Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?

Choices:
A. National parks limit people from seeing wildlife.
B. National parks limit mining, logging, and hunting.
C. National parks protect land for farmers and ranchers.
D. National parks protect land for people to build houses.

Prompt:
Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?
A. National parks limit people from seeing wildlife.
B. National parks limit mining, logging, and hunting.
C. National parks protect land for farmers and ranchers.
D. National parks protect land for people to build houses.
Answer:

Answer: 1

Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?

Choices:
A. National parks protect land for farmers and ranchers.
B. National parks protect land for people to build houses.
C. National parks limit mining, logging, and hunting.
D. National parks limit people from seeing wildlife.

Prompt:
Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?
A. National parks protect land for farmers and ranchers.
B. National parks protect land for people to build houses.
C. National parks limit mining, logging, and hunting.
D. National parks limit people from seeing wildlife.
Answer:

Answer: 2

Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?

Choices:
1. National parks limit people from seeing wildlife.
2. National parks limit mining, logging, and hunting.
3. National parks protect land for farmers and ranchers.
4. National parks protect land for people to build houses.

Prompt:
Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?
1. National parks limit people from seeing wildlife.
2. National parks limit mining, logging, and hunting.
3. National parks protect land for farmers and ranchers.
4. National parks protect land for people to build houses.
Answer:

Answer: 1

Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?

Choices:
X. National parks limit people from seeing wildlife.
D. National parks limit mining, logging, and hunting.
K. National parks protect land for farmers and ranchers.
I. National parks protect land for people to build houses.

Prompt:
Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?
X. National parks limit people from seeing wildlife.
D. National parks limit mining, logging, and hunting.
K. National parks protect land for farmers and ranchers.
I. National parks protect land for people to build houses.
Answer:

Answer: 1

Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?

Choices:
X. National parks protect land for farmers and ranchers.
D. National parks protect land for people to build houses.
K. National parks limit mining, logging, and hunting.
I. National parks limit people from seeing wildlife.

Prompt:
Question: In 1872, the United States created a national park called Yellowstone. The park includes more than two million acres in the three states of Idaho, Montana, and Wyoming. Which statement best explains why national parks have a positive effect on ecosystems?
X. National parks protect land for farmers and ranchers.
D. National parks protect land for people to build houses.
K. National parks limit mining, logging, and hunting.
I. National parks limit people from seeing wildlife.
Answer:

Answer: 2


Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?

Choices:
A. the plasma membrane of the eukaryotic host
B. the nuclear membrane of the eukaryotic host
C. the ribosomes of the engulfed prokaryotic cell
D. the lysosomes of the engulfed prokaryotic cell

Prompt:
Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?
A. the plasma membrane of the eukaryotic host
B. the nuclear membrane of the eukaryotic host
C. the ribosomes of the engulfed prokaryotic cell
D. the lysosomes of the engulfed prokaryotic cell
Answer:

Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?

Choices:
A. the nuclear membrane of the eukaryotic host
B. the lysosomes of the engulfed prokaryotic cell
C. the plasma membrane of the eukaryotic host
D. the ribosomes of the engulfed prokaryotic cell

Prompt:
Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?
A. the nuclear membrane of the eukaryotic host
B. the lysosomes of the engulfed prokaryotic cell
C. the plasma membrane of the eukaryotic host
D. the ribosomes of the engulfed prokaryotic cell
Answer:

Answer: 2

Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?

Choices:
1. the plasma membrane of the eukaryotic host
2. the nuclear membrane of the eukaryotic host
3. the ribosomes of the engulfed prokaryotic cell
4. the lysosomes of the engulfed prokaryotic cell

Prompt:
Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?
1. the plasma membrane of the eukaryotic host
2. the nuclear membrane of the eukaryotic host
3. the ribosomes of the engulfed prokaryotic cell
4. the lysosomes of the engulfed prokaryotic cell
Answer:

Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?

Choices:
R. the plasma membrane of the eukaryotic host
Q. the nuclear membrane of the eukaryotic host
P. the ribosomes of the engulfed prokaryotic cell
B. the lysosomes of the engulfed prokaryotic cell

Prompt:
Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?
R. the plasma membrane of the eukaryotic host
Q. the nuclear membrane of the eukaryotic host
P. the ribosomes of the engulfed prokaryotic cell
B. the lysosomes of the engulfed prokaryotic cell
Answer:

Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?

Choices:
R. the nuclear membrane of the eukaryotic host
Q. the lysosomes of the engulfed prokaryotic cell
P. the plasma membrane of the eukaryotic host
B. the ribosomes of the engulfed prokaryotic cell

Prompt:
Question: According to the endosymbiotic theory, double-membrane mitochondria originated as a result of some larger eukaryotic cells with flexible membranes engulfing smaller prokaryotic cells. Which of these explains where the outer layer of the double membrane of the mitochondria originated?
R. the nuclear membrane of the eukaryotic host
Q. the lysosomes of the engulfed prokaryotic cell
P. the plasma membrane of the eukaryotic host
B. the ribosomes of the engulfed prokaryotic cell
Answer:

Answer: 2


Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?

Choices:
A. signals transported by nerve cells
B. exchange of oxygen in the lungs
C. transport of waste by blood
D. reproduction of skin cells

Prompt:
Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?
A. signals transported by nerve cells
B. exchange of oxygen in the lungs
C. transport of waste by blood
D. reproduction of skin cells
Answer:

Answer: 3

Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?

Choices:
A. signals transported by nerve cells
B. exchange of oxygen in the lungs
C. reproduction of skin cells
D. transport of waste by blood

Prompt:
Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?
A. signals transported by nerve cells
B. exchange of oxygen in the lungs
C. reproduction of skin cells
D. transport of waste by blood
Answer:

Answer: 2

Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?

Choices:
1. signals transported by nerve cells
2. exchange of oxygen in the lungs
3. transport of waste by blood
4. reproduction of skin cells

Prompt:
Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?
1. signals transported by nerve cells
2. exchange of oxygen in the lungs
3. transport of waste by blood
4. reproduction of skin cells
Answer:

Answer: 3

Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?

Choices:
E. signals transported by nerve cells
O. exchange of oxygen in the lungs
P. transport of waste by blood
U. reproduction of skin cells

Prompt:
Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?
E. signals transported by nerve cells
O. exchange of oxygen in the lungs
P. transport of waste by blood
U. reproduction of skin cells
Answer:

Answer: 3

Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?

Choices:
E. signals transported by nerve cells
O. exchange of oxygen in the lungs
P. reproduction of skin cells
U. transport of waste by blood

Prompt:
Question: Toni got a cut on her arm while playing in a softball game. A few weeks later, the cut was healed. Which process is most responsible for repairing the cut?
E. signals transported by nerve cells
O. exchange of oxygen in the lungs
P. reproduction of skin cells
U. transport of waste by blood
Answer:

Answer: 2


Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?

Choices:
A. The hot stove absorbed cold from the pot.
B. The cold water absorbed heat from the pot.
C. The hot stove gave off heat to the surrounding air.
D. The cold water gave off cold to the surrounding air.

Prompt:
Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?
A. The hot stove absorbed cold from the pot.
B. The cold water absorbed heat from the pot.
C. The hot stove gave off heat to the surrounding air.
D. The cold water gave off cold to the surrounding air.
Answer:

Answer: 1

Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?

Choices:
A. The cold water absorbed heat from the pot.
B. The cold water gave off cold to the surrounding air.
C. The hot stove absorbed cold from the pot.
D. The hot stove gave off heat to the surrounding air.

Prompt:
Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?
A. The cold water absorbed heat from the pot.
B. The cold water gave off cold to the surrounding air.
C. The hot stove absorbed cold from the pot.
D. The hot stove gave off heat to the surrounding air.
Answer:

Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?

Choices:
1. The hot stove absorbed cold from the pot.
2. The cold water absorbed heat from the pot.
3. The hot stove gave off heat to the surrounding air.
4. The cold water gave off cold to the surrounding air.

