
P. short pants and T-shirts
I. short pants and long-sleeved shirts
B. long pants and T-shirts
C. long pants and long-sleeved shirts

Prompt:
Question: Which items would best protect a group of students while investigating a forest ecosystem?
P. short pants and T-shirts
I. short pants and long-sleeved shirts
B. long pants and T-shirts
C. long pants and long-sleeved shirts
Answer:

Answer: 3

Question: Which items would best protect a group of students while investigating a forest ecosystem?

Choices:
P. long pants and T-shirts
I. long pants and long-sleeved shirts
B. short pants and T-shirts
C. short pants and long-sleeved shirts

Prompt:
Question: Which items would best protect a group of students while investigating a forest ecosystem?
P. long pants and T-shirts
I. long pants and long-sleeved shirts
B. short pants and T-shirts
C. short pants and long-sleeved shirts
Answer:

Answer: 1


Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?

Choices:
A. only its protons
B. only its electrons
C. both its protons and neutrons
D. both its neutrons and electrons

Prompt:
Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?
A. only its protons
B. only its electrons
C. both its protons and neutrons
D. both its neutrons and electrons
Answer:

Answer: 2

Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?

Choices:
A. both its neutrons and electrons
B. only its protons
C. only its electrons
D. both its protons and neutrons

Prompt:
Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?
A. both its neutrons and electrons
B. only its protons
C. only its electrons
D. both its protons and neutrons
Answer:

Answer: 3

Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?

Choices:
1. only its protons
2. only its electrons
3. both its protons and neutrons
4. both its neutrons and electrons

Prompt:
Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?
1. only its protons
2. only its electrons
3. both its protons and neutrons
4. both its neutrons and electrons
Answer:

Answer: 2

Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?

Choices:
Z. only its protons
R. only its electrons
F. both its protons and neutrons
J. both its neutrons and electrons

Prompt:
Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?
Z. only its protons
R. only its electrons
F. both its protons and neutrons
J. both its neutrons and electrons
Answer:

Answer: 2

Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?

Choices:
Z. both its neutrons and electrons
R. only its protons
F. only its electrons
J. both its protons and neutrons

Prompt:
Question: A student needs to find the mass of an atom. The numbers of which atomic particles determines the mass of the atom?
Z. both its neutrons and electrons
R. only its protons
F. only its electrons
J. both its protons and neutrons
Answer:

Answer: 3


Question: Which activity is necessary for humans to maintain good health?

Choices:
A. reading
B. resting
C. driving
D. talking

Prompt:
Question: Which activity is necessary for humans to maintain good health?
A. reading
B. resting
C. driving
D. talking
Answer:

Answer: 1

Question: Which activity is necessary for humans to maintain good health?

Choices:
A. resting
B. reading
C. driving
D. talking

Prompt:
Question: Which activity is necessary for humans to maintain good health?
A. resting
B. reading
C. driving
D. talking
Answer:

Question: Which activity is necessary for humans to maintain good health?

Choices:
1. reading
2. resting
3. driving
4. talking

Prompt:
Question: Which activity is necessary for humans to maintain good health?
1. reading
2. resting
3. driving
4. talking
Answer:

Answer: 1

Question: Which activity is necessary for humans to maintain good health?

Choices:
C. reading
E. resting
S. driving
I. talking

Prompt:
Question: Which activity is necessary for humans to maintain good health?
C. reading
E. resting
S. driving
I. talking
Answer:

Answer: 1

Question: Which activity is necessary for humans to maintain good health?

Choices:
C. resting
E. reading
S. driving
I. talking

Prompt:
Question: Which activity is necessary for humans to maintain good health?
C. resting
E. reading
S. driving
I. talking
Answer:


Question: A student completes several tasks while making breakfast. During which task does the student make a solution?

Choices:
A. adding sugar to tea
B. pouring milk on cereal
C. spreading jelly on toast
D. sprinkling cheese on eggs

Prompt:
Question: A student completes several tasks while making breakfast. During which task does the student make a solution?
A. adding sugar to tea
B. pouring milk on cereal
C. spreading jelly on toast
D. sprinkling cheese on eggs
Answer:

Question: A student completes several tasks while making breakfast. During which task does the student make a solution?

Choices:
A. sprinkling cheese on eggs
B. spreading jelly on toast
C. adding sugar to tea
D. pouring milk on cereal

Prompt:
Question: A student completes several tasks while making breakfast. During which task does the student make a solution?
A. sprinkling cheese on eggs
B. spreading jelly on toast
C. adding sugar to tea
D. pouring milk on cereal
Answer:

Answer: 2

Question: A student completes several tasks while making breakfast. During which task does the student make a solution?

Choices:
1. adding sugar to tea
2. pouring milk on cereal
3. spreading jelly on toast
4. sprinkling cheese on eggs

Prompt:
Question: A student completes several tasks while making breakfast. During which task does the student make a solution?
1. adding sugar to tea
2. pouring milk on cereal
3. spreading jelly on toast
4. sprinkling cheese on eggs
Answer:

Question: A student completes several tasks while making breakfast. During which task does the student make a solution?

