Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon

Choices:
A. cold.
B. hot.
C. wet.
D. dry.

Prompt:
Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon
A. cold.
B. hot.
C. wet.
D. dry.
Answer:

Answer: 1

Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon

Choices:
A. hot.
B. wet.
C. cold.
D. dry.

Prompt:
Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon
A. hot.
B. wet.
C. cold.
D. dry.
Answer:

Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon

Choices:
1. cold.
2. hot.
3. wet.
4. dry.

Prompt:
Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon
1. cold.
2. hot.
3. wet.
4. dry.
Answer:

Answer: 1

Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon

Choices:
D. cold.
I. hot.
T. wet.
V. dry.

Prompt:
Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon
D. cold.
I. hot.
T. wet.
V. dry.
Answer:

Answer: 1

Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon

Choices:
D. hot.
I. wet.
T. cold.
V. dry.

Prompt:
Question: A chef uses a metal spoon to stir noodles cooking in a pan. After five minutes, she notices that the thermal energy from the pan has made the spoon
D. hot.
I. wet.
T. cold.
V. dry.
Answer:


Question: Which will most likely cause a decrease in predator populations?

Choices:
A. an increase in prey populations
B. a decrease in prey populations
C. a decrease in decomposers
D. an increase in producers

Prompt:
Question: Which will most likely cause a decrease in predator populations?
A. an increase in prey populations
B. a decrease in prey populations
C. a decrease in decomposers
D. an increase in producers
Answer:

Answer: 1

Question: Which will most likely cause a decrease in predator populations?

Choices:
A. an increase in prey populations
B. an increase in producers
C. a decrease in prey populations
D. a decrease in decomposers

Prompt:
Question: Which will most likely cause a decrease in predator populations?
A. an increase in prey populations
B. an increase in producers
C. a decrease in prey populations
D. a decrease in decomposers
Answer:

Answer: 2

Question: Which will most likely cause a decrease in predator populations?

Choices:
1. an increase in prey populations
2. a decrease in prey populations
3. a decrease in decomposers
4. an increase in producers

Prompt:
Question: Which will most likely cause a decrease in predator populations?
1. an increase in prey populations
2. a decrease in prey populations
3. a decrease in decomposers
4. an increase in producers
Answer:

Answer: 1

Question: Which will most likely cause a decrease in predator populations?

Choices:
K. an increase in prey populations
Q. a decrease in prey populations
G. a decrease in decomposers
I. an increase in producers

Prompt:
Question: Which will most likely cause a decrease in predator populations?
K. an increase in prey populations
Q. a decrease in prey populations
G. a decrease in decomposers
I. an increase in producers
Answer:

Answer: 1

Question: Which will most likely cause a decrease in predator populations?

Choices:
K. an increase in prey populations
Q. an increase in producers
G. a decrease in prey populations
I. a decrease in decomposers

Prompt:
Question: Which will most likely cause a decrease in predator populations?
K. an increase in prey populations
Q. an increase in producers
G. a decrease in prey populations
I. a decrease in decomposers
Answer:

Answer: 2


Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?

Choices:
A. The robin is the prey and the cricket is the predator.
B. The robin is the predator and the cricket is the prey.
C. The robin is the consumer and the cricket is the producer.
D. The robin is the producer and the cricket is the consumer.

Prompt:
Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?
A. The robin is the prey and the cricket is the predator.
B. The robin is the predator and the cricket is the prey.
C. The robin is the consumer and the cricket is the producer.
D. The robin is the producer and the cricket is the consumer.
Answer:

Answer: 1

Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?

Choices:
A. The robin is the consumer and the cricket is the producer.
B. The robin is the producer and the cricket is the consumer.
C. The robin is the prey and the cricket is the predator.
D. The robin is the predator and the cricket is the prey.

Prompt:
Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?
A. The robin is the consumer and the cricket is the producer.
B. The robin is the producer and the cricket is the consumer.
C. The robin is the prey and the cricket is the predator.
D. The robin is the predator and the cricket is the prey.
Answer:

Answer: 3

Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?

Choices:
1. The robin is the prey and the cricket is the predator.
2. The robin is the predator and the cricket is the prey.
3. The robin is the consumer and the cricket is the producer.
4. The robin is the producer and the cricket is the consumer.

