Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?

Choices:
A. Vaccines help prevent illnesses.
B. Vaccines keep the environment cleaner.
C. Vaccines help cure people who are sick.
D. Vaccines kill bacteria that cause infections.

Prompt:
Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?
A. Vaccines help prevent illnesses.
B. Vaccines keep the environment cleaner.
C. Vaccines help cure people who are sick.
D. Vaccines kill bacteria that cause infections.
Answer:

Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?

Choices:
A. Vaccines help cure people who are sick.
B. Vaccines keep the environment cleaner.
C. Vaccines help prevent illnesses.
D. Vaccines kill bacteria that cause infections.

Prompt:
Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?
A. Vaccines help cure people who are sick.
B. Vaccines keep the environment cleaner.
C. Vaccines help prevent illnesses.
D. Vaccines kill bacteria that cause infections.
Answer:

Answer: 2

Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?

Choices:
1. Vaccines help prevent illnesses.
2. Vaccines keep the environment cleaner.
3. Vaccines help cure people who are sick.
4. Vaccines kill bacteria that cause infections.

Prompt:
Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?
1. Vaccines help prevent illnesses.
2. Vaccines keep the environment cleaner.
3. Vaccines help cure people who are sick.
4. Vaccines kill bacteria that cause infections.
Answer:

Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?

Choices:
U. Vaccines help prevent illnesses.
K. Vaccines keep the environment cleaner.
Y. Vaccines help cure people who are sick.
L. Vaccines kill bacteria that cause infections.

Prompt:
Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?
U. Vaccines help prevent illnesses.
K. Vaccines keep the environment cleaner.
Y. Vaccines help cure people who are sick.
L. Vaccines kill bacteria that cause infections.
Answer:

Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?

Choices:
U. Vaccines help cure people who are sick.
K. Vaccines keep the environment cleaner.
Y. Vaccines help prevent illnesses.
L. Vaccines kill bacteria that cause infections.

Prompt:
Question: New vaccines for diseases are being developed all the time. How do vaccines most likely help people?
U. Vaccines help cure people who are sick.
K. Vaccines keep the environment cleaner.
Y. Vaccines help prevent illnesses.
L. Vaccines kill bacteria that cause infections.
Answer:

Answer: 2


Question: The cell cycle describes the processes that take place as a cell

Choices:
A. absorbs nutrients.
B. makes proteins.
C. repairs old cells.
D. forms new cells.

Prompt:
Question: The cell cycle describes the processes that take place as a cell
A. absorbs nutrients.
B. makes proteins.
C. repairs old cells.
D. forms new cells.
Answer:

Answer: 3

Question: The cell cycle describes the processes that take place as a cell

Choices:
A. absorbs nutrients.
B. forms new cells.
C. repairs old cells.
D. makes proteins.

Prompt:
Question: The cell cycle describes the processes that take place as a cell
A. absorbs nutrients.
B. forms new cells.
C. repairs old cells.
D. makes proteins.
Answer:

Answer: 1

Question: The cell cycle describes the processes that take place as a cell

Choices:
1. absorbs nutrients.
2. makes proteins.
3. repairs old cells.
4. forms new cells.

Prompt:
Question: The cell cycle describes the processes that take place as a cell
1. absorbs nutrients.
2. makes proteins.
3. repairs old cells.
4. forms new cells.
Answer:

Answer: 3

Question: The cell cycle describes the processes that take place as a cell

Choices:
D. absorbs nutrients.
R. makes proteins.
T. repairs old cells.
E. forms new cells.

Prompt:
Question: The cell cycle describes the processes that take place as a cell
D. absorbs nutrients.
R. makes proteins.
T. repairs old cells.
E. forms new cells.
Answer:

Answer: 3

Question: The cell cycle describes the processes that take place as a cell

Choices:
D. absorbs nutrients.
R. forms new cells.
T. repairs old cells.
E. makes proteins.

Prompt:
Question: The cell cycle describes the processes that take place as a cell
D. absorbs nutrients.
R. forms new cells.
T. repairs old cells.
E. makes proteins.
Answer:

Answer: 1


Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?

Choices:
A. The new material will keep people safe.
B. The new material will keep pets contained.
C. The new material can make a yard attractive.
D. The new material can save money on replacements.

Prompt:
Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?
A. The new material will keep people safe.
B. The new material will keep pets contained.
C. The new material can make a yard attractive.
D. The new material can save money on replacements.
Answer:

Answer: 3

Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?

Choices:
A. The new material can make a yard attractive.
B. The new material can save money on replacements.
C. The new material will keep pets contained.
D. The new material will keep people safe.

Prompt:
Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?
A. The new material can make a yard attractive.
B. The new material can save money on replacements.
C. The new material will keep pets contained.
D. The new material will keep people safe.
Answer:

Answer: 1

Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?

Choices:
1. The new material will keep people safe.
2. The new material will keep pets contained.
3. The new material can make a yard attractive.
4. The new material can save money on replacements.

Prompt:
Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?
1. The new material will keep people safe.
2. The new material will keep pets contained.
3. The new material can make a yard attractive.
4. The new material can save money on replacements.
Answer:

Answer: 3

Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?

Choices:
E. The new material will keep people safe.
S. The new material will keep pets contained.
Y. The new material can make a yard attractive.
P. The new material can save money on replacements.

Prompt:
Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?
E. The new material will keep people safe.
S. The new material will keep pets contained.
Y. The new material can make a yard attractive.
P. The new material can save money on replacements.
Answer:

Answer: 3

Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?

Choices:
E. The new material can make a yard attractive.
S. The new material can save money on replacements.
Y. The new material will keep pets contained.
P. The new material will keep people safe.

Prompt:
Question: A company that makes fences started using a new material instead of wood. The new material will last longer than wood. What is the most likely benefit of the new material?
E. The new material can make a yard attractive.
S. The new material can save money on replacements.
Y. The new material will keep pets contained.
P. The new material will keep people safe.
Answer:

Answer: 1


Question: Which best explains how the Appalachian Mountains formed?

Choices:
A. an ancient river flooded
B. an earthquake folded land
C. tectonic plates pulled apart
D. tectonic plates collided

Prompt:
Question: Which best explains how the Appalachian Mountains formed?
A. an ancient river flooded
B. an earthquake folded land
C. tectonic plates pulled apart
D. tectonic plates collided
Answer:

Answer: 3

Question: Which best explains how the Appalachian Mountains formed?

Choices:
A. an earthquake folded land
B. an ancient river flooded
C. tectonic plates collided
D. tectonic plates pulled apart

Prompt:
Question: Which best explains how the Appalachian Mountains formed?
A. an earthquake folded land
B. an ancient river flooded
C. tectonic plates collided
D. tectonic plates pulled apart
Answer:

Answer: 2

Question: Which best explains how the Appalachian Mountains formed?

Choices:
1. an ancient river flooded
2. an earthquake folded land
3. tectonic plates pulled apart
4. tectonic plates collided

Prompt:
Question: Which best explains how the Appalachian Mountains formed?
1. an ancient river flooded
2. an earthquake folded land
3. tectonic plates pulled apart
4. tectonic plates collided
Answer:

Answer: 3

Question: Which best explains how the Appalachian Mountains formed?

Choices:
Q. an ancient river flooded
D. an earthquake folded land
J. tectonic plates pulled apart
I. tectonic plates collided

Prompt:
Question: Which best explains how the Appalachian Mountains formed?
Q. an ancient river flooded
D. an earthquake folded land
J. tectonic plates pulled apart
I. tectonic plates collided
Answer:

Answer: 3

Question: Which best explains how the Appalachian Mountains formed?

Choices:
Q. an earthquake folded land
D. an ancient river flooded
J. tectonic plates collided
I. tectonic plates pulled apart

Prompt:
Question: Which best explains how the Appalachian Mountains formed?
Q. an earthquake folded land
D. an ancient river flooded
J. tectonic plates collided
I. tectonic plates pulled apart
Answer:

Answer: 2


Question: Which is a source of sound?