Choices:
Z. adding sugar to tea
Q. pouring milk on cereal
L. spreading jelly on toast
I. sprinkling cheese on eggs

Prompt:
Question: A student completes several tasks while making breakfast. During which task does the student make a solution?
Z. adding sugar to tea
Q. pouring milk on cereal
L. spreading jelly on toast
I. sprinkling cheese on eggs
Answer:

Question: A student completes several tasks while making breakfast. During which task does the student make a solution?

Choices:
Z. sprinkling cheese on eggs
Q. spreading jelly on toast
L. adding sugar to tea
I. pouring milk on cereal

Prompt:
Question: A student completes several tasks while making breakfast. During which task does the student make a solution?
Z. sprinkling cheese on eggs
Q. spreading jelly on toast
L. adding sugar to tea
I. pouring milk on cereal
Answer:

Answer: 2


Question: Which natural event can dry out plants and cause wildfires?

Choices:
A. drought
B. earthquake
C. flood
D. tornado

Prompt:
Question: Which natural event can dry out plants and cause wildfires?
A. drought
B. earthquake
C. flood
D. tornado
Answer:

Question: Which natural event can dry out plants and cause wildfires?

Choices:
A. flood
B. tornado
C. drought
D. earthquake

Prompt:
Question: Which natural event can dry out plants and cause wildfires?
A. flood
B. tornado
C. drought
D. earthquake
Answer:

Answer: 2

Question: Which natural event can dry out plants and cause wildfires?

Choices:
1. drought
2. earthquake
3. flood
4. tornado

Prompt:
Question: Which natural event can dry out plants and cause wildfires?
1. drought
2. earthquake
3. flood
4. tornado
Answer:

Question: Which natural event can dry out plants and cause wildfires?

Choices:
X. drought
T. earthquake
Z. flood
L. tornado

Prompt:
Question: Which natural event can dry out plants and cause wildfires?
X. drought
T. earthquake
Z. flood
L. tornado
Answer:

Question: Which natural event can dry out plants and cause wildfires?

Choices:
X. flood
T. tornado
Z. drought
L. earthquake

Prompt:
Question: Which natural event can dry out plants and cause wildfires?
X. flood
T. tornado
Z. drought
L. earthquake
Answer:

Answer: 2


Question: Where would nitrogen most easily be found in the nitrogen cycle?

Choices:
A. in animal waste
B. in drinking water supplies
C. in underground mineral deposits
D. in carbon dioxide released by factories into the atmosphere

Prompt:
Question: Where would nitrogen most easily be found in the nitrogen cycle?
A. in animal waste
B. in drinking water supplies
C. in underground mineral deposits
D. in carbon dioxide released by factories into the atmosphere
Answer:

Question: Where would nitrogen most easily be found in the nitrogen cycle?

Choices:
A. in carbon dioxide released by factories into the atmosphere
B. in drinking water supplies
C. in animal waste
D. in underground mineral deposits

Prompt:
Question: Where would nitrogen most easily be found in the nitrogen cycle?
A. in carbon dioxide released by factories into the atmosphere
B. in drinking water supplies
C. in animal waste
D. in underground mineral deposits
Answer:

Answer: 2

Question: Where would nitrogen most easily be found in the nitrogen cycle?

Choices:
1. in animal waste
2. in drinking water supplies
3. in underground mineral deposits
4. in carbon dioxide released by factories into the atmosphere

Prompt:
Question: Where would nitrogen most easily be found in the nitrogen cycle?
1. in animal waste
2. in drinking water supplies
3. in underground mineral deposits
4. in carbon dioxide released by factories into the atmosphere
Answer:

Question: Where would nitrogen most easily be found in the nitrogen cycle?

Choices:
J. in animal waste
R. in drinking water supplies
Z. in underground mineral deposits
A. in carbon dioxide released by factories into the atmosphere

Prompt:
Question: Where would nitrogen most easily be found in the nitrogen cycle?
J. in animal waste
R. in drinking water supplies
Z. in underground mineral deposits
A. in carbon dioxide released by factories into the atmosphere
Answer:

Question: Where would nitrogen most easily be found in the nitrogen cycle?

Choices:
J. in carbon dioxide released by factories into the atmosphere
R. in drinking water supplies
Z. in animal waste
A. in underground mineral deposits

Prompt:
Question: Where would nitrogen most easily be found in the nitrogen cycle?
J. in carbon dioxide released by factories into the atmosphere
R. in drinking water supplies
Z. in animal waste
A. in underground mineral deposits
Answer:

Answer: 2


Question: Before it rains water must collect in

Choices:
A. clouds.
B. snow.
C. sleet.
D. fog.