Prompt:
Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?
1. The robin is the prey and the cricket is the predator.
2. The robin is the predator and the cricket is the prey.
3. The robin is the consumer and the cricket is the producer.
4. The robin is the producer and the cricket is the consumer.
Answer:

Answer: 1

Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?

Choices:
J. The robin is the prey and the cricket is the predator.
Z. The robin is the predator and the cricket is the prey.
C. The robin is the consumer and the cricket is the producer.
R. The robin is the producer and the cricket is the consumer.

Prompt:
Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?
J. The robin is the prey and the cricket is the predator.
Z. The robin is the predator and the cricket is the prey.
C. The robin is the consumer and the cricket is the producer.
R. The robin is the producer and the cricket is the consumer.
Answer:

Answer: 1

Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?

Choices:
J. The robin is the consumer and the cricket is the producer.
Z. The robin is the producer and the cricket is the consumer.
C. The robin is the prey and the cricket is the predator.
R. The robin is the predator and the cricket is the prey.

Prompt:
Question: A robin catches and eats a cricket. Which statement best describes the roles of each animal?
J. The robin is the consumer and the cricket is the producer.
Z. The robin is the producer and the cricket is the consumer.
C. The robin is the prey and the cricket is the predator.
R. The robin is the predator and the cricket is the prey.
Answer:

Answer: 3


Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?

Choices:
A. a parasitic relationship
B. a mutualistic relationship
C. a predator-prey relationship
D. a producer-consumer relationship

Prompt:
Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?
A. a parasitic relationship
B. a mutualistic relationship
C. a predator-prey relationship
D. a producer-consumer relationship
Answer:

Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?

Choices:
A. a producer-consumer relationship
B. a predator-prey relationship
C. a parasitic relationship
D. a mutualistic relationship

Prompt:
Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?
A. a producer-consumer relationship
B. a predator-prey relationship
C. a parasitic relationship
D. a mutualistic relationship
Answer:

Answer: 2

Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?

Choices:
1. a parasitic relationship
2. a mutualistic relationship
3. a predator-prey relationship
4. a producer-consumer relationship

Prompt:
Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?
1. a parasitic relationship
2. a mutualistic relationship
3. a predator-prey relationship
4. a producer-consumer relationship
Answer:

Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?

Choices:
F. a parasitic relationship
J. a mutualistic relationship
Z. a predator-prey relationship
S. a producer-consumer relationship

Prompt:
Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?
F. a parasitic relationship
J. a mutualistic relationship
Z. a predator-prey relationship
S. a producer-consumer relationship
Answer:

Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?

Choices:
F. a producer-consumer relationship
J. a predator-prey relationship
Z. a parasitic relationship
S. a mutualistic relationship

Prompt:
Question: Hookworms live inside the intestines of dogs. As the dog eats, the hookworms consume partially digested food. As a result of this nutrient diversion, the dog can become malnourished and weakened. Which best describes the relationship between the hookworms and the dog?
F. a producer-consumer relationship
J. a predator-prey relationship
Z. a parasitic relationship
S. a mutualistic relationship
Answer:

Answer: 2


Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by

Choices:
A. wind and rain.
B. animal movement.
C. crops grown in the soil.
D. increased temperatures.

Prompt:
Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by
A. wind and rain.
B. animal movement.
C. crops grown in the soil.
D. increased temperatures.
Answer:

Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by

Choices:
A. increased temperatures.
B. crops grown in the soil.
C. wind and rain.
D. animal movement.

Prompt:
Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by
A. increased temperatures.
B. crops grown in the soil.
C. wind and rain.
D. animal movement.
Answer:

Answer: 2

Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by

Choices:
1. wind and rain.
2. animal movement.
3. crops grown in the soil.
4. increased temperatures.

Prompt:
Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by
1. wind and rain.
2. animal movement.
3. crops grown in the soil.
4. increased temperatures.
Answer:

Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by

Choices:
V. wind and rain.
N. animal movement.
O. crops grown in the soil.
I. increased temperatures.

Prompt:
Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by
V. wind and rain.
N. animal movement.
O. crops grown in the soil.
I. increased temperatures.
Answer:

Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by

Choices:
V. increased temperatures.
N. crops grown in the soil.
O. wind and rain.
I. animal movement.