Choices:
A. thermal energy
B. potential energy
C. a vibration
D. a medium

Prompt:
Question: Which is a source of sound?
A. thermal energy
B. potential energy
C. a vibration
D. a medium
Answer:

Answer: 2

Question: Which is a source of sound?

Choices:
A. thermal energy
B. a medium
C. potential energy
D. a vibration

Prompt:
Question: Which is a source of sound?
A. thermal energy
B. a medium
C. potential energy
D. a vibration
Answer:

Answer: 3

Question: Which is a source of sound?

Choices:
1. thermal energy
2. potential energy
3. a vibration
4. a medium

Prompt:
Question: Which is a source of sound?
1. thermal energy
2. potential energy
3. a vibration
4. a medium
Answer:

Answer: 2

Question: Which is a source of sound?

Choices:
F. thermal energy
Y. potential energy
G. a vibration
T. a medium

Prompt:
Question: Which is a source of sound?
F. thermal energy
Y. potential energy
G. a vibration
T. a medium
Answer:

Answer: 2

Question: Which is a source of sound?

Choices:
F. thermal energy
Y. a medium
G. potential energy
T. a vibration

Prompt:
Question: Which is a source of sound?
F. thermal energy
Y. a medium
G. potential energy
T. a vibration
Answer:

Answer: 3


Question: Which natural material is best for making a table?

Choices:
A. cotton that is lightweight
B. leather that can twist
C. paper that can tear
D. wood that is sturdy

Prompt:
Question: Which natural material is best for making a table?
A. cotton that is lightweight
B. leather that can twist
C. paper that can tear
D. wood that is sturdy
Answer:

Answer: 3

Question: Which natural material is best for making a table?

Choices:
A. paper that can tear
B. wood that is sturdy
C. leather that can twist
D. cotton that is lightweight

Prompt:
Question: Which natural material is best for making a table?
A. paper that can tear
B. wood that is sturdy
C. leather that can twist
D. cotton that is lightweight
Answer:

Answer: 1

Question: Which natural material is best for making a table?

Choices:
1. cotton that is lightweight
2. leather that can twist
3. paper that can tear
4. wood that is sturdy

Prompt:
Question: Which natural material is best for making a table?
1. cotton that is lightweight
2. leather that can twist
3. paper that can tear
4. wood that is sturdy
Answer:

Answer: 3

Question: Which natural material is best for making a table?

Choices:
C. cotton that is lightweight
A. leather that can twist
S. paper that can tear
N. wood that is sturdy

Prompt:
Question: Which natural material is best for making a table?
C. cotton that is lightweight
A. leather that can twist
S. paper that can tear
N. wood that is sturdy
Answer:

Answer: 3

Question: Which natural material is best for making a table?

Choices:
C. paper that can tear
A. wood that is sturdy
S. leather that can twist
N. cotton that is lightweight

Prompt:
Question: Which natural material is best for making a table?
C. paper that can tear
A. wood that is sturdy
S. leather that can twist
N. cotton that is lightweight
Answer:

Answer: 1


Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?

Choices:
A. hair
B. cheese
C. plastic spoon
D. aluminum foil

Prompt:
Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?
A. hair
B. cheese
C. plastic spoon
D. aluminum foil
Answer:

Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?

Choices:
A. plastic spoon
B. cheese
C. hair
D. aluminum foil

Prompt:
Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?
A. plastic spoon
B. cheese
C. hair
D. aluminum foil
Answer:

Answer: 2

Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?

Choices:
1. hair
2. cheese
3. plastic spoon
4. aluminum foil

Prompt:
Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?
1. hair
2. cheese
3. plastic spoon
4. aluminum foil
Answer:

Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?

Choices:
W. hair
J. cheese
Q. plastic spoon
Y. aluminum foil

Prompt:
Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?
W. hair
J. cheese
Q. plastic spoon
Y. aluminum foil
Answer:

Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?

Choices:
W. plastic spoon
J. cheese
Q. hair
Y. aluminum foil

Prompt:
Question: A class is studying textures and collects several samples. Which of these items would the students most likely use magnification to study?
W. plastic spoon
J. cheese
Q. hair
Y. aluminum foil
Answer:

Answer: 2


Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?

Choices:
A. adaptation
B. replication
C. genetic mutation
D. homologous recombination

Prompt:
Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?
A. adaptation
B. replication
C. genetic mutation
D. homologous recombination
Answer:

Answer: 2

Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?

Choices:
A. replication
B. genetic mutation
C. adaptation
D. homologous recombination

Prompt:
Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?
A. replication
B. genetic mutation
C. adaptation
D. homologous recombination
Answer:

Answer: 1

Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?

Choices:
1. adaptation
2. replication
3. genetic mutation
4. homologous recombination

Prompt:
Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?
1. adaptation
2. replication
3. genetic mutation
4. homologous recombination
Answer:

Answer: 2

Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?

Choices:
F. adaptation
V. replication
G. genetic mutation
S. homologous recombination

Prompt:
Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?
F. adaptation
V. replication
G. genetic mutation
S. homologous recombination
Answer:

Answer: 2

Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?

Choices:
F. replication
V. genetic mutation
G. adaptation
S. homologous recombination

Prompt:
Question: Over several years, a scientist successfully isolates a species of flower for white color. This year, when the new generation of flowers blooms, one yellow flower is found in the population. Which is the best reason for the appearance of a new flower color within the species?
F. replication
V. genetic mutation
G. adaptation
S. homologous recombination
Answer:

Answer: 1


Question: What type of precipitation occurs when raindrops freeze as they fall?

Choices:
A. hail
B. frost
C. sleet
D. snow

Prompt:
Question: What type of precipitation occurs when raindrops freeze as they fall?
A. hail
B. frost
C. sleet
D. snow
Answer:

Answer: 2

Question: What type of precipitation occurs when raindrops freeze as they fall?

Choices:
A. hail
B. sleet
C. snow
D. frost

Prompt:
Question: What type of precipitation occurs when raindrops freeze as they fall?
A. hail
B. sleet
C. snow
D. frost
Answer:

Answer: 1

Question: What type of precipitation occurs when raindrops freeze as they fall?

Choices:
1. hail
2. frost
3. sleet
4. snow

Prompt:
Question: What type of precipitation occurs when raindrops freeze as they fall?
1. hail
2. frost
3. sleet
4. snow
Answer:

Answer: 2

Question: What type of precipitation occurs when raindrops freeze as they fall?

Choices:
P. hail
M. frost
J. sleet
E. snow

Prompt:
Question: What type of precipitation occurs when raindrops freeze as they fall?
P. hail
M. frost
J. sleet
E. snow
Answer:

Answer: 2

Question: What type of precipitation occurs when raindrops freeze as they fall?

Choices:
P. hail
M. sleet
J. snow
E. frost

Prompt:
Question: What type of precipitation occurs when raindrops freeze as they fall?
P. hail
M. sleet
J. snow
E. frost
Answer:

Answer: 1


Question: In the atomic model that includes a nucleus, the positive charge is

Choices:
A. spread evenly throughout the model.
B. located at multiple sites in the model.
C. concentrated in the center of the model.
D. positioned outside the center of the model.

Prompt:
Question: In the atomic model that includes a nucleus, the positive charge is
A. spread evenly throughout the model.
B. located at multiple sites in the model.
C. concentrated in the center of the model.
D. positioned outside the center of the model.
Answer:

Answer: 2

Question: In the atomic model that includes a nucleus, the positive charge is

Choices:
A. concentrated in the center of the model.
B. positioned outside the center of the model.
C. located at multiple sites in the model.
D. spread evenly throughout the model.