Prompt:
Question: Before it rains water must collect in
A. clouds.
B. snow.
C. sleet.
D. fog.
Answer:

Question: Before it rains water must collect in

Choices:
A. fog.
B. sleet.
C. clouds.
D. snow.

Prompt:
Question: Before it rains water must collect in
A. fog.
B. sleet.
C. clouds.
D. snow.
Answer:

Answer: 2

Question: Before it rains water must collect in

Choices:
1. clouds.
2. snow.
3. sleet.
4. fog.

Prompt:
Question: Before it rains water must collect in
1. clouds.
2. snow.
3. sleet.
4. fog.
Answer:

Question: Before it rains water must collect in

Choices:
U. clouds.
W. snow.
X. sleet.
Q. fog.

Prompt:
Question: Before it rains water must collect in
U. clouds.
W. snow.
X. sleet.
Q. fog.
Answer:

Question: Before it rains water must collect in

Choices:
U. fog.
W. sleet.
X. clouds.
Q. snow.

Prompt:
Question: Before it rains water must collect in
U. fog.
W. sleet.
X. clouds.
Q. snow.
Answer:

Answer: 2


Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?

Choices:
A. auroras
B. tornadoes
C. rainbows
D. inversions

Prompt:
Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?
A. auroras
B. tornadoes
C. rainbows
D. inversions
Answer:

Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?

Choices:
A. rainbows
B. auroras
C. inversions
D. tornadoes

Prompt:
Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?
A. rainbows
B. auroras
C. inversions
D. tornadoes
Answer:

Answer: 1

Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?

Choices:
1. auroras
2. tornadoes
3. rainbows
4. inversions

Prompt:
Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?
1. auroras
2. tornadoes
3. rainbows
4. inversions
Answer:

Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?

Choices:
Z. auroras
Q. tornadoes
Y. rainbows
A. inversions

Prompt:
Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?
Z. auroras
Q. tornadoes
Y. rainbows
A. inversions
Answer:

Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?

Choices:
Z. rainbows
Q. auroras
Y. inversions
A. tornadoes

Prompt:
Question: Which atmospheric phenomena are created by the interaction of charged particles with Earth's magnetosphere?
Z. rainbows
Q. auroras
Y. inversions
A. tornadoes
Answer:

Answer: 1


Question: Which of these BEST describes the way a feather feels?

Choices:
A. Colorful
B. Soft
C. Low
D. Bright

Prompt:
Question: Which of these BEST describes the way a feather feels?
A. Colorful
B. Soft
C. Low
D. Bright
Answer:

Answer: 1

Question: Which of these BEST describes the way a feather feels?

Choices:
A. Colorful
B. Low
C. Soft
D. Bright

Prompt:
Question: Which of these BEST describes the way a feather feels?
A. Colorful
B. Low
C. Soft
D. Bright
Answer:

Answer: 2

Question: Which of these BEST describes the way a feather feels?

Choices:
1. Colorful
2. Soft
3. Low
4. Bright

Prompt:
Question: Which of these BEST describes the way a feather feels?
1. Colorful
2. Soft
3. Low
4. Bright
Answer:

Answer: 1

Question: Which of these BEST describes the way a feather feels?

Choices:
T. Colorful
N. Soft
C. Low
H. Bright

Prompt:
Question: Which of these BEST describes the way a feather feels?
T. Colorful
N. Soft
C. Low
H. Bright
Answer:

Answer: 1

Question: Which of these BEST describes the way a feather feels?

Choices:
T. Colorful
N. Low
C. Soft
H. Bright

Prompt:
Question: Which of these BEST describes the way a feather feels?
T. Colorful
N. Low
C. Soft
H. Bright
Answer:

Answer: 2


Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the

Choices:
A. glass jar to contract
B. metal lid to contract
C. glass jar to expand more than the metal lid expands
D. metal lid to expand more than the glass jar expands

Prompt:
Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the
A. glass jar to contract
B. metal lid to contract
C. glass jar to expand more than the metal lid expands
D. metal lid to expand more than the glass jar expands
Answer:

Answer: 3

Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the

Choices:
A. metal lid to expand more than the glass jar expands
B. metal lid to contract
C. glass jar to contract
D. glass jar to expand more than the metal lid expands

Prompt:
Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the
A. metal lid to expand more than the glass jar expands
B. metal lid to contract
C. glass jar to contract
D. glass jar to expand more than the metal lid expands
Answer:

Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the

Choices:
1. glass jar to contract
2. metal lid to contract
3. glass jar to expand more than the metal lid expands
4. metal lid to expand more than the glass jar expands

Prompt:
Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the
1. glass jar to contract
2. metal lid to contract
3. glass jar to expand more than the metal lid expands
4. metal lid to expand more than the glass jar expands
Answer:

Answer: 3

Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the

Choices:
N. glass jar to contract
L. metal lid to contract
A. glass jar to expand more than the metal lid expands
T. metal lid to expand more than the glass jar expands

Prompt:
Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the
N. glass jar to contract
L. metal lid to contract
A. glass jar to expand more than the metal lid expands
T. metal lid to expand more than the glass jar expands
Answer:

Answer: 3

Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the

Choices:
N. metal lid to expand more than the glass jar expands
L. metal lid to contract
A. glass jar to contract
T. glass jar to expand more than the metal lid expands

Prompt:
Question: A tight metal lid on a jar of pickles may loosen when it has been held in hot water. This is because the hot water causes the
N. metal lid to expand more than the glass jar expands
L. metal lid to contract
A. glass jar to contract
T. glass jar to expand more than the metal lid expands
Answer:


Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?