Prompt:
Question: The prairie grass ecosystem once had a deep layer of topsoil which was protected by the grasses that covered it. Removal of these grasses for farmland is causing the soil to be eroded mainly by
V. increased temperatures.
N. crops grown in the soil.
O. wind and rain.
I. animal movement.
Answer:

Answer: 2


Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?

Choices:
A. fall
B. winter
C. spring
D. summer

Prompt:
Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?
A. fall
B. winter
C. spring
D. summer
Answer:

Answer: 1

Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?

Choices:
A. winter
B. summer
C. spring
D. fall

Prompt:
Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?
A. winter
B. summer
C. spring
D. fall
Answer:

Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?

Choices:
1. fall
2. winter
3. spring
4. summer

Prompt:
Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?
1. fall
2. winter
3. spring
4. summer
Answer:

Answer: 1

Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?

Choices:
Q. fall
H. winter
F. spring
S. summer

Prompt:
Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?
Q. fall
H. winter
F. spring
S. summer
Answer:

Answer: 1

Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?

Choices:
Q. winter
H. summer
F. spring
S. fall

Prompt:
Question: When the Northern Hemisphere is tilted toward the Sun, what season is occurring in Australia?
Q. winter
H. summer
F. spring
S. fall
Answer:


Question: Light waves are arranged in the electromagnetic spectrum by

Choices:
A. wavelength and brightness.
B. speed and color.
C. brightness and color.
D. wavelength and frequency.

Prompt:
Question: Light waves are arranged in the electromagnetic spectrum by
A. wavelength and brightness.
B. speed and color.
C. brightness and color.
D. wavelength and frequency.
Answer:

Answer: 3

Question: Light waves are arranged in the electromagnetic spectrum by

Choices:
A. wavelength and frequency.
B. brightness and color.
C. speed and color.
D. wavelength and brightness.

Prompt:
Question: Light waves are arranged in the electromagnetic spectrum by
A. wavelength and frequency.
B. brightness and color.
C. speed and color.
D. wavelength and brightness.
Answer:

Question: Light waves are arranged in the electromagnetic spectrum by

Choices:
1. wavelength and brightness.
2. speed and color.
3. brightness and color.
4. wavelength and frequency.

Prompt:
Question: Light waves are arranged in the electromagnetic spectrum by
1. wavelength and brightness.
2. speed and color.
3. brightness and color.
4. wavelength and frequency.
Answer:

Answer: 3

Question: Light waves are arranged in the electromagnetic spectrum by

Choices:
N. wavelength and brightness.
Y. speed and color.
Z. brightness and color.
I. wavelength and frequency.

Prompt:
Question: Light waves are arranged in the electromagnetic spectrum by
N. wavelength and brightness.
Y. speed and color.
Z. brightness and color.
I. wavelength and frequency.
Answer:

Answer: 3

Question: Light waves are arranged in the electromagnetic spectrum by

Choices:
N. wavelength and frequency.
Y. brightness and color.
Z. speed and color.
I. wavelength and brightness.

Prompt:
Question: Light waves are arranged in the electromagnetic spectrum by
N. wavelength and frequency.
Y. brightness and color.
Z. speed and color.
I. wavelength and brightness.
Answer:


Question: In order to distinguish fact from opinion, conclusions in experiments should be

Choices:
A. recorded on a computer.
B. presented in bar graphs.
C. based on verifiable data.
D. organized in a table.

Prompt:
Question: In order to distinguish fact from opinion, conclusions in experiments should be
A. recorded on a computer.
B. presented in bar graphs.
C. based on verifiable data.
D. organized in a table.
Answer:

Answer: 2

Question: In order to distinguish fact from opinion, conclusions in experiments should be

Choices:
A. recorded on a computer.
B. presented in bar graphs.
C. organized in a table.
D. based on verifiable data.

Prompt:
Question: In order to distinguish fact from opinion, conclusions in experiments should be
A. recorded on a computer.
B. presented in bar graphs.
C. organized in a table.
D. based on verifiable data.
Answer:

Answer: 3

Question: In order to distinguish fact from opinion, conclusions in experiments should be

Choices:
1. recorded on a computer.
2. presented in bar graphs.
3. based on verifiable data.
4. organized in a table.