Prompt:
Question: In the atomic model that includes a nucleus, the positive charge is
A. concentrated in the center of the model.
B. positioned outside the center of the model.
C. located at multiple sites in the model.
D. spread evenly throughout the model.
Answer:

Question: In the atomic model that includes a nucleus, the positive charge is

Choices:
1. spread evenly throughout the model.
2. located at multiple sites in the model.
3. concentrated in the center of the model.
4. positioned outside the center of the model.

Prompt:
Question: In the atomic model that includes a nucleus, the positive charge is
1. spread evenly throughout the model.
2. located at multiple sites in the model.
3. concentrated in the center of the model.
4. positioned outside the center of the model.
Answer:

Answer: 2

Question: In the atomic model that includes a nucleus, the positive charge is

Choices:
K. spread evenly throughout the model.
M. located at multiple sites in the model.
W. concentrated in the center of the model.
U. positioned outside the center of the model.

Prompt:
Question: In the atomic model that includes a nucleus, the positive charge is
K. spread evenly throughout the model.
M. located at multiple sites in the model.
W. concentrated in the center of the model.
U. positioned outside the center of the model.
Answer:

Answer: 2

Question: In the atomic model that includes a nucleus, the positive charge is

Choices:
K. concentrated in the center of the model.
M. positioned outside the center of the model.
W. located at multiple sites in the model.
U. spread evenly throughout the model.

Prompt:
Question: In the atomic model that includes a nucleus, the positive charge is
K. concentrated in the center of the model.
M. positioned outside the center of the model.
W. located at multiple sites in the model.
U. spread evenly throughout the model.
Answer:


Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the

Choices:
A. heat produced by the lightbulb.
B. light produced by the lightbulb.
C. electric field produced by the battery.
D. magnetic field produced by the electric current.

Prompt:
Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the
A. heat produced by the lightbulb.
B. light produced by the lightbulb.
C. electric field produced by the battery.
D. magnetic field produced by the electric current.
Answer:

Answer: 3

Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the

Choices:
A. light produced by the lightbulb.
B. magnetic field produced by the electric current.
C. heat produced by the lightbulb.
D. electric field produced by the battery.

Prompt:
Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the
A. light produced by the lightbulb.
B. magnetic field produced by the electric current.
C. heat produced by the lightbulb.
D. electric field produced by the battery.
Answer:

Answer: 1

Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the

Choices:
1. heat produced by the lightbulb.
2. light produced by the lightbulb.
3. electric field produced by the battery.
4. magnetic field produced by the electric current.

Prompt:
Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the
1. heat produced by the lightbulb.
2. light produced by the lightbulb.
3. electric field produced by the battery.
4. magnetic field produced by the electric current.
Answer:

Answer: 3

Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the

Choices:
T. heat produced by the lightbulb.
B. light produced by the lightbulb.
E. electric field produced by the battery.
Z. magnetic field produced by the electric current.

Prompt:
Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the
T. heat produced by the lightbulb.
B. light produced by the lightbulb.
E. electric field produced by the battery.
Z. magnetic field produced by the electric current.
Answer:

Answer: 3

Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the

Choices:
T. light produced by the lightbulb.
B. magnetic field produced by the electric current.
E. heat produced by the lightbulb.
Z. electric field produced by the battery.

Prompt:
Question: A student used two long wires to connect a lightbulb to a battery. The student noticed that as soon as the circuit was complete, a nearby compass started to point in a direction other than north. The compass pointed in a different direction because it was reacting to the
T. light produced by the lightbulb.
B. magnetic field produced by the electric current.
E. heat produced by the lightbulb.
Z. electric field produced by the battery.
Answer:

Answer: 1


Question: The production of sweat is typically a response to an increase in the body's

Choices:
A. blood circulation.
B. temperature.
C. respiration.
D. heart rate.

Prompt:
Question: The production of sweat is typically a response to an increase in the body's
A. blood circulation.
B. temperature.
C. respiration.
D. heart rate.
Answer:

Answer: 1

Question: The production of sweat is typically a response to an increase in the body's

Choices:
A. heart rate.
B. blood circulation.
C. respiration.
D. temperature.

Prompt:
Question: The production of sweat is typically a response to an increase in the body's
A. heart rate.
B. blood circulation.
C. respiration.
D. temperature.
Answer:

Answer: 3

Question: The production of sweat is typically a response to an increase in the body's

Choices:
1. blood circulation.
2. temperature.
3. respiration.
4. heart rate.

Prompt:
Question: The production of sweat is typically a response to an increase in the body's
1. blood circulation.
2. temperature.
3. respiration.
4. heart rate.
Answer:

Answer: 1

Question: The production of sweat is typically a response to an increase in the body's

Choices:
Q. blood circulation.
J. temperature.
Z. respiration.
H. heart rate.

Prompt:
Question: The production of sweat is typically a response to an increase in the body's
Q. blood circulation.
J. temperature.
Z. respiration.
H. heart rate.
Answer:

Answer: 1

Question: The production of sweat is typically a response to an increase in the body's

Choices:
Q. heart rate.
J. blood circulation.
Z. respiration.
H. temperature.

Prompt:
Question: The production of sweat is typically a response to an increase in the body's
Q. heart rate.
J. blood circulation.
Z. respiration.
H. temperature.
Answer:

Answer: 3


Question: Which of the following converts electrical energy into motion?

Choices:
A. light switch
B. electric stove
C. light bulb
D. electric fan

Prompt:
Question: Which of the following converts electrical energy into motion?
A. light switch
B. electric stove
C. light bulb
D. electric fan
Answer:

Answer: 3

Question: Which of the following converts electrical energy into motion?

Choices:
A. light bulb
B. light switch
C. electric fan
D. electric stove

Prompt:
Question: Which of the following converts electrical energy into motion?
A. light bulb
B. light switch
C. electric fan
D. electric stove
Answer:

Answer: 2

Question: Which of the following converts electrical energy into motion?

Choices:
1. light switch
2. electric stove
3. light bulb
4. electric fan

Prompt:
Question: Which of the following converts electrical energy into motion?
1. light switch
2. electric stove
3. light bulb
4. electric fan
Answer:

Answer: 3

Question: Which of the following converts electrical energy into motion?

Choices:
A. light switch
R. electric stove
I. light bulb
O. electric fan

Prompt:
Question: Which of the following converts electrical energy into motion?
A. light switch
R. electric stove
I. light bulb
O. electric fan
Answer:

Answer: 3

Question: Which of the following converts electrical energy into motion?

Choices:
A. light bulb
R. light switch
I. electric fan
O. electric stove

Prompt:
Question: Which of the following converts electrical energy into motion?
A. light bulb
R. light switch
I. electric fan
O. electric stove
Answer:

Answer: 2


Question: What happens at the boiling point of a substance?

Choices:
A. liquid becomes a gas
B. solid becomes a gas
C. liquid becomes a solid
D. solid becomes a liquid

Prompt:
Question: What happens at the boiling point of a substance?
A. liquid becomes a gas
B. solid becomes a gas
C. liquid becomes a solid
D. solid becomes a liquid
Answer:

Question: What happens at the boiling point of a substance?

Choices:
A. solid becomes a gas
B. liquid becomes a gas
C. liquid becomes a solid
D. solid becomes a liquid

Prompt:
Question: What happens at the boiling point of a substance?
A. solid becomes a gas
B. liquid becomes a gas
C. liquid becomes a solid
D. solid becomes a liquid
Answer:

Answer: 1

Question: What happens at the boiling point of a substance?

Choices:
1. liquid becomes a gas
2. solid becomes a gas
3. liquid becomes a solid
4. solid becomes a liquid

Prompt:
Question: What happens at the boiling point of a substance?
1. liquid becomes a gas
2. solid becomes a gas
3. liquid becomes a solid
4. solid becomes a liquid
Answer:

Question: What happens at the boiling point of a substance?