Choices:
A. Repeat the experiment to check the data collected.
B. Contact the researcher who first performed the experiment.
C. Contact the scientific journal that published the experiment.
D. Disregard the data collected since the experiment was published.

Prompt:
Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?
A. Repeat the experiment to check the data collected.
B. Contact the researcher who first performed the experiment.
C. Contact the scientific journal that published the experiment.
D. Disregard the data collected since the experiment was published.
Answer:

Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?

Choices:
A. Disregard the data collected since the experiment was published.
B. Repeat the experiment to check the data collected.
C. Contact the scientific journal that published the experiment.
D. Contact the researcher who first performed the experiment.

Prompt:
Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?
A. Disregard the data collected since the experiment was published.
B. Repeat the experiment to check the data collected.
C. Contact the scientific journal that published the experiment.
D. Contact the researcher who first performed the experiment.
Answer:

Answer: 1

Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?

Choices:
1. Repeat the experiment to check the data collected.
2. Contact the researcher who first performed the experiment.
3. Contact the scientific journal that published the experiment.
4. Disregard the data collected since the experiment was published.

Prompt:
Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?
1. Repeat the experiment to check the data collected.
2. Contact the researcher who first performed the experiment.
3. Contact the scientific journal that published the experiment.
4. Disregard the data collected since the experiment was published.
Answer:

Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?

Choices:
X. Repeat the experiment to check the data collected.
H. Contact the researcher who first performed the experiment.
G. Contact the scientific journal that published the experiment.
B. Disregard the data collected since the experiment was published.

Prompt:
Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?
X. Repeat the experiment to check the data collected.
H. Contact the researcher who first performed the experiment.
G. Contact the scientific journal that published the experiment.
B. Disregard the data collected since the experiment was published.
Answer:

Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?

Choices:
X. Disregard the data collected since the experiment was published.
H. Repeat the experiment to check the data collected.
G. Contact the scientific journal that published the experiment.
B. Contact the researcher who first performed the experiment.

Prompt:
Question: A scientist reads about an experiment conducted by a researcher.The scientist conducts the same experiment and collects data but this data contradicts what was published by the researcher. What should the scientist do since the data from the two experiments is contradictory?
X. Disregard the data collected since the experiment was published.
H. Repeat the experiment to check the data collected.
G. Contact the scientific journal that published the experiment.
B. Contact the researcher who first performed the experiment.
Answer:

Answer: 1


Question: The organisms that convert solar energy and raw materials into food are

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

Prompt:
Question: The organisms that convert solar energy and raw materials into food are
A. producers.
B. consumers.
C. herbivores.
D. decomposers.
Answer:

Question: The organisms that convert solar energy and raw materials into food are

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

Prompt:
Question: The organisms that convert solar energy and raw materials into food are
A. decomposers.
B. consumers.
C. herbivores.
D. producers.
Answer:

Answer: 3

Question: The organisms that convert solar energy and raw materials into food are

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

Prompt:
Question: The organisms that convert solar energy and raw materials into food are
1. producers.
2. consumers.
3. herbivores.
4. decomposers.
Answer:

Question: The organisms that convert solar energy and raw materials into food are

Choices:
K. producers.
M. consumers.
D. herbivores.
Z. decomposers.

Prompt:
Question: The organisms that convert solar energy and raw materials into food are
K. producers.
M. consumers.
D. herbivores.
Z. decomposers.
Answer:

Question: The organisms that convert solar energy and raw materials into food are

Choices:
K. decomposers.
M. consumers.
D. herbivores.
Z. producers.