Prompt:
Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?
1. The hot stove absorbed cold from the pot.
2. The cold water absorbed heat from the pot.
3. The hot stove gave off heat to the surrounding air.
4. The cold water gave off cold to the surrounding air.
Answer:

Answer: 1

Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?

Choices:
M. The hot stove absorbed cold from the pot.
N. The cold water absorbed heat from the pot.
R. The hot stove gave off heat to the surrounding air.
L. The cold water gave off cold to the surrounding air.

Prompt:
Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?
M. The hot stove absorbed cold from the pot.
N. The cold water absorbed heat from the pot.
R. The hot stove gave off heat to the surrounding air.
L. The cold water gave off cold to the surrounding air.
Answer:

Answer: 1

Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?

Choices:
M. The cold water absorbed heat from the pot.
N. The cold water gave off cold to the surrounding air.
R. The hot stove absorbed cold from the pot.
L. The hot stove gave off heat to the surrounding air.

Prompt:
Question: A pot of cold water was heated on a stove until the water boiled. Which of the following best explains why the water was able to boil?
M. The cold water absorbed heat from the pot.
N. The cold water gave off cold to the surrounding air.
R. The hot stove absorbed cold from the pot.
L. The hot stove gave off heat to the surrounding air.
Answer:


Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?

Choices:
A. the pond water
B. the watercress plants
C. the minnows
D. the crayfish

Prompt:
Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?
A. the pond water
B. the watercress plants
C. the minnows
D. the crayfish
Answer:

Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?

Choices:
A. the minnows
B. the pond water
C. the watercress plants
D. the crayfish

Prompt:
Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?
A. the minnows
B. the pond water
C. the watercress plants
D. the crayfish
Answer:

Answer: 1

Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?

Choices:
1. the pond water
2. the watercress plants
3. the minnows
4. the crayfish

Prompt:
Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?
1. the pond water
2. the watercress plants
3. the minnows
4. the crayfish
Answer:

Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?

Choices:
M. the pond water
J. the watercress plants
Q. the minnows
E. the crayfish

Prompt:
Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?
M. the pond water
J. the watercress plants
Q. the minnows
E. the crayfish
Answer:

Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?

Choices:
M. the minnows
J. the pond water
Q. the watercress plants
E. the crayfish

Prompt:
Question: A spring-fed stream forms a pond that contains watercress plants, minnows, and crayfish. The pond receives 5 hours of direct sunlight every day. Which of the following is an abiotic factor in this ecosystem?
M. the minnows
J. the pond water
Q. the watercress plants
E. the crayfish
Answer:

Answer: 1


Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?

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

Prompt:
Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?
A. iron
B. carbon
C. helium
D. hydrogen
Answer:

Answer: 3

Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?

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

Prompt:
Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?
A. hydrogen
B. iron
C. carbon
D. helium
Answer:

Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?

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

Prompt:
Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?
1. iron
2. carbon
3. helium
4. hydrogen
Answer:

Answer: 3

Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?

Choices:
G. iron
T. carbon
K. helium
E. hydrogen

Prompt:
Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?
G. iron
T. carbon
K. helium
E. hydrogen
Answer:

Answer: 3

Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?

Choices:
G. hydrogen
T. iron
K. carbon
E. helium

Prompt:
Question: A modern theory of the origin of the universe proposes that the first atoms formed were primarily atoms of which element?
G. hydrogen
T. iron
K. carbon
E. helium
Answer:


Question: A star is a large astronomical body that

Choices:
A. reflects light.
B. condenses light.
C. emits light.
D. absorbs light.

Prompt:
Question: A star is a large astronomical body that
A. reflects light.
B. condenses light.
C. emits light.
D. absorbs light.
Answer:

Answer: 2

Question: A star is a large astronomical body that

Choices:
A. emits light.
B. reflects light.
C. condenses light.
D. absorbs light.

Prompt:
Question: A star is a large astronomical body that
A. emits light.
B. reflects light.
C. condenses light.
D. absorbs light.
Answer:

Question: A star is a large astronomical body that

Choices:
1. reflects light.
2. condenses light.
3. emits light.
4. absorbs light.

Prompt:
Question: A star is a large astronomical body that
1. reflects light.
2. condenses light.
3. emits light.
4. absorbs light.
Answer:

Answer: 2

Question: A star is a large astronomical body that

Choices:
R. reflects light.
E. condenses light.
H. emits light.
B. absorbs light.

Prompt:
Question: A star is a large astronomical body that
R. reflects light.
E. condenses light.
H. emits light.
B. absorbs light.
Answer:

Answer: 2

Question: A star is a large astronomical body that

Choices:
R. emits light.
E. reflects light.
H. condenses light.
B. absorbs light.

Prompt:
Question: A star is a large astronomical body that
R. emits light.
E. reflects light.
H. condenses light.
B. absorbs light.
Answer:


Question: What happens to water when it boils?

Choices:
A. It changes color.
B. It becomes heavier.
C. It changes into water vapor.
D. It stops bubbling.

Prompt:
Question: What happens to water when it boils?
A. It changes color.
B. It becomes heavier.
C. It changes into water vapor.
D. It stops bubbling.
Answer:

Answer: 2

Question: What happens to water when it boils?

Choices:
A. It changes into water vapor.
B. It stops bubbling.
C. It becomes heavier.
D. It changes color.

Prompt:
Question: What happens to water when it boils?
A. It changes into water vapor.
B. It stops bubbling.
C. It becomes heavier.
D. It changes color.
Answer:

Question: What happens to water when it boils?

Choices:
1. It changes color.
2. It becomes heavier.
3. It changes into water vapor.
4. It stops bubbling.

Prompt:
Question: What happens to water when it boils?
1. It changes color.
2. It becomes heavier.
3. It changes into water vapor.
4. It stops bubbling.
Answer:

Answer: 2

Question: What happens to water when it boils?

Choices:
H. It changes color.
A. It becomes heavier.
C. It changes into water vapor.
V. It stops bubbling.

Prompt:
Question: What happens to water when it boils?
H. It changes color.
A. It becomes heavier.
C. It changes into water vapor.
V. It stops bubbling.
Answer:

Answer: 2

Question: What happens to water when it boils?

Choices:
H. It changes into water vapor.
A. It stops bubbling.
C. It becomes heavier.
V. It changes color.

Prompt:
Question: What happens to water when it boils?
H. It changes into water vapor.
A. It stops bubbling.
C. It becomes heavier.
V. It changes color.
Answer:


Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?

Choices:
A. 50 g
B. 75 g
C. 100 g
D. 125 g

Prompt:
Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?
A. 50 g
B. 75 g
C. 100 g
D. 125 g
Answer:

Answer: 2

Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?

Choices:
A. 75 g
B. 100 g
C. 50 g
D. 125 g

Prompt:
Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?
A. 75 g
B. 100 g
C. 50 g
D. 125 g
Answer:

Answer: 1

Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?

Choices:
1. 50 g
2. 75 g
3. 100 g
4. 125 g

Prompt:
Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?
1. 50 g
2. 75 g
3. 100 g
4. 125 g
Answer:

Answer: 2

Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?

Choices:
Z. 50 g
D. 75 g
A. 100 g
X. 125 g

Prompt:
Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?
Z. 50 g
D. 75 g
A. 100 g
X. 125 g
Answer:

Answer: 2

Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?

Choices:
Z. 75 g
D. 100 g
A. 50 g
X. 125 g

Prompt:
Question: Ms. Bristol measured the mass of a closed beaker containing several ice cubes. The mass was 100 g. An hour later, after the ice cubes had melted, Ms. Bristol measured the mass of the beaker again. What was the mass of the beaker of water the second time?
Z. 75 g
D. 100 g
A. 50 g
X. 125 g
Answer:

Answer: 1


Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?

Choices:
A. density
B. mass
C. shape
D. volume

Prompt:
Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?
A. density
B. mass
C. shape
D. volume
Answer:

Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?

Choices:
A. shape
B. mass
C. density
D. volume

Prompt:
Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?
A. shape
B. mass
C. density
D. volume
Answer:

Answer: 2

Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?