Choices:
Y. liquid becomes a gas
E. solid becomes a gas
W. liquid becomes a solid
T. solid becomes a liquid

Prompt:
Question: What happens at the boiling point of a substance?
Y. liquid becomes a gas
E. solid becomes a gas
W. liquid becomes a solid
T. solid becomes a liquid
Answer:

Question: What happens at the boiling point of a substance?

Choices:
Y. solid becomes a gas
E. liquid becomes a gas
W. liquid becomes a solid
T. solid becomes a liquid

Prompt:
Question: What happens at the boiling point of a substance?
Y. solid becomes a gas
E. liquid becomes a gas
W. liquid becomes a solid
T. solid becomes a liquid
Answer:

Answer: 1


Question: How do producers get energy?

Choices:
A. eating plants and seeds
B. eating other animals
C. breaking down organisms through decay
D. using the sun to make food

Prompt:
Question: How do producers get energy?
A. eating plants and seeds
B. eating other animals
C. breaking down organisms through decay
D. using the sun to make food
Answer:

Answer: 3

Question: How do producers get energy?

Choices:
A. using the sun to make food
B. eating other animals
C. eating plants and seeds
D. breaking down organisms through decay

Prompt:
Question: How do producers get energy?
A. using the sun to make food
B. eating other animals
C. eating plants and seeds
D. breaking down organisms through decay
Answer:

Question: How do producers get energy?

Choices:
1. eating plants and seeds
2. eating other animals
3. breaking down organisms through decay
4. using the sun to make food

Prompt:
Question: How do producers get energy?
1. eating plants and seeds
2. eating other animals
3. breaking down organisms through decay
4. using the sun to make food
Answer:

Answer: 3

Question: How do producers get energy?

Choices:
S. eating plants and seeds
P. eating other animals
C. breaking down organisms through decay
A. using the sun to make food

Prompt:
Question: How do producers get energy?
S. eating plants and seeds
P. eating other animals
C. breaking down organisms through decay
A. using the sun to make food
Answer:

Answer: 3

Question: How do producers get energy?

Choices:
S. using the sun to make food
P. eating other animals
C. eating plants and seeds
A. breaking down organisms through decay

Prompt:
Question: How do producers get energy?
S. using the sun to make food
P. eating other animals
C. eating plants and seeds
A. breaking down organisms through decay
Answer:


Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the

Choices:
A. constants.
B. variables.
C. controls.
D. trials.

Prompt:
Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the
A. constants.
B. variables.
C. controls.
D. trials.
Answer:

Answer: 1

Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the

Choices:
A. controls.
B. constants.
C. trials.
D. variables.

Prompt:
Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the
A. controls.
B. constants.
C. trials.
D. variables.
Answer:

Answer: 3

Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the

Choices:
1. constants.
2. variables.
3. controls.
4. trials.

Prompt:
Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the
1. constants.
2. variables.
3. controls.
4. trials.
Answer:

Answer: 1

Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the

Choices:
W. constants.
D. variables.
U. controls.
T. trials.

Prompt:
Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the
W. constants.
D. variables.
U. controls.
T. trials.
Answer:

Answer: 1

Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the

Choices:
W. controls.
D. constants.
U. trials.
T. variables.

Prompt:
Question: In an investigation, a student wants to see how a ball is affected by rolling it over a surface covered with sandpaper. In preparation for the trial, the student makes a list of the possible conditions that could affect the investigation. The student is most likely listing the
W. controls.
D. constants.
U. trials.
T. variables.
Answer:

Answer: 3


Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?

Choices:
A. The organisms have the same genus.
B. The organisms are in the same phylum.
C. The organisms are in different kingdoms.
D. The organisms are members of the same species.

Prompt:
Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?
A. The organisms have the same genus.
B. The organisms are in the same phylum.
C. The organisms are in different kingdoms.
D. The organisms are members of the same species.
Answer:

Answer: 1

Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?

Choices:
A. The organisms are in different kingdoms.
B. The organisms are members of the same species.
C. The organisms have the same genus.
D. The organisms are in the same phylum.

Prompt:
Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?
A. The organisms are in different kingdoms.
B. The organisms are members of the same species.
C. The organisms have the same genus.
D. The organisms are in the same phylum.
Answer:

Answer: 3

Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?

Choices:
1. The organisms have the same genus.
2. The organisms are in the same phylum.
3. The organisms are in different kingdoms.
4. The organisms are members of the same species.

Prompt:
Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?
1. The organisms have the same genus.
2. The organisms are in the same phylum.
3. The organisms are in different kingdoms.
4. The organisms are members of the same species.
Answer:

Answer: 1

Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?

Choices:
W. The organisms have the same genus.
V. The organisms are in the same phylum.
N. The organisms are in different kingdoms.
D. The organisms are members of the same species.

Prompt:
Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?
W. The organisms have the same genus.
V. The organisms are in the same phylum.
N. The organisms are in different kingdoms.
D. The organisms are members of the same species.
Answer:

Answer: 1

Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?

Choices:
W. The organisms are in different kingdoms.
V. The organisms are members of the same species.
N. The organisms have the same genus.
D. The organisms are in the same phylum.

Prompt:
Question: If two organisms are classified in different orders but are in the same class, which of these statements is true?
W. The organisms are in different kingdoms.
V. The organisms are members of the same species.
N. The organisms have the same genus.
D. The organisms are in the same phylum.
Answer:

Answer: 3


Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?

Choices:
A. At high elevations the ozone layer draws oxygen out of the atmosphere.
B. The atmosphere is less dense at higher elevations so there is less oxygen available.
C. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
D. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.

Prompt:
Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?
A. At high elevations the ozone layer draws oxygen out of the atmosphere.
B. The atmosphere is less dense at higher elevations so there is less oxygen available.
C. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
D. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
Answer:

Answer: 1

Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?

Choices:
A. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
B. At high elevations the ozone layer draws oxygen out of the atmosphere.
C. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
D. The atmosphere is less dense at higher elevations so there is less oxygen available.

Prompt:
Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?
A. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
B. At high elevations the ozone layer draws oxygen out of the atmosphere.
C. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
D. The atmosphere is less dense at higher elevations so there is less oxygen available.
Answer:

Answer: 3

Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?

Choices:
1. At high elevations the ozone layer draws oxygen out of the atmosphere.
2. The atmosphere is less dense at higher elevations so there is less oxygen available.
3. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
4. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.

Prompt:
Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?
1. At high elevations the ozone layer draws oxygen out of the atmosphere.
2. The atmosphere is less dense at higher elevations so there is less oxygen available.
3. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
4. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
Answer:

Answer: 1

Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?

Choices:
J. At high elevations the ozone layer draws oxygen out of the atmosphere.
P. The atmosphere is less dense at higher elevations so there is less oxygen available.
Z. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
T. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.

Prompt:
Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?
J. At high elevations the ozone layer draws oxygen out of the atmosphere.
P. The atmosphere is less dense at higher elevations so there is less oxygen available.
Z. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
T. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
Answer:

Answer: 1

Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?

Choices:
J. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
P. At high elevations the ozone layer draws oxygen out of the atmosphere.
Z. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
T. The atmosphere is less dense at higher elevations so there is less oxygen available.

Prompt:
Question: Why do mountain climbers at high elevations use oxygen tanks to help them breathe?
J. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.
P. At high elevations the ozone layer draws oxygen out of the atmosphere.
Z. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.
T. The atmosphere is less dense at higher elevations so there is less oxygen available.
Answer:

Answer: 3


Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?

Choices:
A. vehicle 1
B. vehicle 2
C. vehicle 3
D. vehicle 4

Prompt:
Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?
A. vehicle 1
B. vehicle 2
C. vehicle 3
D. vehicle 4
Answer:

Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?

Choices:
A. vehicle 2
B. vehicle 3
C. vehicle 4
D. vehicle 1

Prompt:
Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?
A. vehicle 2
B. vehicle 3
C. vehicle 4
D. vehicle 1
Answer:

Answer: 3

Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?