Prompt:
Question: The organisms that convert solar energy and raw materials into food are
K. decomposers.
M. consumers.
D. herbivores.
Z. producers.
Answer:

Answer: 3


Question: Large amounts of metals like iron and aluminum are found in

Choices:
A. dead trees
B. water
C. animal bones
D. oil wells
E. rocks

Prompt:
Question: Large amounts of metals like iron and aluminum are found in
A. dead trees
B. water
C. animal bones
D. oil wells
E. rocks
Answer:

Answer: 4

Question: Large amounts of metals like iron and aluminum are found in

Choices:
A. rocks
B. animal bones
C. dead trees
D. water
E. oil wells

Prompt:
Question: Large amounts of metals like iron and aluminum are found in
A. rocks
B. animal bones
C. dead trees
D. water
E. oil wells
Answer:

Question: Large amounts of metals like iron and aluminum are found in

Choices:
1. dead trees
2. water
3. animal bones
4. oil wells
5. rocks

Prompt:
Question: Large amounts of metals like iron and aluminum are found in
1. dead trees
2. water
3. animal bones
4. oil wells
5. rocks
Answer:

Answer: 4

Question: Large amounts of metals like iron and aluminum are found in

Choices:
E. dead trees
O. water
X. animal bones
P. oil wells
W. rocks

Prompt:
Question: Large amounts of metals like iron and aluminum are found in
E. dead trees
O. water
X. animal bones
P. oil wells
W. rocks
Answer:

Answer: 4

Question: Large amounts of metals like iron and aluminum are found in

Choices:
E. rocks
O. animal bones
X. dead trees
P. water
W. oil wells

Prompt:
Question: Large amounts of metals like iron and aluminum are found in
E. rocks
O. animal bones
X. dead trees
P. water
W. oil wells
Answer:


Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?

Choices:
A. The muscle cells will lose ATP.
B. The muscle cells will remain relaxed.
C. The muscle cells will produce lactic acid.
D. The muscle cells will lose calcium ions.

Prompt:
Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?
A. The muscle cells will lose ATP.
B. The muscle cells will remain relaxed.
C. The muscle cells will produce lactic acid.
D. The muscle cells will lose calcium ions.
Answer:

Answer: 1

Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?

Choices:
A. The muscle cells will lose ATP.
B. The muscle cells will produce lactic acid.
C. The muscle cells will remain relaxed.
D. The muscle cells will lose calcium ions.

Prompt:
Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?
A. The muscle cells will lose ATP.
B. The muscle cells will produce lactic acid.
C. The muscle cells will remain relaxed.
D. The muscle cells will lose calcium ions.
Answer:

Answer: 2

Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?

Choices:
1. The muscle cells will lose ATP.
2. The muscle cells will remain relaxed.
3. The muscle cells will produce lactic acid.
4. The muscle cells will lose calcium ions.

Prompt:
Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?
1. The muscle cells will lose ATP.
2. The muscle cells will remain relaxed.
3. The muscle cells will produce lactic acid.
4. The muscle cells will lose calcium ions.
Answer:

Answer: 1

Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?

Choices:
G. The muscle cells will lose ATP.
L. The muscle cells will remain relaxed.
W. The muscle cells will produce lactic acid.
Y. The muscle cells will lose calcium ions.

Prompt:
Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?
G. The muscle cells will lose ATP.
L. The muscle cells will remain relaxed.
W. The muscle cells will produce lactic acid.
Y. The muscle cells will lose calcium ions.
Answer:

Answer: 1

Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?

Choices:
G. The muscle cells will lose ATP.
L. The muscle cells will produce lactic acid.
W. The muscle cells will remain relaxed.
Y. The muscle cells will lose calcium ions.

Prompt:
Question: Which of these occurs if myosin fails to bind to actin during muscle contraction?
G. The muscle cells will lose ATP.
L. The muscle cells will produce lactic acid.
W. The muscle cells will remain relaxed.
Y. The muscle cells will lose calcium ions.
Answer:

Answer: 2


Question: How are cells able to produce the proteins required by certain conditions?

Choices:
A. by synthesizing new genes
B. by altering existing genes
C. by expressing existing genes
D. by mutating new genes

Prompt:
Question: How are cells able to produce the proteins required by certain conditions?
A. by synthesizing new genes
B. by altering existing genes
C. by expressing existing genes
D. by mutating new genes
Answer:

Answer: 2

Question: How are cells able to produce the proteins required by certain conditions?

Choices:
A. by expressing existing genes
B. by altering existing genes
C. by mutating new genes
D. by synthesizing new genes

Prompt:
Question: How are cells able to produce the proteins required by certain conditions?
A. by expressing existing genes
B. by altering existing genes
C. by mutating new genes
D. by synthesizing new genes
Answer:

Question: How are cells able to produce the proteins required by certain conditions?

Choices:
1. by synthesizing new genes
2. by altering existing genes
3. by expressing existing genes
4. by mutating new genes

Prompt:
Question: How are cells able to produce the proteins required by certain conditions?
1. by synthesizing new genes
2. by altering existing genes
3. by expressing existing genes
4. by mutating new genes
Answer:

Answer: 2

Question: How are cells able to produce the proteins required by certain conditions?

Choices:
W. by synthesizing new genes
E. by altering existing genes
P. by expressing existing genes
K. by mutating new genes

Prompt:
Question: How are cells able to produce the proteins required by certain conditions?
W. by synthesizing new genes
E. by altering existing genes
P. by expressing existing genes
K. by mutating new genes
Answer:

Answer: 2

Question: How are cells able to produce the proteins required by certain conditions?