Choices:
1. density
2. mass
3. shape
4. volume

Prompt:
Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?
1. density
2. mass
3. shape
4. volume
Answer:

Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?

Choices:
S. density
L. mass
X. shape
W. volume

Prompt:
Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?
S. density
L. mass
X. shape
W. volume
Answer:

Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?

Choices:
S. shape
L. mass
X. density
W. volume

Prompt:
Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?
S. shape
L. mass
X. density
W. volume
Answer:

Answer: 2


Question: In which object does chemical energy most likely transform into electrical energy?

Choices:
A. a candle
B. a mirror
C. a flashlight
D. a television

Prompt:
Question: In which object does chemical energy most likely transform into electrical energy?
A. a candle
B. a mirror
C. a flashlight
D. a television
Answer:

Answer: 2

Question: In which object does chemical energy most likely transform into electrical energy?

Choices:
A. a flashlight
B. a mirror
C. a candle
D. a television

Prompt:
Question: In which object does chemical energy most likely transform into electrical energy?
A. a flashlight
B. a mirror
C. a candle
D. a television
Answer:

Question: In which object does chemical energy most likely transform into electrical energy?

Choices:
1. a candle
2. a mirror
3. a flashlight
4. a television

Prompt:
Question: In which object does chemical energy most likely transform into electrical energy?
1. a candle
2. a mirror
3. a flashlight
4. a television
Answer:

Answer: 2

Question: In which object does chemical energy most likely transform into electrical energy?

Choices:
Y. a candle
O. a mirror
N. a flashlight
K. a television

Prompt:
Question: In which object does chemical energy most likely transform into electrical energy?
Y. a candle
O. a mirror
N. a flashlight
K. a television
Answer:

Answer: 2

Question: In which object does chemical energy most likely transform into electrical energy?

Choices:
Y. a flashlight
O. a mirror
N. a candle
K. a television

Prompt:
Question: In which object does chemical energy most likely transform into electrical energy?
Y. a flashlight
O. a mirror
N. a candle
K. a television
Answer:


Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?

Choices:
A. 17
B. 34
C. 35
D. 52

Prompt:
Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?
A. 17
B. 34
C. 35
D. 52
Answer:

Answer: 2

Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?

Choices:
A. 17
B. 34
C. 52
D. 35

Prompt:
Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?
A. 17
B. 34
C. 52
D. 35
Answer:

Answer: 3

Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?

Choices:
1. 17
2. 34
3. 35
4. 52

Prompt:
Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?
1. 17
2. 34
3. 35
4. 52
Answer:

Answer: 2

Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?

Choices:
W. 17
Y. 34
G. 35
K. 52

Prompt:
Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?
W. 17
Y. 34
G. 35
K. 52
Answer:

Answer: 2

Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?

Choices:
W. 17
Y. 34
G. 52
K. 35

Prompt:
Question: What is the mass number of an atom with 17 protons, 17 electrons, and 18 neutrons?
W. 17
Y. 34
G. 52
K. 35
Answer:

Answer: 3


Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?

Choices:
A. provides useable drinking water
B. creates cleaner water for rivers
C. enables more fish to live in lake water
D. allows more plants to grow along rivers

Prompt:
Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?
A. provides useable drinking water
B. creates cleaner water for rivers
C. enables more fish to live in lake water
D. allows more plants to grow along rivers
Answer:

Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?

Choices:
A. enables more fish to live in lake water
B. creates cleaner water for rivers
C. provides useable drinking water
D. allows more plants to grow along rivers

Prompt:
Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?
A. enables more fish to live in lake water
B. creates cleaner water for rivers
C. provides useable drinking water
D. allows more plants to grow along rivers
Answer:

Answer: 2

Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?

Choices:
1. provides useable drinking water
2. creates cleaner water for rivers
3. enables more fish to live in lake water
4. allows more plants to grow along rivers

Prompt:
Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?
1. provides useable drinking water
2. creates cleaner water for rivers
3. enables more fish to live in lake water
4. allows more plants to grow along rivers
Answer:

Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?

Choices:
R. provides useable drinking water
T. creates cleaner water for rivers
E. enables more fish to live in lake water
M. allows more plants to grow along rivers

Prompt:
Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?
R. provides useable drinking water
T. creates cleaner water for rivers
E. enables more fish to live in lake water
M. allows more plants to grow along rivers
Answer:

Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?

Choices:
R. enables more fish to live in lake water
T. creates cleaner water for rivers
E. provides useable drinking water
M. allows more plants to grow along rivers

Prompt:
Question: Some machines can remove the salt that is in seawater. How does removing salt from seawater most help people?
R. enables more fish to live in lake water
T. creates cleaner water for rivers
E. provides useable drinking water
M. allows more plants to grow along rivers
Answer:

Answer: 2


Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?

Choices:
A. excretory
B. muscular
C. skeletal
D. nervous

Prompt:
Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?
A. excretory
B. muscular
C. skeletal
D. nervous
Answer:

Answer: 2

Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?

Choices:
A. skeletal
B. excretory
C. muscular
D. nervous

Prompt:
Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?
A. skeletal
B. excretory
C. muscular
D. nervous
Answer:

Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?

Choices:
1. excretory
2. muscular
3. skeletal
4. nervous

Prompt:
Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?
1. excretory
2. muscular
3. skeletal
4. nervous
Answer:

Answer: 2

Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?

Choices:
T. excretory
X. muscular
H. skeletal
U. nervous

Prompt:
Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?
T. excretory
X. muscular
H. skeletal
U. nervous
Answer:

Answer: 2

Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?

Choices:
T. skeletal
X. excretory
H. muscular
U. nervous

Prompt:
Question: Which body system is most affected by a disease that causes the bones to become weak and brittle?
T. skeletal
X. excretory
H. muscular
U. nervous
Answer:


Question: Why can a small fire be put out by placing a heavy blanket over it?

Choices:
A. This lowers the temperature.
B. This makes the flames smaller.
C. This absorbs the burning substance.
D. This keeps oxygen from reaching the fire.

Prompt:
Question: Why can a small fire be put out by placing a heavy blanket over it?
A. This lowers the temperature.
B. This makes the flames smaller.
C. This absorbs the burning substance.
D. This keeps oxygen from reaching the fire.
Answer:

Answer: 3

Question: Why can a small fire be put out by placing a heavy blanket over it?

Choices:
A. This keeps oxygen from reaching the fire.
B. This lowers the temperature.
C. This makes the flames smaller.
D. This absorbs the burning substance.

Prompt:
Question: Why can a small fire be put out by placing a heavy blanket over it?
A. This keeps oxygen from reaching the fire.
B. This lowers the temperature.
C. This makes the flames smaller.
D. This absorbs the burning substance.
Answer:

Question: Why can a small fire be put out by placing a heavy blanket over it?

Choices:
1. This lowers the temperature.
2. This makes the flames smaller.
3. This absorbs the burning substance.
4. This keeps oxygen from reaching the fire.

Prompt:
Question: Why can a small fire be put out by placing a heavy blanket over it?
1. This lowers the temperature.
2. This makes the flames smaller.
3. This absorbs the burning substance.
4. This keeps oxygen from reaching the fire.
Answer:

Answer: 3

Question: Why can a small fire be put out by placing a heavy blanket over it?

Choices:
C. This lowers the temperature.
S. This makes the flames smaller.
M. This absorbs the burning substance.
J. This keeps oxygen from reaching the fire.

Prompt:
Question: Why can a small fire be put out by placing a heavy blanket over it?
C. This lowers the temperature.
S. This makes the flames smaller.
M. This absorbs the burning substance.
J. This keeps oxygen from reaching the fire.
Answer:

Answer: 3

Question: Why can a small fire be put out by placing a heavy blanket over it?

Choices:
C. This keeps oxygen from reaching the fire.
S. This lowers the temperature.
M. This makes the flames smaller.
J. This absorbs the burning substance.