Choices:
1. vehicle 1
2. vehicle 2
3. vehicle 3
4. vehicle 4

Prompt:
Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?
1. vehicle 1
2. vehicle 2
3. vehicle 3
4. vehicle 4
Answer:

Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?

Choices:
P. vehicle 1
R. vehicle 2
X. vehicle 3
E. vehicle 4

Prompt:
Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?
P. vehicle 1
R. vehicle 2
X. vehicle 3
E. vehicle 4
Answer:

Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?

Choices:
P. vehicle 2
R. vehicle 3
X. vehicle 4
E. vehicle 1

Prompt:
Question: The students were told that the net applied force from the engine was the same for each vehicle tested. Based on this information, which vehicle had the greatest acceleration (a = F/m)?
P. vehicle 2
R. vehicle 3
X. vehicle 4
E. vehicle 1
Answer:

Answer: 3


Question: Which metric unit is used to describe an object's length?

Choices:
A. gram (g)
B. milliliter (mL)
C. centimeter (cm)
D. degree Celsius (°C)

Prompt:
Question: Which metric unit is used to describe an object's length?
A. gram (g)
B. milliliter (mL)
C. centimeter (cm)
D. degree Celsius (°C)
Answer:

Answer: 2

Question: Which metric unit is used to describe an object's length?

Choices:
A. centimeter (cm)
B. gram (g)
C. milliliter (mL)
D. degree Celsius (°C)

Prompt:
Question: Which metric unit is used to describe an object's length?
A. centimeter (cm)
B. gram (g)
C. milliliter (mL)
D. degree Celsius (°C)
Answer:

Question: Which metric unit is used to describe an object's length?

Choices:
1. gram (g)
2. milliliter (mL)
3. centimeter (cm)
4. degree Celsius (°C)

Prompt:
Question: Which metric unit is used to describe an object's length?
1. gram (g)
2. milliliter (mL)
3. centimeter (cm)
4. degree Celsius (°C)
Answer:

Answer: 2

Question: Which metric unit is used to describe an object's length?

Choices:
X. gram (g)
D. milliliter (mL)
H. centimeter (cm)
O. degree Celsius (°C)

Prompt:
Question: Which metric unit is used to describe an object's length?
X. gram (g)
D. milliliter (mL)
H. centimeter (cm)
O. degree Celsius (°C)
Answer:

Answer: 2

Question: Which metric unit is used to describe an object's length?

Choices:
X. centimeter (cm)
D. gram (g)
H. milliliter (mL)
O. degree Celsius (°C)

Prompt:
Question: Which metric unit is used to describe an object's length?
X. centimeter (cm)
D. gram (g)
H. milliliter (mL)
O. degree Celsius (°C)
Answer:


Question: Which is a process that occurs during photosynthesis?

Choices:
A. Plants take in oxygen and release sugar.
B. Plants take in sugar and release minerals.
C. Plants take in minerals and release carbon dioxide.
D. Plants take in carbon dioxide and release oxygen.

Prompt:
Question: Which is a process that occurs during photosynthesis?
A. Plants take in oxygen and release sugar.
B. Plants take in sugar and release minerals.
C. Plants take in minerals and release carbon dioxide.
D. Plants take in carbon dioxide and release oxygen.
Answer:

Answer: 3

Question: Which is a process that occurs during photosynthesis?

Choices:
A. Plants take in oxygen and release sugar.
B. Plants take in sugar and release minerals.
C. Plants take in carbon dioxide and release oxygen.
D. Plants take in minerals and release carbon dioxide.

Prompt:
Question: Which is a process that occurs during photosynthesis?
A. Plants take in oxygen and release sugar.
B. Plants take in sugar and release minerals.
C. Plants take in carbon dioxide and release oxygen.
D. Plants take in minerals and release carbon dioxide.
Answer:

Answer: 2

Question: Which is a process that occurs during photosynthesis?

Choices:
1. Plants take in oxygen and release sugar.
2. Plants take in sugar and release minerals.
3. Plants take in minerals and release carbon dioxide.
4. Plants take in carbon dioxide and release oxygen.

Prompt:
Question: Which is a process that occurs during photosynthesis?
1. Plants take in oxygen and release sugar.
2. Plants take in sugar and release minerals.
3. Plants take in minerals and release carbon dioxide.
4. Plants take in carbon dioxide and release oxygen.
Answer:

Answer: 3

Question: Which is a process that occurs during photosynthesis?

Choices:
U. Plants take in oxygen and release sugar.
H. Plants take in sugar and release minerals.
A. Plants take in minerals and release carbon dioxide.
V. Plants take in carbon dioxide and release oxygen.

Prompt:
Question: Which is a process that occurs during photosynthesis?
U. Plants take in oxygen and release sugar.
H. Plants take in sugar and release minerals.
A. Plants take in minerals and release carbon dioxide.
V. Plants take in carbon dioxide and release oxygen.
Answer:

Answer: 3

Question: Which is a process that occurs during photosynthesis?

Choices:
U. Plants take in oxygen and release sugar.
H. Plants take in sugar and release minerals.
A. Plants take in carbon dioxide and release oxygen.
V. Plants take in minerals and release carbon dioxide.

Prompt:
Question: Which is a process that occurs during photosynthesis?
U. Plants take in oxygen and release sugar.
H. Plants take in sugar and release minerals.
A. Plants take in carbon dioxide and release oxygen.
V. Plants take in minerals and release carbon dioxide.
Answer:

Answer: 2


Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?

Choices:
A. Darwin
B. Mendel
C. Einstein
D. Pasteur

Prompt:
Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?
A. Darwin
B. Mendel
C. Einstein
D. Pasteur
Answer:

Answer: 1

Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?

Choices:
A. Darwin
B. Pasteur
C. Einstein
D. Mendel

Prompt:
Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?
A. Darwin
B. Pasteur
C. Einstein
D. Mendel
Answer:

Answer: 3

Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?

Choices:
1. Darwin
2. Mendel
3. Einstein
4. Pasteur

Prompt:
Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?
1. Darwin
2. Mendel
3. Einstein
4. Pasteur
Answer:

Answer: 1

Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?

Choices:
G. Darwin
E. Mendel
P. Einstein
I. Pasteur

Prompt:
Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?
G. Darwin
E. Mendel
P. Einstein
I. Pasteur
Answer:

Answer: 1

Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?

Choices:
G. Darwin
E. Pasteur
P. Einstein
I. Mendel

Prompt:
Question: The work of which scientist serves as the basis for many procedures used in agriculture, such as selective breeding of plants?
G. Darwin
E. Pasteur
P. Einstein
I. Mendel
Answer:

Answer: 3


Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?

Choices:
A. Place one container in a dark room.
B. Use different types of tomato seeds.
C. Change only the soil type in each container.
D. Water each container with a different amount of water.

Prompt:
Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?
A. Place one container in a dark room.
B. Use different types of tomato seeds.
C. Change only the soil type in each container.
D. Water each container with a different amount of water.
Answer:

Answer: 2

Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?

Choices:
A. Change only the soil type in each container.
B. Water each container with a different amount of water.
C. Use different types of tomato seeds.
D. Place one container in a dark room.

Prompt:
Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?
A. Change only the soil type in each container.
B. Water each container with a different amount of water.
C. Use different types of tomato seeds.
D. Place one container in a dark room.
Answer:

Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?

Choices:
1. Place one container in a dark room.
2. Use different types of tomato seeds.
3. Change only the soil type in each container.
4. Water each container with a different amount of water.

Prompt:
Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?
1. Place one container in a dark room.
2. Use different types of tomato seeds.
3. Change only the soil type in each container.
4. Water each container with a different amount of water.
Answer:

Answer: 2

Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?