Choices:
W. by expressing existing genes
E. by altering existing genes
P. by mutating new genes
K. by synthesizing new genes

Prompt:
Question: How are cells able to produce the proteins required by certain conditions?
W. by expressing existing genes
E. by altering existing genes
P. by mutating new genes
K. by synthesizing new genes
Answer:


Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?

Choices:
A. plants only
B. bacteria or archaea
C. plants, fungi, or protists
D. bacteria, fungi, or protists

Prompt:
Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?
A. plants only
B. bacteria or archaea
C. plants, fungi, or protists
D. bacteria, fungi, or protists
Answer:

Answer: 2

Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?

Choices:
A. bacteria or archaea
B. plants only
C. bacteria, fungi, or protists
D. plants, fungi, or protists

Prompt:
Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?
A. bacteria or archaea
B. plants only
C. bacteria, fungi, or protists
D. plants, fungi, or protists
Answer:

Answer: 3

Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?

Choices:
1. plants only
2. bacteria or archaea
3. plants, fungi, or protists
4. bacteria, fungi, or protists

Prompt:
Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?
1. plants only
2. bacteria or archaea
3. plants, fungi, or protists
4. bacteria, fungi, or protists
Answer:

Answer: 2

Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?

Choices:
A. plants only
L. bacteria or archaea
W. plants, fungi, or protists
B. bacteria, fungi, or protists

Prompt:
Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?
A. plants only
L. bacteria or archaea
W. plants, fungi, or protists
B. bacteria, fungi, or protists
Answer:

Answer: 2

Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?

Choices:
A. bacteria or archaea
L. plants only
W. bacteria, fungi, or protists
B. plants, fungi, or protists

Prompt:
Question: An organism's cells include organelles and a cell wall. In which taxonomic group or groups might the organism be classified?
A. bacteria or archaea
L. plants only
W. bacteria, fungi, or protists
B. plants, fungi, or protists
Answer:

Answer: 3


Question: Which of these structures produces male gametes in humans?

Choices:
A. testes
B. ovaries
C. scrotum
D. fallopian tube

Prompt:
Question: Which of these structures produces male gametes in humans?
A. testes
B. ovaries
C. scrotum
D. fallopian tube
Answer:

Question: Which of these structures produces male gametes in humans?

Choices:
A. scrotum
B. fallopian tube
C. ovaries
D. testes

Prompt:
Question: Which of these structures produces male gametes in humans?
A. scrotum
B. fallopian tube
C. ovaries
D. testes
Answer:

Answer: 3

Question: Which of these structures produces male gametes in humans?

Choices:
1. testes
2. ovaries
3. scrotum
4. fallopian tube

Prompt:
Question: Which of these structures produces male gametes in humans?
1. testes
2. ovaries
3. scrotum
4. fallopian tube
Answer:

Question: Which of these structures produces male gametes in humans?

Choices:
C. testes
X. ovaries
P. scrotum
A. fallopian tube

Prompt:
Question: Which of these structures produces male gametes in humans?
C. testes
X. ovaries
P. scrotum
A. fallopian tube
Answer:

Question: Which of these structures produces male gametes in humans?

Choices:
C. scrotum
X. fallopian tube
P. ovaries
A. testes

Prompt:
Question: Which of these structures produces male gametes in humans?
C. scrotum
X. fallopian tube
P. ovaries
A. testes
Answer:

Answer: 3


Question: The length of a year is equivalent to the time it takes for one

Choices:
A. rotation of Earth
B. rotation of the Sun
C. revolution of Earth around the Sun
D. revolution of the Sun around Earth

Prompt:
Question: The length of a year is equivalent to the time it takes for one
A. rotation of Earth
B. rotation of the Sun
C. revolution of Earth around the Sun
D. revolution of the Sun around Earth
Answer:

Answer: 2

Question: The length of a year is equivalent to the time it takes for one

Choices:
A. rotation of the Sun
B. rotation of Earth
C. revolution of the Sun around Earth
D. revolution of Earth around the Sun

Prompt:
Question: The length of a year is equivalent to the time it takes for one
A. rotation of the Sun
B. rotation of Earth
C. revolution of the Sun around Earth
D. revolution of Earth around the Sun
Answer:

Answer: 3

Question: The length of a year is equivalent to the time it takes for one

Choices:
1. rotation of Earth
2. rotation of the Sun
3. revolution of Earth around the Sun
4. revolution of the Sun around Earth

Prompt:
Question: The length of a year is equivalent to the time it takes for one
1. rotation of Earth
2. rotation of the Sun
3. revolution of Earth around the Sun
4. revolution of the Sun around Earth
Answer:

Answer: 2

Question: The length of a year is equivalent to the time it takes for one

Choices:
Z. rotation of Earth
Y. rotation of the Sun
L. revolution of Earth around the Sun
P. revolution of the Sun around Earth

Prompt:
Question: The length of a year is equivalent to the time it takes for one
Z. rotation of Earth
Y. rotation of the Sun
L. revolution of Earth around the Sun
P. revolution of the Sun around Earth
Answer:

Answer: 2

Question: The length of a year is equivalent to the time it takes for one

Choices:
Z. rotation of the Sun
Y. rotation of Earth
L. revolution of the Sun around Earth
P. revolution of Earth around the Sun

Prompt:
Question: The length of a year is equivalent to the time it takes for one
Z. rotation of the Sun
Y. rotation of Earth
L. revolution of the Sun around Earth
P. revolution of Earth around the Sun
Answer:

Answer: 3


Question: Which of these organisms has cells with cell walls?