Prompt:
Question: Why can a small fire be put out by placing a heavy blanket over it?
C. This keeps oxygen from reaching the fire.
S. This lowers the temperature.
M. This makes the flames smaller.
J. This absorbs the burning substance.
Answer:


Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from

Choices:
A. hurricanes.
B. melting snow.
C. tornadoes.
D. evaporating water.

Prompt:
Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from
A. hurricanes.
B. melting snow.
C. tornadoes.
D. evaporating water.
Answer:

Answer: 1

Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from

Choices:
A. evaporating water.
B. hurricanes.
C. tornadoes.
D. melting snow.

Prompt:
Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from
A. evaporating water.
B. hurricanes.
C. tornadoes.
D. melting snow.
Answer:

Answer: 3

Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from

Choices:
1. hurricanes.
2. melting snow.
3. tornadoes.
4. evaporating water.

Prompt:
Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from
1. hurricanes.
2. melting snow.
3. tornadoes.
4. evaporating water.
Answer:

Answer: 1

Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from

Choices:
P. hurricanes.
H. melting snow.
A. tornadoes.
Q. evaporating water.

Prompt:
Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from
P. hurricanes.
H. melting snow.
A. tornadoes.
Q. evaporating water.
Answer:

Answer: 1

Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from

Choices:
P. evaporating water.
H. hurricanes.
A. tornadoes.
Q. melting snow.

Prompt:
Question: There is a river at the base of Mount Tom. In the spring the water level is usually very high. In the summer it is lower. The higher level of water during the spring comes from
P. evaporating water.
H. hurricanes.
A. tornadoes.
Q. melting snow.
Answer:

Answer: 3


Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?

Choices:
A. energy
B. light
C. particles
D. speed

Prompt:
Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?
A. energy
B. light
C. particles
D. speed
Answer:

Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?

Choices:
A. particles
B. energy
C. light
D. speed

Prompt:
Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?
A. particles
B. energy
C. light
D. speed
Answer:

Answer: 1

Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?

Choices:
1. energy
2. light
3. particles
4. speed

Prompt:
Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?
1. energy
2. light
3. particles
4. speed
Answer:

Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?

Choices:
Q. energy
U. light
N. particles
F. speed

Prompt:
Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?
Q. energy
U. light
N. particles
F. speed
Answer:

Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?

Choices:
Q. particles
U. energy
N. light
F. speed

Prompt:
Question: Earthquake waves are recorded by seismograph machines. What does an earthquake wave transmit?
Q. particles
U. energy
N. light
F. speed
Answer:

Answer: 1


Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?

Choices:
A. Water quality has improved.
B. There are too many trees.
C. The temperature is too cold.
D. Housing developments have replaced fields.

Prompt:
Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?
A. Water quality has improved.
B. There are too many trees.
C. The temperature is too cold.
D. Housing developments have replaced fields.
Answer:

Answer: 3

Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?

Choices:
A. Housing developments have replaced fields.
B. There are too many trees.
C. The temperature is too cold.
D. Water quality has improved.

Prompt:
Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?
A. Housing developments have replaced fields.
B. There are too many trees.
C. The temperature is too cold.
D. Water quality has improved.
Answer:

Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?

Choices:
1. Water quality has improved.
2. There are too many trees.
3. The temperature is too cold.
4. Housing developments have replaced fields.

Prompt:
Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?
1. Water quality has improved.
2. There are too many trees.
3. The temperature is too cold.
4. Housing developments have replaced fields.
Answer:

Answer: 3

Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?

Choices:
H. Water quality has improved.
R. There are too many trees.
G. The temperature is too cold.
E. Housing developments have replaced fields.

Prompt:
Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?
H. Water quality has improved.
R. There are too many trees.
G. The temperature is too cold.
E. Housing developments have replaced fields.
Answer:

Answer: 3

Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?

Choices:
H. Housing developments have replaced fields.
R. There are too many trees.
G. The temperature is too cold.
E. Water quality has improved.

Prompt:
Question: The snowshoe hare was once common in Maryland. In 1986, researchers in the state noted that the snowshoe hare was no longer found in Maryland. Which statement best explains why the snowshoe hare is no longer found in Maryland?
H. Housing developments have replaced fields.
R. There are too many trees.
G. The temperature is too cold.
E. Water quality has improved.
Answer:


Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?

Choices:
A. history of space food
B. food crumbs in zero gravity
C. rehydration of certain foods
D. food storage for long periods

Prompt:
Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?
A. history of space food
B. food crumbs in zero gravity
C. rehydration of certain foods
D. food storage for long periods
Answer:

Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?

Choices:
A. food crumbs in zero gravity
B. history of space food
C. rehydration of certain foods
D. food storage for long periods

Prompt:
Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?
A. food crumbs in zero gravity
B. history of space food
C. rehydration of certain foods
D. food storage for long periods
Answer:

Answer: 1

Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?

Choices:
1. history of space food
2. food crumbs in zero gravity
3. rehydration of certain foods
4. food storage for long periods

Prompt:
Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?
1. history of space food
2. food crumbs in zero gravity
3. rehydration of certain foods
4. food storage for long periods
Answer:

Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?

Choices:
U. history of space food
R. food crumbs in zero gravity
F. rehydration of certain foods
M. food storage for long periods

Prompt:
Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?
U. history of space food
R. food crumbs in zero gravity
F. rehydration of certain foods
M. food storage for long periods
Answer:

Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?

Choices:
U. food crumbs in zero gravity
R. history of space food
F. rehydration of certain foods
M. food storage for long periods

Prompt:
Question: In the initial stages of manned space exploration, scientists needed to address adequate nutrition to provide astronauts with energy throughout the mission. Which of these criteria could not be used when considering food and energy for astronauts during manned space flights?
U. food crumbs in zero gravity
R. history of space food
F. rehydration of certain foods
M. food storage for long periods
Answer:

Answer: 1


Question: Which is the best example of evaporation?

Choices:
A. raindrops freezing
B. an ice cube melting
C. a puddle drying in the sun
D. a sponge soaking up water

Prompt:
Question: Which is the best example of evaporation?
A. raindrops freezing
B. an ice cube melting
C. a puddle drying in the sun
D. a sponge soaking up water
Answer:

Answer: 2

Question: Which is the best example of evaporation?

Choices:
A. a sponge soaking up water
B. a puddle drying in the sun
C. raindrops freezing
D. an ice cube melting

Prompt:
Question: Which is the best example of evaporation?
A. a sponge soaking up water
B. a puddle drying in the sun
C. raindrops freezing
D. an ice cube melting
Answer:

Answer: 1

Question: Which is the best example of evaporation?

Choices:
1. raindrops freezing
2. an ice cube melting
3. a puddle drying in the sun
4. a sponge soaking up water

Prompt:
Question: Which is the best example of evaporation?
1. raindrops freezing
2. an ice cube melting
3. a puddle drying in the sun
4. a sponge soaking up water
Answer:

Answer: 2

Question: Which is the best example of evaporation?

Choices:
K. raindrops freezing
U. an ice cube melting
G. a puddle drying in the sun
O. a sponge soaking up water

Prompt:
Question: Which is the best example of evaporation?
K. raindrops freezing
U. an ice cube melting
G. a puddle drying in the sun
O. a sponge soaking up water
Answer:

Answer: 2

Question: Which is the best example of evaporation?

Choices:
K. a sponge soaking up water
U. a puddle drying in the sun
G. raindrops freezing
O. an ice cube melting

Prompt:
Question: Which is the best example of evaporation?
K. a sponge soaking up water
U. a puddle drying in the sun
G. raindrops freezing
O. an ice cube melting
Answer:

Answer: 1


Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?

Choices:
A. the soil
B. the deer
C. the trees
D. the fungi

Prompt:
Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?
A. the soil
B. the deer
C. the trees
D. the fungi
Answer:

Answer: 3

Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?

Choices:
A. the trees
B. the fungi
C. the deer
D. the soil

Prompt:
Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?
A. the trees
B. the fungi
C. the deer
D. the soil
Answer:

Answer: 1

Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?

Choices:
1. the soil
2. the deer
3. the trees
4. the fungi

Prompt:
Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?
1. the soil
2. the deer
3. the trees
4. the fungi
Answer:

Answer: 3

Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?