Choices:
W. Place one container in a dark room.
T. Use different types of tomato seeds.
N. Change only the soil type in each container.
K. Water each container with a different amount of water.

Prompt:
Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?
W. Place one container in a dark room.
T. Use different types of tomato seeds.
N. Change only the soil type in each container.
K. Water each container with a different amount of water.
Answer:

Answer: 2

Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?

Choices:
W. Change only the soil type in each container.
T. Water each container with a different amount of water.
N. Use different types of tomato seeds.
K. Place one container in a dark room.

Prompt:
Question: A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil. Which step of the procedure would help the student get the most reliable results?
W. Change only the soil type in each container.
T. Water each container with a different amount of water.
N. Use different types of tomato seeds.
K. Place one container in a dark room.
Answer:


Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?

Choices:
A. magma
B. rainwater
C. dissolved minerals
D. decaying organic matter

Prompt:
Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?
A. magma
B. rainwater
C. dissolved minerals
D. decaying organic matter
Answer:

Answer: 2

Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?

Choices:
A. dissolved minerals
B. rainwater
C. magma
D. decaying organic matter

Prompt:
Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?
A. dissolved minerals
B. rainwater
C. magma
D. decaying organic matter
Answer:

Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?

Choices:
1. magma
2. rainwater
3. dissolved minerals
4. decaying organic matter

Prompt:
Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?
1. magma
2. rainwater
3. dissolved minerals
4. decaying organic matter
Answer:

Answer: 2

Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?

Choices:
D. magma
Z. rainwater
C. dissolved minerals
Q. decaying organic matter

Prompt:
Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?
D. magma
Z. rainwater
C. dissolved minerals
Q. decaying organic matter
Answer:

Answer: 2

Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?

Choices:
D. dissolved minerals
Z. rainwater
C. magma
Q. decaying organic matter

Prompt:
Question: In many caves, rock formations include stalactites and stalagmites. Where does the rock in these formations come from?
D. dissolved minerals
Z. rainwater
C. magma
Q. decaying organic matter
Answer:


Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?

Choices:
A. duty
B. wisdom
C. kindness
D. curiosity

Prompt:
Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?
A. duty
B. wisdom
C. kindness
D. curiosity
Answer:

Answer: 3

Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?

Choices:
A. curiosity
B. duty
C. wisdom
D. kindness

Prompt:
Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?
A. curiosity
B. duty
C. wisdom
D. kindness
Answer:

Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?

Choices:
1. duty
2. wisdom
3. kindness
4. curiosity

Prompt:
Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?
1. duty
2. wisdom
3. kindness
4. curiosity
Answer:

Answer: 3

Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?

Choices:
T. duty
O. wisdom
M. kindness
X. curiosity

Prompt:
Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?
T. duty
O. wisdom
M. kindness
X. curiosity
Answer:

Answer: 3

Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?

Choices:
T. curiosity
O. duty
M. wisdom
X. kindness

Prompt:
Question: A person named Leonardo da Vinci studied many things including animals, geology, clouds, and flight. His study of birds helped him design the first parachute. Everything he saw made him ask how and why. Which human quality most likely made this person want to study many different things?
T. curiosity
O. duty
M. wisdom
X. kindness
Answer:


Question: What is the main reason we can see the Moon?

Choices:
A. The Moon reflects light from the Earth.
B. The Moon reflects the light from the Sun.
C. The Moon produces its own light.
D. The Moon is larger than stars.

Prompt:
Question: What is the main reason we can see the Moon?
A. The Moon reflects light from the Earth.
B. The Moon reflects the light from the Sun.
C. The Moon produces its own light.
D. The Moon is larger than stars.
Answer:

Answer: 1

Question: What is the main reason we can see the Moon?

Choices:
A. The Moon reflects light from the Earth.
B. The Moon is larger than stars.
C. The Moon reflects the light from the Sun.
D. The Moon produces its own light.

Prompt:
Question: What is the main reason we can see the Moon?
A. The Moon reflects light from the Earth.
B. The Moon is larger than stars.
C. The Moon reflects the light from the Sun.
D. The Moon produces its own light.
Answer:

Answer: 2

Question: What is the main reason we can see the Moon?

Choices:
1. The Moon reflects light from the Earth.
2. The Moon reflects the light from the Sun.
3. The Moon produces its own light.
4. The Moon is larger than stars.

Prompt:
Question: What is the main reason we can see the Moon?
1. The Moon reflects light from the Earth.
2. The Moon reflects the light from the Sun.
3. The Moon produces its own light.
4. The Moon is larger than stars.
Answer:

Answer: 1

Question: What is the main reason we can see the Moon?

Choices:
J. The Moon reflects light from the Earth.
F. The Moon reflects the light from the Sun.
E. The Moon produces its own light.
X. The Moon is larger than stars.

Prompt:
Question: What is the main reason we can see the Moon?
J. The Moon reflects light from the Earth.
F. The Moon reflects the light from the Sun.
E. The Moon produces its own light.
X. The Moon is larger than stars.
Answer:

Answer: 1

Question: What is the main reason we can see the Moon?

Choices:
J. The Moon reflects light from the Earth.
F. The Moon is larger than stars.
E. The Moon reflects the light from the Sun.
X. The Moon produces its own light.

Prompt:
Question: What is the main reason we can see the Moon?
J. The Moon reflects light from the Earth.
F. The Moon is larger than stars.
E. The Moon reflects the light from the Sun.
X. The Moon produces its own light.
Answer:

Answer: 2


Question: Which of these events have the most influence on regional climate?

Choices:
A. frequent tornadoes
B. ocean trade winds
C. winter snowstorms
D. temperature inversions

Prompt:
Question: Which of these events have the most influence on regional climate?
A. frequent tornadoes
B. ocean trade winds
C. winter snowstorms
D. temperature inversions
Answer:

Answer: 1

Question: Which of these events have the most influence on regional climate?

Choices:
A. frequent tornadoes
B. temperature inversions
C. ocean trade winds
D. winter snowstorms

Prompt:
Question: Which of these events have the most influence on regional climate?
A. frequent tornadoes
B. temperature inversions
C. ocean trade winds
D. winter snowstorms
Answer:

Answer: 2

Question: Which of these events have the most influence on regional climate?

Choices:
1. frequent tornadoes
2. ocean trade winds
3. winter snowstorms
4. temperature inversions

Prompt:
Question: Which of these events have the most influence on regional climate?
1. frequent tornadoes
2. ocean trade winds
3. winter snowstorms
4. temperature inversions
Answer:

Answer: 1

Question: Which of these events have the most influence on regional climate?

Choices:
N. frequent tornadoes
C. ocean trade winds
J. winter snowstorms
M. temperature inversions

Prompt:
Question: Which of these events have the most influence on regional climate?
N. frequent tornadoes
C. ocean trade winds
J. winter snowstorms
M. temperature inversions
Answer:

Answer: 1

Question: Which of these events have the most influence on regional climate?

Choices:
N. frequent tornadoes
C. temperature inversions
J. ocean trade winds
M. winter snowstorms

Prompt:
Question: Which of these events have the most influence on regional climate?
N. frequent tornadoes
C. temperature inversions
J. ocean trade winds
M. winter snowstorms
Answer:

Answer: 2


Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information

Choices:
A. at a school science fair.
B. in a newspaper article.
C. at a physicians' conference.
D. in a television commercial.

Prompt:
Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information
A. at a school science fair.
B. in a newspaper article.
C. at a physicians' conference.
D. in a television commercial.
Answer:

Answer: 2

Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information

Choices:
A. in a television commercial.
B. at a school science fair.
C. in a newspaper article.
D. at a physicians' conference.

Prompt:
Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information
A. in a television commercial.
B. at a school science fair.
C. in a newspaper article.
D. at a physicians' conference.
Answer:

Answer: 3

Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information

Choices:
1. at a school science fair.
2. in a newspaper article.
3. at a physicians' conference.
4. in a television commercial.