Choices:
A. bluebird
B. A pine tree
C. A ladybug
D. A fox squirrel

Prompt:
Question: Which of these organisms has cells with cell walls?
A. bluebird
B. A pine tree
C. A ladybug
D. A fox squirrel
Answer:

Answer: 1

Question: Which of these organisms has cells with cell walls?

Choices:
A. A pine tree
B. A ladybug
C. A fox squirrel
D. bluebird

Prompt:
Question: Which of these organisms has cells with cell walls?
A. A pine tree
B. A ladybug
C. A fox squirrel
D. bluebird
Answer:

Question: Which of these organisms has cells with cell walls?

Choices:
1. bluebird
2. A pine tree
3. A ladybug
4. A fox squirrel

Prompt:
Question: Which of these organisms has cells with cell walls?
1. bluebird
2. A pine tree
3. A ladybug
4. A fox squirrel
Answer:

Answer: 1

Question: Which of these organisms has cells with cell walls?

Choices:
E. bluebird
A. A pine tree
N. A ladybug
Y. A fox squirrel

Prompt:
Question: Which of these organisms has cells with cell walls?
E. bluebird
A. A pine tree
N. A ladybug
Y. A fox squirrel
Answer:

Answer: 1

Question: Which of these organisms has cells with cell walls?

Choices:
E. A pine tree
A. A ladybug
N. A fox squirrel
Y. bluebird

Prompt:
Question: Which of these organisms has cells with cell walls?
E. A pine tree
A. A ladybug
N. A fox squirrel
Y. bluebird
Answer:


Question: Which is the result of mitosis?

Choices:
A. two identical nuclei
B. four unique cells
C. a decrease in genes
D. a new protein

Prompt:
Question: Which is the result of mitosis?
A. two identical nuclei
B. four unique cells
C. a decrease in genes
D. a new protein
Answer:

Question: Which is the result of mitosis?

Choices:
A. four unique cells
B. a decrease in genes
C. a new protein
D. two identical nuclei

Prompt:
Question: Which is the result of mitosis?
A. four unique cells
B. a decrease in genes
C. a new protein
D. two identical nuclei
Answer:

Answer: 3

Question: Which is the result of mitosis?

Choices:
1. two identical nuclei
2. four unique cells
3. a decrease in genes
4. a new protein

Prompt:
Question: Which is the result of mitosis?
1. two identical nuclei
2. four unique cells
3. a decrease in genes
4. a new protein
Answer:

Question: Which is the result of mitosis?

Choices:
E. two identical nuclei
P. four unique cells
A. a decrease in genes
I. a new protein

Prompt:
Question: Which is the result of mitosis?
E. two identical nuclei
P. four unique cells
A. a decrease in genes
I. a new protein
Answer:

Question: Which is the result of mitosis?

Choices:
E. four unique cells
P. a decrease in genes
A. a new protein
I. two identical nuclei

Prompt:
Question: Which is the result of mitosis?
E. four unique cells
P. a decrease in genes
A. a new protein
I. two identical nuclei
Answer:

Answer: 3


Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?

Choices:
A. marble
B. carpet
C. wood
D. glass

Prompt:
Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?
A. marble
B. carpet
C. wood
D. glass
Answer:

Answer: 1

Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?

Choices:
A. carpet
B. marble
C. wood
D. glass

Prompt:
Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?
A. carpet
B. marble
C. wood
D. glass
Answer:

Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?

Choices:
1. marble
2. carpet
3. wood
4. glass

Prompt:
Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?
1. marble
2. carpet
3. wood
4. glass
Answer:

Answer: 1

Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?

Choices:
M. marble
E. carpet
C. wood
P. glass

Prompt:
Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?
M. marble
E. carpet
C. wood
P. glass
Answer:

Answer: 1

Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?

Choices:
M. carpet
E. marble
C. wood
P. glass

Prompt:
Question: Which of these materials on the walls of a room would work best to keep sound from making an echo?
M. carpet
E. marble
C. wood
P. glass
Answer:


Question: The starch and water molecules in potato cells are stored in what organelle?

Choices:
A. mitochondrion
B. nucleus
C. ribosome
D. vacuole

Prompt:
Question: The starch and water molecules in potato cells are stored in what organelle?
A. mitochondrion
B. nucleus
C. ribosome
D. vacuole
Answer:

Answer: 3

Question: The starch and water molecules in potato cells are stored in what organelle?