Choices:
W. the soil
N. the deer
U. the trees
G. the fungi

Prompt:
Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?
W. the soil
N. the deer
U. the trees
G. the fungi
Answer:

Answer: 3

Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?

Choices:
W. the trees
N. the fungi
U. the deer
G. the soil

Prompt:
Question: In a forest community, trees produce leaves that can be eaten by deer. The leaves also fall to the forest floor during autumn. Fungi break the leaves down into nutrients that enter the soil. What is the decomposer in this forest community?
W. the trees
N. the fungi
U. the deer
G. the soil
Answer:

Answer: 1


Question: Compared to Earth, the Moon is

Choices:
A. drier.
B. larger.
C. heavier.
D. brighter.

Prompt:
Question: Compared to Earth, the Moon is
A. drier.
B. larger.
C. heavier.
D. brighter.
Answer:

Question: Compared to Earth, the Moon is

Choices:
A. larger.
B. drier.
C. brighter.
D. heavier.

Prompt:
Question: Compared to Earth, the Moon is
A. larger.
B. drier.
C. brighter.
D. heavier.
Answer:

Answer: 1

Question: Compared to Earth, the Moon is

Choices:
1. drier.
2. larger.
3. heavier.
4. brighter.

Prompt:
Question: Compared to Earth, the Moon is
1. drier.
2. larger.
3. heavier.
4. brighter.
Answer:

Question: Compared to Earth, the Moon is

Choices:
P. drier.
S. larger.
W. heavier.
T. brighter.

Prompt:
Question: Compared to Earth, the Moon is
P. drier.
S. larger.
W. heavier.
T. brighter.
Answer:

Question: Compared to Earth, the Moon is

Choices:
P. larger.
S. drier.
W. brighter.
T. heavier.

Prompt:
Question: Compared to Earth, the Moon is
P. larger.
S. drier.
W. brighter.
T. heavier.
Answer:

Answer: 1


Question: What process forms an image in a mirror?

Choices:
A. absorbing light
B. reflecting light
C. refracting light
D. transmitting light

Prompt:
Question: What process forms an image in a mirror?
A. absorbing light
B. reflecting light
C. refracting light
D. transmitting light
Answer:

Answer: 1

Question: What process forms an image in a mirror?

Choices:
A. refracting light
B. transmitting light
C. absorbing light
D. reflecting light

Prompt:
Question: What process forms an image in a mirror?
A. refracting light
B. transmitting light
C. absorbing light
D. reflecting light
Answer:

Answer: 3

Question: What process forms an image in a mirror?

Choices:
1. absorbing light
2. reflecting light
3. refracting light
4. transmitting light

Prompt:
Question: What process forms an image in a mirror?
1. absorbing light
2. reflecting light
3. refracting light
4. transmitting light
Answer:

Answer: 1

Question: What process forms an image in a mirror?

Choices:
A. absorbing light
W. reflecting light
S. refracting light
M. transmitting light

Prompt:
Question: What process forms an image in a mirror?
A. absorbing light
W. reflecting light
S. refracting light
M. transmitting light
Answer:

Answer: 1

Question: What process forms an image in a mirror?

Choices:
A. refracting light
W. transmitting light
S. absorbing light
M. reflecting light

Prompt:
Question: What process forms an image in a mirror?
A. refracting light
W. transmitting light
S. absorbing light
M. reflecting light
Answer:

Answer: 3


Question: Which is an example of a physical change?

Choices:
A. ice melting
B. nail rusting
C. bread baking
D. wood burning

Prompt:
Question: Which is an example of a physical change?
A. ice melting
B. nail rusting
C. bread baking
D. wood burning
Answer:

Question: Which is an example of a physical change?

Choices:
A. bread baking
B. nail rusting
C. ice melting
D. wood burning

Prompt:
Question: Which is an example of a physical change?
A. bread baking
B. nail rusting
C. ice melting
D. wood burning
Answer:

Answer: 2

Question: Which is an example of a physical change?

Choices:
1. ice melting
2. nail rusting
3. bread baking
4. wood burning

Prompt:
Question: Which is an example of a physical change?
1. ice melting
2. nail rusting
3. bread baking
4. wood burning
Answer:

Question: Which is an example of a physical change?

Choices:
B. ice melting
A. nail rusting
S. bread baking
R. wood burning

Prompt:
Question: Which is an example of a physical change?
B. ice melting
A. nail rusting
S. bread baking
R. wood burning
Answer:

Question: Which is an example of a physical change?

Choices:
B. bread baking
A. nail rusting
S. ice melting
R. wood burning

Prompt:
Question: Which is an example of a physical change?
B. bread baking
A. nail rusting
S. ice melting
R. wood burning
Answer:

Answer: 2


Question: Which of the following describes an object that must have a net negative charge?

Choices:
A. It contains more molecules than atoms.
B. It contains more electrons than protons.
C. It is carrying an electric current.
D. It is made of metal.

Prompt:
Question: Which of the following describes an object that must have a net negative charge?
A. It contains more molecules than atoms.
B. It contains more electrons than protons.
C. It is carrying an electric current.
D. It is made of metal.
Answer:

Answer: 1

Question: Which of the following describes an object that must have a net negative charge?

Choices:
A. It contains more electrons than protons.
B. It is carrying an electric current.
C. It contains more molecules than atoms.
D. It is made of metal.

Prompt:
Question: Which of the following describes an object that must have a net negative charge?
A. It contains more electrons than protons.
B. It is carrying an electric current.
C. It contains more molecules than atoms.
D. It is made of metal.
Answer:

Question: Which of the following describes an object that must have a net negative charge?

Choices:
1. It contains more molecules than atoms.
2. It contains more electrons than protons.
3. It is carrying an electric current.
4. It is made of metal.

Prompt:
Question: Which of the following describes an object that must have a net negative charge?
1. It contains more molecules than atoms.
2. It contains more electrons than protons.
3. It is carrying an electric current.
4. It is made of metal.
Answer:

Answer: 1

Question: Which of the following describes an object that must have a net negative charge?

Choices:
J. It contains more molecules than atoms.
K. It contains more electrons than protons.
M. It is carrying an electric current.
Z. It is made of metal.

Prompt:
Question: Which of the following describes an object that must have a net negative charge?
J. It contains more molecules than atoms.
K. It contains more electrons than protons.
M. It is carrying an electric current.
Z. It is made of metal.
Answer:

Answer: 1

Question: Which of the following describes an object that must have a net negative charge?

Choices:
J. It contains more electrons than protons.
K. It is carrying an electric current.
M. It contains more molecules than atoms.
Z. It is made of metal.

Prompt:
Question: Which of the following describes an object that must have a net negative charge?
J. It contains more electrons than protons.
K. It is carrying an electric current.
M. It contains more molecules than atoms.
Z. It is made of metal.
Answer:


Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on

Choices:
A. where the rocks were found.
B. how the rocks were formed.
C. the composition of the rocks.
D. the color and shape of the rocks.

Prompt:
Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on
A. where the rocks were found.
B. how the rocks were formed.
C. the composition of the rocks.
D. the color and shape of the rocks.
Answer:

Answer: 1

Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on

Choices:
A. how the rocks were formed.
B. the composition of the rocks.
C. where the rocks were found.
D. the color and shape of the rocks.

Prompt:
Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on
A. how the rocks were formed.
B. the composition of the rocks.
C. where the rocks were found.
D. the color and shape of the rocks.
Answer:

Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on

Choices:
1. where the rocks were found.
2. how the rocks were formed.
3. the composition of the rocks.
4. the color and shape of the rocks.

Prompt:
Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on
1. where the rocks were found.
2. how the rocks were formed.
3. the composition of the rocks.
4. the color and shape of the rocks.
Answer:

Answer: 1

Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on

Choices:
B. where the rocks were found.
G. how the rocks were formed.
O. the composition of the rocks.
S. the color and shape of the rocks.