Prompt:
Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information
1. at a school science fair.
2. in a newspaper article.
3. at a physicians' conference.
4. in a television commercial.
Answer:

Answer: 2

Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information

Choices:
O. at a school science fair.
V. in a newspaper article.
R. at a physicians' conference.
Q. in a television commercial.

Prompt:
Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information
O. at a school science fair.
V. in a newspaper article.
R. at a physicians' conference.
Q. in a television commercial.
Answer:

Answer: 2

Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information

Choices:
O. in a television commercial.
V. at a school science fair.
R. in a newspaper article.
Q. at a physicians' conference.

Prompt:
Question: If a scientist wants the medical community to revise old information and use new research findings in the treatment of a disease, it would be best to present the information
O. in a television commercial.
V. at a school science fair.
R. in a newspaper article.
Q. at a physicians' conference.
Answer:

Answer: 3


Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?

Choices:
A. How much soil and water do corn seeds need to grow?
B. Do corn plants grow better in sandy soil or in clay soil?
C. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
D. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?

Prompt:
Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?
A. How much soil and water do corn seeds need to grow?
B. Do corn plants grow better in sandy soil or in clay soil?
C. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
D. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?
Answer:

Answer: 1

Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?

Choices:
A. How much soil and water do corn seeds need to grow?
B. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
C. Do corn plants grow better in sandy soil or in clay soil?
D. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?

Prompt:
Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?
A. How much soil and water do corn seeds need to grow?
B. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
C. Do corn plants grow better in sandy soil or in clay soil?
D. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?
Answer:

Answer: 2

Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?

Choices:
1. How much soil and water do corn seeds need to grow?
2. Do corn plants grow better in sandy soil or in clay soil?
3. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
4. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?

Prompt:
Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?
1. How much soil and water do corn seeds need to grow?
2. Do corn plants grow better in sandy soil or in clay soil?
3. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
4. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?
Answer:

Answer: 1

Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?

Choices:
W. How much soil and water do corn seeds need to grow?
P. Do corn plants grow better in sandy soil or in clay soil?
G. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
H. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?

Prompt:
Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?
W. How much soil and water do corn seeds need to grow?
P. Do corn plants grow better in sandy soil or in clay soil?
G. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
H. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?
Answer:

Answer: 1

Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?

Choices:
W. How much soil and water do corn seeds need to grow?
P. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
G. Do corn plants grow better in sandy soil or in clay soil?
H. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?

Prompt:
Question: David planted ten corn seeds in sandy soil and ten corn seeds in clay soil. He kept both groups of plants at room temperature, gave them the same amount of water, and placed them all in the same sunny room. Which of the following questions is David most able to answer with his experiment?
W. How much soil and water do corn seeds need to grow?
P. Do corn plants grown in sandy soil need more water than corn plants grown in clay soil?
G. Do corn plants grow better in sandy soil or in clay soil?
H. What are the effects of soil, temperature, water, and sunshine on the growth of corn plants?
Answer:

Answer: 2


Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?

Choices:
A. ocean trench
B. mid-ocean ridge
C. continental hot spot
D. continental rift valley

Prompt:
Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?
A. ocean trench
B. mid-ocean ridge
C. continental hot spot
D. continental rift valley
Answer:

Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?

Choices:
A. mid-ocean ridge
B. ocean trench
C. continental rift valley
D. continental hot spot

Prompt:
Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?
A. mid-ocean ridge
B. ocean trench
C. continental rift valley
D. continental hot spot
Answer:

Answer: 1

Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?

Choices:
1. ocean trench
2. mid-ocean ridge
3. continental hot spot
4. continental rift valley

Prompt:
Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?
1. ocean trench
2. mid-ocean ridge
3. continental hot spot
4. continental rift valley
Answer:

Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?

Choices:
U. ocean trench
N. mid-ocean ridge
I. continental hot spot
Z. continental rift valley

Prompt:
Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?
U. ocean trench
N. mid-ocean ridge
I. continental hot spot
Z. continental rift valley
Answer:

Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?

Choices:
U. mid-ocean ridge
N. ocean trench
I. continental rift valley
Z. continental hot spot

Prompt:
Question: Which geologic feature most likely forms when an oceanic tectonic plate is slowly subducted beneath a continental tectonic plate?
U. mid-ocean ridge
N. ocean trench
I. continental rift valley
Z. continental hot spot
Answer:

Answer: 1


Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?

Choices:
A. It will put acid into the lakes and ponds.
B. It will begin the process of building soil.
C. It will prevent the carbon cycle from occurring.
D. It will prevent bacteria from invading the ecosystem.

Prompt:
Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?
A. It will put acid into the lakes and ponds.
B. It will begin the process of building soil.
C. It will prevent the carbon cycle from occurring.
D. It will prevent bacteria from invading the ecosystem.
Answer:

Answer: 1

Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?

Choices:
A. It will put acid into the lakes and ponds.
B. It will prevent bacteria from invading the ecosystem.
C. It will prevent the carbon cycle from occurring.
D. It will begin the process of building soil.

Prompt:
Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?
A. It will put acid into the lakes and ponds.
B. It will prevent bacteria from invading the ecosystem.
C. It will prevent the carbon cycle from occurring.
D. It will begin the process of building soil.
Answer:

Answer: 3

Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?

Choices:
1. It will put acid into the lakes and ponds.
2. It will begin the process of building soil.
3. It will prevent the carbon cycle from occurring.
4. It will prevent bacteria from invading the ecosystem.

Prompt:
Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?
1. It will put acid into the lakes and ponds.
2. It will begin the process of building soil.
3. It will prevent the carbon cycle from occurring.
4. It will prevent bacteria from invading the ecosystem.
Answer:

Answer: 1

Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?

Choices:
G. It will put acid into the lakes and ponds.
S. It will begin the process of building soil.
E. It will prevent the carbon cycle from occurring.
O. It will prevent bacteria from invading the ecosystem.

Prompt:
Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?
G. It will put acid into the lakes and ponds.
S. It will begin the process of building soil.
E. It will prevent the carbon cycle from occurring.
O. It will prevent bacteria from invading the ecosystem.
Answer:

Answer: 1

Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?

Choices:
G. It will put acid into the lakes and ponds.
S. It will prevent bacteria from invading the ecosystem.
E. It will prevent the carbon cycle from occurring.
O. It will begin the process of building soil.

Prompt:
Question: A glacier retreats leaving bare rocks. Lichens begin to live on the rocks. The lichens produce an acid that starts to break down the rocks. How will this process affect the environment?
G. It will put acid into the lakes and ponds.
S. It will prevent bacteria from invading the ecosystem.
E. It will prevent the carbon cycle from occurring.
O. It will begin the process of building soil.
Answer:

Answer: 3


Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?

Choices:
A. a codon
B. enzymes
C. a mutation
D. temperature

Prompt:
Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?
A. a codon
B. enzymes
C. a mutation
D. temperature
Answer:

Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?

Choices:
A. enzymes
B. a mutation
C. a codon
D. temperature

Prompt:
Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?
A. enzymes
B. a mutation
C. a codon
D. temperature
Answer:

Answer: 2

Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?

Choices:
1. a codon
2. enzymes
3. a mutation
4. temperature

Prompt:
Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?
1. a codon
2. enzymes
3. a mutation
4. temperature
Answer:

Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?

Choices:
C. a codon
S. enzymes
X. a mutation
D. temperature

Prompt:
Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?
C. a codon
S. enzymes
X. a mutation
D. temperature
Answer:

Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?

Choices:
C. enzymes
S. a mutation
X. a codon
D. temperature

Prompt:
Question: During protein synthesis, mRNA is translated into three-base sequences representing amino acids. What signals the ribosome to begin translating the mRNA into a new amino acid sequence?
C. enzymes
S. a mutation
X. a codon
D. temperature
Answer:

Answer: 2


Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?