Choices:
A. vacuole
B. nucleus
C. mitochondrion
D. ribosome

Prompt:
Question: The starch and water molecules in potato cells are stored in what organelle?
A. vacuole
B. nucleus
C. mitochondrion
D. ribosome
Answer:

Question: The starch and water molecules in potato cells are stored in what organelle?

Choices:
1. mitochondrion
2. nucleus
3. ribosome
4. vacuole

Prompt:
Question: The starch and water molecules in potato cells are stored in what organelle?
1. mitochondrion
2. nucleus
3. ribosome
4. vacuole
Answer:

Answer: 3

Question: The starch and water molecules in potato cells are stored in what organelle?

Choices:
D. mitochondrion
G. nucleus
F. ribosome
R. vacuole

Prompt:
Question: The starch and water molecules in potato cells are stored in what organelle?
D. mitochondrion
G. nucleus
F. ribosome
R. vacuole
Answer:

Answer: 3

Question: The starch and water molecules in potato cells are stored in what organelle?

Choices:
D. vacuole
G. nucleus
F. mitochondrion
R. ribosome

Prompt:
Question: The starch and water molecules in potato cells are stored in what organelle?
D. vacuole
G. nucleus
F. mitochondrion
R. ribosome
Answer:


Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?

Choices:
A. reptiles
B. amphibians
C. birds
D. mammals

Prompt:
Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?
A. reptiles
B. amphibians
C. birds
D. mammals
Answer:

Answer: 1

Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?

Choices:
A. amphibians
B. reptiles
C. mammals
D. birds

Prompt:
Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?
A. amphibians
B. reptiles
C. mammals
D. birds
Answer:

Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?

Choices:
1. reptiles
2. amphibians
3. birds
4. mammals

Prompt:
Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?
1. reptiles
2. amphibians
3. birds
4. mammals
Answer:

Answer: 1

Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?

Choices:
O. reptiles
Q. amphibians
W. birds
M. mammals

Prompt:
Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?
O. reptiles
Q. amphibians
W. birds
M. mammals
Answer:

Answer: 1

Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?

Choices:
O. amphibians
Q. reptiles
W. mammals
M. birds

Prompt:
Question: Which animals live part of their lives in water and part on land, and go through metamorphosis?
O. amphibians
Q. reptiles
W. mammals
M. birds
Answer:


Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to

Choices:
A. light
B. air
C. water
D. soil

Prompt:
Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to
A. light
B. air
C. water
D. soil
Answer:

Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to

Choices:
A. air
B. soil
C. water
D. light

Prompt:
Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to
A. air
B. soil
C. water
D. light
Answer:

Answer: 3

Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to

Choices:
1. light
2. air
3. water
4. soil

Prompt:
Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to
1. light
2. air
3. water
4. soil
Answer:

Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to

Choices:
Q. light
P. air
W. water
C. soil

Prompt:
Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to
Q. light
P. air
W. water
C. soil
Answer:

Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to

Choices:
Q. air
P. soil
W. water
C. light

Prompt:
Question: A student puts two identical plants in the same type and amount of soil. She gives them the same amount of water. She puts one of these plants near a sunny window and the other in a dark room. This experiment tests how the plants respond to
Q. air
P. soil
W. water
C. light
Answer:

Answer: 3


Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is

Choices:
A. stored for future use
B. converted to water for energy
C. used to remove wastes from cells
D. transformed into oxygen for survival

Prompt:
Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is
A. stored for future use
B. converted to water for energy
C. used to remove wastes from cells
D. transformed into oxygen for survival
Answer:

Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is

Choices:
A. used to remove wastes from cells
B. transformed into oxygen for survival
C. stored for future use
D. converted to water for energy

Prompt:
Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is
A. used to remove wastes from cells
B. transformed into oxygen for survival
C. stored for future use
D. converted to water for energy
Answer:

Answer: 2

Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is

Choices:
1. stored for future use
2. converted to water for energy
3. used to remove wastes from cells
4. transformed into oxygen for survival

Prompt:
Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is
1. stored for future use
2. converted to water for energy
3. used to remove wastes from cells
4. transformed into oxygen for survival
Answer:

Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is

Choices:
N. stored for future use
D. converted to water for energy
X. used to remove wastes from cells
R. transformed into oxygen for survival

Prompt:
Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is
N. stored for future use
D. converted to water for energy
X. used to remove wastes from cells
R. transformed into oxygen for survival
Answer:

Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is

Choices:
N. used to remove wastes from cells
D. transformed into oxygen for survival
X. stored for future use
R. converted to water for energy

Prompt:
Question: Humans need food to grow and survive. Food that is not used immediately by the body for energy is
N. used to remove wastes from cells
D. transformed into oxygen for survival
X. stored for future use
R. converted to water for energy
Answer:

Answer: 2