Prompt:
Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on
B. where the rocks were found.
G. how the rocks were formed.
O. the composition of the rocks.
S. the color and shape of the rocks.
Answer:

Answer: 1

Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on

Choices:
B. how the rocks were formed.
G. the composition of the rocks.
O. where the rocks were found.
S. the color and shape of the rocks.

Prompt:
Question: Rocks found on Earth are classified as sedimentary, metamorphic, or igneous based on
B. how the rocks were formed.
G. the composition of the rocks.
O. where the rocks were found.
S. the color and shape of the rocks.
Answer:


Question: Which of the following is formed when two elements combine chemically?

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

Prompt:
Question: Which of the following is formed when two elements combine chemically?
A. an atom
B. a compound
C. an electron
D. a mixture
Answer:

Answer: 1

Question: Which of the following is formed when two elements combine chemically?

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

Prompt:
Question: Which of the following is formed when two elements combine chemically?
A. an atom
B. a mixture
C. a compound
D. an electron
Answer:

Answer: 2

Question: Which of the following is formed when two elements combine chemically?

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

Prompt:
Question: Which of the following is formed when two elements combine chemically?
1. an atom
2. a compound
3. an electron
4. a mixture
Answer:

Answer: 1

Question: Which of the following is formed when two elements combine chemically?

Choices:
Q. an atom
I. a compound
E. an electron
F. a mixture

Prompt:
Question: Which of the following is formed when two elements combine chemically?
Q. an atom
I. a compound
E. an electron
F. a mixture
Answer:

Answer: 1

Question: Which of the following is formed when two elements combine chemically?

Choices:
Q. an atom
I. a mixture
E. a compound
F. an electron

Prompt:
Question: Which of the following is formed when two elements combine chemically?
Q. an atom
I. a mixture
E. a compound
F. an electron
Answer:

Answer: 2


Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?

Choices:
A. wear gloves while breaking rocks
B. wear goggles while breaking rocks
C. have a bucket of sand in case of sparks
D. have a clean eye-wash station available

Prompt:
Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?
A. wear gloves while breaking rocks
B. wear goggles while breaking rocks
C. have a bucket of sand in case of sparks
D. have a clean eye-wash station available
Answer:

Answer: 1

Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?

Choices:
A. have a bucket of sand in case of sparks
B. wear gloves while breaking rocks
C. wear goggles while breaking rocks
D. have a clean eye-wash station available

Prompt:
Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?
A. have a bucket of sand in case of sparks
B. wear gloves while breaking rocks
C. wear goggles while breaking rocks
D. have a clean eye-wash station available
Answer:

Answer: 2

Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?

Choices:
1. wear gloves while breaking rocks
2. wear goggles while breaking rocks
3. have a bucket of sand in case of sparks
4. have a clean eye-wash station available

Prompt:
Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?
1. wear gloves while breaking rocks
2. wear goggles while breaking rocks
3. have a bucket of sand in case of sparks
4. have a clean eye-wash station available
Answer:

Answer: 1

Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?

Choices:
H. wear gloves while breaking rocks
T. wear goggles while breaking rocks
S. have a bucket of sand in case of sparks
A. have a clean eye-wash station available

Prompt:
Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?
H. wear gloves while breaking rocks
T. wear goggles while breaking rocks
S. have a bucket of sand in case of sparks
A. have a clean eye-wash station available
Answer:

Answer: 1

Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?

Choices:
H. have a bucket of sand in case of sparks
T. wear gloves while breaking rocks
S. wear goggles while breaking rocks
A. have a clean eye-wash station available

Prompt:
Question: Which of the following is the most important safety practice when using a rock hammer on a geology field trip?
H. have a bucket of sand in case of sparks
T. wear gloves while breaking rocks
S. wear goggles while breaking rocks
A. have a clean eye-wash station available
Answer:

Answer: 2


Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?

Choices:
A. reproductive system
B. excretory system
C. digestive system
D. endocrine system

Prompt:
Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?
A. reproductive system
B. excretory system
C. digestive system
D. endocrine system
Answer:

Answer: 2

Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?

Choices:
A. digestive system
B. excretory system
C. reproductive system
D. endocrine system

Prompt:
Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?
A. digestive system
B. excretory system
C. reproductive system
D. endocrine system
Answer:

Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?

Choices:
1. reproductive system
2. excretory system
3. digestive system
4. endocrine system

Prompt:
Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?
1. reproductive system
2. excretory system
3. digestive system
4. endocrine system
Answer:

Answer: 2

Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?

Choices:
O. reproductive system
Q. excretory system
A. digestive system
J. endocrine system

Prompt:
Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?
O. reproductive system
Q. excretory system
A. digestive system
J. endocrine system
Answer:

Answer: 2

Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?

Choices:
O. digestive system
Q. excretory system
A. reproductive system
J. endocrine system

Prompt:
Question: To which organ system do the esophagus, liver, pancreas, small intestine, and colon belong?
O. digestive system
Q. excretory system
A. reproductive system
J. endocrine system
Answer:


Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?

Choices:
A. an exothermic reaction that absorbs energy
B. an exothermic reaction that releases energy
C. an endothermic reaction that absorbs energy
D. an endothermic reaction that releases energy

Prompt:
Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?
A. an exothermic reaction that absorbs energy
B. an exothermic reaction that releases energy
C. an endothermic reaction that absorbs energy
D. an endothermic reaction that releases energy
Answer:

Answer: 1

Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?

Choices:
A. an exothermic reaction that absorbs energy
B. an endothermic reaction that absorbs energy
C. an endothermic reaction that releases energy
D. an exothermic reaction that releases energy

Prompt:
Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?
A. an exothermic reaction that absorbs energy
B. an endothermic reaction that absorbs energy
C. an endothermic reaction that releases energy
D. an exothermic reaction that releases energy
Answer:

Answer: 3

Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?

Choices:
1. an exothermic reaction that absorbs energy
2. an exothermic reaction that releases energy
3. an endothermic reaction that absorbs energy
4. an endothermic reaction that releases energy

Prompt:
Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?
1. an exothermic reaction that absorbs energy
2. an exothermic reaction that releases energy
3. an endothermic reaction that absorbs energy
4. an endothermic reaction that releases energy
Answer:

Answer: 1

Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?

Choices:
G. an exothermic reaction that absorbs energy
V. an exothermic reaction that releases energy
Z. an endothermic reaction that absorbs energy
F. an endothermic reaction that releases energy

Prompt:
Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?
G. an exothermic reaction that absorbs energy
V. an exothermic reaction that releases energy
Z. an endothermic reaction that absorbs energy
F. an endothermic reaction that releases energy
Answer:

Answer: 1

Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?

Choices:
G. an exothermic reaction that absorbs energy
V. an endothermic reaction that absorbs energy
Z. an endothermic reaction that releases energy
F. an exothermic reaction that releases energy

Prompt:
Question: When sodium hydroxide reacts with a copper nitrate solution, the reaction vessel needs to be kept on ice to slow down the reaction. What best describes this reaction?
G. an exothermic reaction that absorbs energy
V. an endothermic reaction that absorbs energy
Z. an endothermic reaction that releases energy
F. an exothermic reaction that releases energy
Answer:

Answer: 3


Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?

Choices:
A. a shift toward longer wavelengths of light
B. a shift toward shorter wavelengths of light
C. the absence of wavelengths in the visible light range
D. the compression of wavelengths in the visible light range

Prompt:
Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?
A. a shift toward longer wavelengths of light
B. a shift toward shorter wavelengths of light
C. the absence of wavelengths in the visible light range
D. the compression of wavelengths in the visible light range
Answer:

Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?

Choices:
A. the compression of wavelengths in the visible light range
B. a shift toward longer wavelengths of light
C. the absence of wavelengths in the visible light range
D. a shift toward shorter wavelengths of light

Prompt:
Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?
A. the compression of wavelengths in the visible light range
B. a shift toward longer wavelengths of light
C. the absence of wavelengths in the visible light range
D. a shift toward shorter wavelengths of light
Answer:

Answer: 1

Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?