Choices:
A. asteroid
B. moon
C. comet
D. meteor

Prompt:
Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?
A. asteroid
B. moon
C. comet
D. meteor
Answer:

Answer: 1

Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?

Choices:
A. asteroid
B. meteor
C. moon
D. comet

Prompt:
Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?
A. asteroid
B. meteor
C. moon
D. comet
Answer:

Answer: 2

Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?

Choices:
1. asteroid
2. moon
3. comet
4. meteor

Prompt:
Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?
1. asteroid
2. moon
3. comet
4. meteor
Answer:

Answer: 1

Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?

Choices:
O. asteroid
D. moon
A. comet
C. meteor

Prompt:
Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?
O. asteroid
D. moon
A. comet
C. meteor
Answer:

Answer: 1

Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?

Choices:
O. asteroid
D. meteor
A. moon
C. comet

Prompt:
Question: Phobos is one of two large objects that orbit the planet Mars. Because Phobos orbits Mars, Phobos should be classified as which type of body?
O. asteroid
D. meteor
A. moon
C. comet
Answer:

Answer: 2


Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?

Choices:
A. Cover it.
B. Heat it.
C. Place it in the dark.
D. Put salt in it.

Prompt:
Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?
A. Cover it.
B. Heat it.
C. Place it in the dark.
D. Put salt in it.
Answer:

Answer: 1

Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?

Choices:
A. Cover it.
B. Put salt in it.
C. Place it in the dark.
D. Heat it.

Prompt:
Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?
A. Cover it.
B. Put salt in it.
C. Place it in the dark.
D. Heat it.
Answer:

Answer: 3

Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?

Choices:
1. Cover it.
2. Heat it.
3. Place it in the dark.
4. Put salt in it.

Prompt:
Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?
1. Cover it.
2. Heat it.
3. Place it in the dark.
4. Put salt in it.
Answer:

Answer: 1

Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?

Choices:
O. Cover it.
B. Heat it.
N. Place it in the dark.
M. Put salt in it.

Prompt:
Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?
O. Cover it.
B. Heat it.
N. Place it in the dark.
M. Put salt in it.
Answer:

Answer: 1

Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?

Choices:
O. Cover it.
B. Put salt in it.
N. Place it in the dark.
M. Heat it.

Prompt:
Question: Water at 20°C in an uncovered pan is evaporating very slowly. What could be done to the water to make it evaporate more quickly?
O. Cover it.
B. Put salt in it.
N. Place it in the dark.
M. Heat it.
Answer:

Answer: 3


Question: Which rapid changes are caused by heat from inside Earth?

Choices:
A. landslides
B. volcanoes
C. avalanches
D. floods

Prompt:
Question: Which rapid changes are caused by heat from inside Earth?
A. landslides
B. volcanoes
C. avalanches
D. floods
Answer:

Answer: 1

Question: Which rapid changes are caused by heat from inside Earth?

Choices:
A. volcanoes
B. landslides
C. avalanches
D. floods

Prompt:
Question: Which rapid changes are caused by heat from inside Earth?
A. volcanoes
B. landslides
C. avalanches
D. floods
Answer:

Question: Which rapid changes are caused by heat from inside Earth?

Choices:
1. landslides
2. volcanoes
3. avalanches
4. floods

Prompt:
Question: Which rapid changes are caused by heat from inside Earth?
1. landslides
2. volcanoes
3. avalanches
4. floods
Answer:

Answer: 1

Question: Which rapid changes are caused by heat from inside Earth?

Choices:
D. landslides
N. volcanoes
C. avalanches
F. floods

Prompt:
Question: Which rapid changes are caused by heat from inside Earth?
D. landslides
N. volcanoes
C. avalanches
F. floods
Answer:

Answer: 1

Question: Which rapid changes are caused by heat from inside Earth?

Choices:
D. volcanoes
N. landslides
C. avalanches
F. floods

Prompt:
Question: Which rapid changes are caused by heat from inside Earth?
D. volcanoes
N. landslides
C. avalanches
F. floods
Answer:


Question: Which tool is most responsible for preventing future pandemics of smallpox?

Choices:
A. worldwide vaccination for smallpox
B. global education about smallpox
C. better worldwide urban sanitation
D. improved global quarantine facilities

Prompt:
Question: Which tool is most responsible for preventing future pandemics of smallpox?
A. worldwide vaccination for smallpox
B. global education about smallpox
C. better worldwide urban sanitation
D. improved global quarantine facilities
Answer:

Question: Which tool is most responsible for preventing future pandemics of smallpox?

Choices:
A. improved global quarantine facilities
B. worldwide vaccination for smallpox
C. global education about smallpox
D. better worldwide urban sanitation

Prompt:
Question: Which tool is most responsible for preventing future pandemics of smallpox?
A. improved global quarantine facilities
B. worldwide vaccination for smallpox
C. global education about smallpox
D. better worldwide urban sanitation
Answer:

Answer: 1

Question: Which tool is most responsible for preventing future pandemics of smallpox?

Choices:
1. worldwide vaccination for smallpox
2. global education about smallpox
3. better worldwide urban sanitation
4. improved global quarantine facilities

Prompt:
Question: Which tool is most responsible for preventing future pandemics of smallpox?
1. worldwide vaccination for smallpox
2. global education about smallpox
3. better worldwide urban sanitation
4. improved global quarantine facilities
Answer:

Question: Which tool is most responsible for preventing future pandemics of smallpox?

Choices:
C. worldwide vaccination for smallpox
R. global education about smallpox
P. better worldwide urban sanitation
Z. improved global quarantine facilities

Prompt:
Question: Which tool is most responsible for preventing future pandemics of smallpox?
C. worldwide vaccination for smallpox
R. global education about smallpox
P. better worldwide urban sanitation
Z. improved global quarantine facilities
Answer:

Question: Which tool is most responsible for preventing future pandemics of smallpox?

Choices:
C. improved global quarantine facilities
R. worldwide vaccination for smallpox
P. global education about smallpox
Z. better worldwide urban sanitation

Prompt:
Question: Which tool is most responsible for preventing future pandemics of smallpox?
C. improved global quarantine facilities
R. worldwide vaccination for smallpox
P. global education about smallpox
Z. better worldwide urban sanitation
Answer:

Answer: 1


Question: After which event will ecological succession most likely happen?

Choices:
A. a forest fire
B. a thunderstorm
C. a high tide
D. a lunar eclipse

Prompt:
Question: After which event will ecological succession most likely happen?
A. a forest fire
B. a thunderstorm
C. a high tide
D. a lunar eclipse
Answer:

Question: After which event will ecological succession most likely happen?

Choices:
A. a lunar eclipse
B. a forest fire
C. a high tide
D. a thunderstorm

Prompt:
Question: After which event will ecological succession most likely happen?
A. a lunar eclipse
B. a forest fire
C. a high tide
D. a thunderstorm
Answer:

Answer: 1

Question: After which event will ecological succession most likely happen?

Choices:
1. a forest fire
2. a thunderstorm
3. a high tide
4. a lunar eclipse

Prompt:
Question: After which event will ecological succession most likely happen?
1. a forest fire
2. a thunderstorm
3. a high tide
4. a lunar eclipse
Answer:

Question: After which event will ecological succession most likely happen?

Choices:
M. a forest fire
U. a thunderstorm
B. a high tide
X. a lunar eclipse

Prompt:
Question: After which event will ecological succession most likely happen?
M. a forest fire
U. a thunderstorm
B. a high tide
X. a lunar eclipse
Answer:

Question: After which event will ecological succession most likely happen?

Choices:
M. a lunar eclipse
U. a forest fire
B. a high tide
X. a thunderstorm

Prompt:
Question: After which event will ecological succession most likely happen?
M. a lunar eclipse
U. a forest fire
B. a high tide
X. a thunderstorm
Answer:

Answer: 1