Choices:
1. a shift toward longer wavelengths of light
2. a shift toward shorter wavelengths of light
3. the absence of wavelengths in the visible light range
4. the compression of wavelengths in the visible light range

Prompt:
Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?
1. a shift toward longer wavelengths of light
2. a shift toward shorter wavelengths of light
3. the absence of wavelengths in the visible light range
4. the compression of wavelengths in the visible light range
Answer:

Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?

Choices:
E. a shift toward longer wavelengths of light
D. a shift toward shorter wavelengths of light
F. the absence of wavelengths in the visible light range
T. the compression of wavelengths in the visible light range

Prompt:
Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?
E. a shift toward longer wavelengths of light
D. a shift toward shorter wavelengths of light
F. the absence of wavelengths in the visible light range
T. the compression of wavelengths in the visible light range
Answer:

Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?

Choices:
E. the compression of wavelengths in the visible light range
D. a shift toward longer wavelengths of light
F. the absence of wavelengths in the visible light range
T. a shift toward shorter wavelengths of light

Prompt:
Question: Scientists measured the patterns of spectral lines given off by distant galaxies and concluded that almost all of these galaxies are moving away from Earth. What did the scientists observe directly?
E. the compression of wavelengths in the visible light range
D. a shift toward longer wavelengths of light
F. the absence of wavelengths in the visible light range
T. a shift toward shorter wavelengths of light
Answer:

Answer: 1


Question: When a multicellular organism is damaged, it will repair itself as

Choices:
A. it mutates.
B. the cells work together.
C. the cells move.
D. it makes its own food.

Prompt:
Question: When a multicellular organism is damaged, it will repair itself as
A. it mutates.
B. the cells work together.
C. the cells move.
D. it makes its own food.
Answer:

Answer: 1

Question: When a multicellular organism is damaged, it will repair itself as

Choices:
A. it makes its own food.
B. the cells move.
C. it mutates.
D. the cells work together.

Prompt:
Question: When a multicellular organism is damaged, it will repair itself as
A. it makes its own food.
B. the cells move.
C. it mutates.
D. the cells work together.
Answer:

Answer: 3

Question: When a multicellular organism is damaged, it will repair itself as

Choices:
1. it mutates.
2. the cells work together.
3. the cells move.
4. it makes its own food.

Prompt:
Question: When a multicellular organism is damaged, it will repair itself as
1. it mutates.
2. the cells work together.
3. the cells move.
4. it makes its own food.
Answer:

Answer: 1

Question: When a multicellular organism is damaged, it will repair itself as

Choices:
Z. it mutates.
V. the cells work together.
I. the cells move.
Y. it makes its own food.

Prompt:
Question: When a multicellular organism is damaged, it will repair itself as
Z. it mutates.
V. the cells work together.
I. the cells move.
Y. it makes its own food.
Answer:

Answer: 1

Question: When a multicellular organism is damaged, it will repair itself as

Choices:
Z. it makes its own food.
V. the cells move.
I. it mutates.
Y. the cells work together.

Prompt:
Question: When a multicellular organism is damaged, it will repair itself as
Z. it makes its own food.
V. the cells move.
I. it mutates.
Y. the cells work together.
Answer:

Answer: 3


Question: Genes are located on chromosomes which are composed of

Choices:
A. DNA.
B. RNA.
C. ATP.
D. ADP.

Prompt:
Question: Genes are located on chromosomes which are composed of
A. DNA.
B. RNA.
C. ATP.
D. ADP.
Answer:

Question: Genes are located on chromosomes which are composed of

Choices:
A. RNA.
B. DNA.
C. ADP.
D. ATP.

Prompt:
Question: Genes are located on chromosomes which are composed of
A. RNA.
B. DNA.
C. ADP.
D. ATP.
Answer:

Answer: 1

Question: Genes are located on chromosomes which are composed of

Choices:
1. DNA.
2. RNA.
3. ATP.
4. ADP.

Prompt:
Question: Genes are located on chromosomes which are composed of
1. DNA.
2. RNA.
3. ATP.
4. ADP.
Answer:

Question: Genes are located on chromosomes which are composed of

Choices:
P. DNA.
N. RNA.
H. ATP.
Y. ADP.

Prompt:
Question: Genes are located on chromosomes which are composed of
P. DNA.
N. RNA.
H. ATP.
Y. ADP.
Answer:

Question: Genes are located on chromosomes which are composed of

Choices:
P. RNA.
N. DNA.
H. ADP.
Y. ATP.

Prompt:
Question: Genes are located on chromosomes which are composed of
P. RNA.
N. DNA.
H. ADP.
Y. ATP.
Answer:

Answer: 1


Question: Which of the following best describes the number of chromosomes in a normal human liver cell?

Choices:
A. 23 pairs of chromosomes
B. 46 different types of chromosomes
C. 46 male chromosomes and 46 female chromosomes
D. 23 original chromosomes and 23 duplicate chromosomes

Prompt:
Question: Which of the following best describes the number of chromosomes in a normal human liver cell?
A. 23 pairs of chromosomes
B. 46 different types of chromosomes
C. 46 male chromosomes and 46 female chromosomes
D. 23 original chromosomes and 23 duplicate chromosomes
Answer:

Question: Which of the following best describes the number of chromosomes in a normal human liver cell?

Choices:
A. 46 male chromosomes and 46 female chromosomes
B. 46 different types of chromosomes
C. 23 original chromosomes and 23 duplicate chromosomes
D. 23 pairs of chromosomes

Prompt:
Question: Which of the following best describes the number of chromosomes in a normal human liver cell?
A. 46 male chromosomes and 46 female chromosomes
B. 46 different types of chromosomes
C. 23 original chromosomes and 23 duplicate chromosomes
D. 23 pairs of chromosomes
Answer:

Answer: 3

Question: Which of the following best describes the number of chromosomes in a normal human liver cell?

Choices:
1. 23 pairs of chromosomes
2. 46 different types of chromosomes
3. 46 male chromosomes and 46 female chromosomes
4. 23 original chromosomes and 23 duplicate chromosomes

Prompt:
Question: Which of the following best describes the number of chromosomes in a normal human liver cell?
1. 23 pairs of chromosomes
2. 46 different types of chromosomes
3. 46 male chromosomes and 46 female chromosomes
4. 23 original chromosomes and 23 duplicate chromosomes
Answer:

Question: Which of the following best describes the number of chromosomes in a normal human liver cell?

Choices:
B. 23 pairs of chromosomes
Y. 46 different types of chromosomes
O. 46 male chromosomes and 46 female chromosomes
L. 23 original chromosomes and 23 duplicate chromosomes

Prompt:
Question: Which of the following best describes the number of chromosomes in a normal human liver cell?
B. 23 pairs of chromosomes
Y. 46 different types of chromosomes
O. 46 male chromosomes and 46 female chromosomes
L. 23 original chromosomes and 23 duplicate chromosomes
Answer:

Question: Which of the following best describes the number of chromosomes in a normal human liver cell?

Choices:
B. 46 male chromosomes and 46 female chromosomes
Y. 46 different types of chromosomes
O. 23 original chromosomes and 23 duplicate chromosomes
L. 23 pairs of chromosomes

Prompt:
Question: Which of the following best describes the number of chromosomes in a normal human liver cell?
B. 46 male chromosomes and 46 female chromosomes
Y. 46 different types of chromosomes
O. 23 original chromosomes and 23 duplicate chromosomes
L. 23 pairs of chromosomes
Answer:

Answer: 3


Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?

Choices:
A. bar graph
B. scatterplot
C. line graph
D. pie chart

Prompt:
Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?
A. bar graph
B. scatterplot
C. line graph
D. pie chart
Answer:

Answer: 2

Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?

Choices:
A. bar graph
B. line graph
C. scatterplot
D. pie chart

Prompt:
Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?
A. bar graph
B. line graph
C. scatterplot
D. pie chart
Answer:

Answer: 1

Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?

Choices:
1. bar graph
2. scatterplot
3. line graph
4. pie chart

Prompt:
Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?
1. bar graph
2. scatterplot
3. line graph
4. pie chart
Answer:

Answer: 2

Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?

Choices:
K. bar graph
P. scatterplot
T. line graph
X. pie chart

Prompt:
Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?
K. bar graph
P. scatterplot
T. line graph
X. pie chart
Answer:

Answer: 2

Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?

Choices:
K. bar graph
P. line graph
T. scatterplot
X. pie chart

Prompt:
Question: A student measures the growth of a group of plants given different amounts of fertilizer. Which data display should the student use to compare the growth of the plants?
K. bar graph
P. line graph
T. scatterplot
X. pie chart
Answer:

Answer: 1


Question: What is a large buildup of moving ice and snow called?

Choices:
A. drumlin
B. delta
C. glacier
D. moraine

Prompt:
Question: What is a large buildup of moving ice and snow called?
A. drumlin
B. delta
C. glacier
D. moraine
Answer:

Answer: 2

Question: What is a large buildup of moving ice and snow called?

Choices:
A. moraine
B. delta
C. drumlin
D. glacier

Prompt:
Question: What is a large buildup of moving ice and snow called?
A. moraine
B. delta
C. drumlin
D. glacier
Answer:

Answer: 3

Question: What is a large buildup of moving ice and snow called?

Choices:
1. drumlin
2. delta
3. glacier
4. moraine

Prompt:
Question: What is a large buildup of moving ice and snow called?
1. drumlin
2. delta
3. glacier
4. moraine
Answer:

Answer: 2

Question: What is a large buildup of moving ice and snow called?

Choices:
D. drumlin
N. delta
J. glacier
U. moraine

Prompt:
Question: What is a large buildup of moving ice and snow called?
D. drumlin
N. delta
J. glacier
U. moraine
Answer:

Answer: 2

Question: What is a large buildup of moving ice and snow called?

Choices:
D. moraine
N. delta
J. drumlin
U. glacier

Prompt:
Question: What is a large buildup of moving ice and snow called?
D. moraine
N. delta
J. drumlin
U. glacier
Answer:

Answer: 3


Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?

Choices:
A. increased competition for resources
B. falling sea levels and global cooling
C. organisms with beneficial traits
D. increased solar activity

Prompt:
Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?
A. increased competition for resources
B. falling sea levels and global cooling
C. organisms with beneficial traits
D. increased solar activity
Answer:

Answer: 1

Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?

Choices:
A. increased solar activity
B. increased competition for resources
C. falling sea levels and global cooling
D. organisms with beneficial traits

Prompt:
Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?
A. increased solar activity
B. increased competition for resources
C. falling sea levels and global cooling
D. organisms with beneficial traits
Answer:

Answer: 2

Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?

Choices:
1. increased competition for resources
2. falling sea levels and global cooling
3. organisms with beneficial traits
4. increased solar activity

Prompt:
Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?
1. increased competition for resources
2. falling sea levels and global cooling
3. organisms with beneficial traits
4. increased solar activity
Answer:

Answer: 1

Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?

Choices:
K. increased competition for resources
C. falling sea levels and global cooling
G. organisms with beneficial traits
V. increased solar activity

Prompt:
Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?
K. increased competition for resources
C. falling sea levels and global cooling
G. organisms with beneficial traits
V. increased solar activity
Answer:

Answer: 1

Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?

Choices:
K. increased solar activity
C. increased competition for resources
G. falling sea levels and global cooling
V. organisms with beneficial traits

Prompt:
Question: Which of these conditions would most likely be shown in the fossil record as a reason for mass extinctions?
K. increased solar activity
C. increased competition for resources
G. falling sea levels and global cooling
V. organisms with beneficial traits
Answer:

Answer: 2


Question: One of the functions of a topographic map is to

Choices:
A. gauge local rainfall amounts.
B. study the area's geological history.
C. predict the severity of earthquakes.
D. show the surface features of an area.

Prompt:
Question: One of the functions of a topographic map is to
A. gauge local rainfall amounts.
B. study the area's geological history.
C. predict the severity of earthquakes.
D. show the surface features of an area.
Answer:

Answer: 3

Question: One of the functions of a topographic map is to

Choices:
A. gauge local rainfall amounts.
B. show the surface features of an area.
C. predict the severity of earthquakes.
D. study the area's geological history.

Prompt:
Question: One of the functions of a topographic map is to
A. gauge local rainfall amounts.
B. show the surface features of an area.
C. predict the severity of earthquakes.
D. study the area's geological history.
Answer:

Answer: 1

Question: One of the functions of a topographic map is to

Choices:
1. gauge local rainfall amounts.
2. study the area's geological history.
3. predict the severity of earthquakes.
4. show the surface features of an area.

Prompt:
Question: One of the functions of a topographic map is to
1. gauge local rainfall amounts.
2. study the area's geological history.
3. predict the severity of earthquakes.
4. show the surface features of an area.
Answer:

Answer: 3

Question: One of the functions of a topographic map is to

Choices:
O. gauge local rainfall amounts.
R. study the area's geological history.
A. predict the severity of earthquakes.
U. show the surface features of an area.

Prompt:
Question: One of the functions of a topographic map is to
O. gauge local rainfall amounts.
R. study the area's geological history.
A. predict the severity of earthquakes.
U. show the surface features of an area.
Answer:

Answer: 3

Question: One of the functions of a topographic map is to

Choices:
O. gauge local rainfall amounts.
R. show the surface features of an area.
A. predict the severity of earthquakes.
U. study the area's geological history.

Prompt:
Question: One of the functions of a topographic map is to
O. gauge local rainfall amounts.
R. show the surface features of an area.
A. predict the severity of earthquakes.
U. study the area's geological history.
Answer:

Answer: 1


Question: Reptiles become more active as the day gets warmer. This is because

Choices:
A. they have scaly skin.
B. they have slimy skin.
C. their body temperature stays at a constant level.
D. their body temperature changes with the environment.

Prompt:
Question: Reptiles become more active as the day gets warmer. This is because
A. they have scaly skin.
B. they have slimy skin.
C. their body temperature stays at a constant level.
D. their body temperature changes with the environment.
Answer:

Answer: 3

Question: Reptiles become more active as the day gets warmer. This is because

Choices:
A. their body temperature stays at a constant level.
B. their body temperature changes with the environment.
C. they have slimy skin.
D. they have scaly skin.

Prompt:
Question: Reptiles become more active as the day gets warmer. This is because
A. their body temperature stays at a constant level.
B. their body temperature changes with the environment.
C. they have slimy skin.
D. they have scaly skin.
Answer:

Answer: 1

Question: Reptiles become more active as the day gets warmer. This is because

Choices:
1. they have scaly skin.
2. they have slimy skin.
3. their body temperature stays at a constant level.
4. their body temperature changes with the environment.

Prompt:
Question: Reptiles become more active as the day gets warmer. This is because
1. they have scaly skin.
2. they have slimy skin.
3. their body temperature stays at a constant level.
4. their body temperature changes with the environment.
Answer:

Answer: 3

Question: Reptiles become more active as the day gets warmer. This is because

Choices:
Z. they have scaly skin.
P. they have slimy skin.
Y. their body temperature stays at a constant level.
O. their body temperature changes with the environment.

Prompt:
Question: Reptiles become more active as the day gets warmer. This is because
Z. they have scaly skin.
P. they have slimy skin.
Y. their body temperature stays at a constant level.
O. their body temperature changes with the environment.
Answer:

Answer: 3

Question: Reptiles become more active as the day gets warmer. This is because

Choices:
Z. their body temperature stays at a constant level.
P. their body temperature changes with the environment.
Y. they have slimy skin.
O. they have scaly skin.

Prompt:
Question: Reptiles become more active as the day gets warmer. This is because
Z. their body temperature stays at a constant level.
P. their body temperature changes with the environment.
Y. they have slimy skin.
O. they have scaly skin.
Answer:

Answer: 1