Prompt:
Question: In order to distinguish fact from opinion, conclusions in experiments should be
1. recorded on a computer.
2. presented in bar graphs.
3. based on verifiable data.
4. organized in a table.
Answer:

Answer: 2

Question: In order to distinguish fact from opinion, conclusions in experiments should be

Choices:
R. recorded on a computer.
G. presented in bar graphs.
D. based on verifiable data.
B. organized in a table.

Prompt:
Question: In order to distinguish fact from opinion, conclusions in experiments should be
R. recorded on a computer.
G. presented in bar graphs.
D. based on verifiable data.
B. organized in a table.
Answer:

Answer: 2

Question: In order to distinguish fact from opinion, conclusions in experiments should be

Choices:
R. recorded on a computer.
G. presented in bar graphs.
D. organized in a table.
B. based on verifiable data.

Prompt:
Question: In order to distinguish fact from opinion, conclusions in experiments should be
R. recorded on a computer.
G. presented in bar graphs.
D. organized in a table.
B. based on verifiable data.
Answer:

Answer: 3


Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?

Choices:
A. Gaseous rock
B. Igneous rock
C. Sedimentary rock
D. Metamorphic rock

Prompt:
Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?
A. Gaseous rock
B. Igneous rock
C. Sedimentary rock
D. Metamorphic rock
Answer:

Answer: 1

Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?

Choices:
A. Igneous rock
B. Metamorphic rock
C. Gaseous rock
D. Sedimentary rock

Prompt:
Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?
A. Igneous rock
B. Metamorphic rock
C. Gaseous rock
D. Sedimentary rock
Answer:

Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?

Choices:
1. Gaseous rock
2. Igneous rock
3. Sedimentary rock
4. Metamorphic rock

Prompt:
Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?
1. Gaseous rock
2. Igneous rock
3. Sedimentary rock
4. Metamorphic rock
Answer:

Answer: 1

Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?

Choices:
U. Gaseous rock
C. Igneous rock
A. Sedimentary rock
D. Metamorphic rock

Prompt:
Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?
U. Gaseous rock
C. Igneous rock
A. Sedimentary rock
D. Metamorphic rock
Answer:

Answer: 1

Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?

Choices:
U. Igneous rock
C. Metamorphic rock
A. Gaseous rock
D. Sedimentary rock

Prompt:
Question: Pumice is formed when lava from a volcano cools. Which rock type is pumice?
U. Igneous rock
C. Metamorphic rock
A. Gaseous rock
D. Sedimentary rock
Answer:


Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?

Choices:
A. soil development
B. volcanic eruption
C. plate movement
D. fossil formation

Prompt:
Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?
A. soil development
B. volcanic eruption
C. plate movement
D. fossil formation
Answer:

Answer: 1

Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?

Choices:
A. fossil formation
B. plate movement
C. soil development
D. volcanic eruption

Prompt:
Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?
A. fossil formation
B. plate movement
C. soil development
D. volcanic eruption
Answer:

Answer: 3

Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?

Choices:
1. soil development
2. volcanic eruption
3. plate movement
4. fossil formation

Prompt:
Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?
1. soil development
2. volcanic eruption
3. plate movement
4. fossil formation
Answer:

Answer: 1

Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?

Choices:
H. soil development
K. volcanic eruption
S. plate movement
G. fossil formation

Prompt:
Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?
H. soil development
K. volcanic eruption
S. plate movement
G. fossil formation
Answer:

Answer: 1

Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?

Choices:
H. fossil formation
K. plate movement
S. soil development
G. volcanic eruption

Prompt:
Question: The principle of uniformitarianism states that most of the landscape of Earth was formed slowly and over a long period of time. Which occurrence of Earth is least supported by this principle?
H. fossil formation
K. plate movement
S. soil development
G. volcanic eruption
Answer:

Answer: 3


Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?

Choices:
A. decreased genetic diversity
B. habitat destruction
C. overpopulation
D. increased erosion

Prompt:
Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?
A. decreased genetic diversity
B. habitat destruction
C. overpopulation
D. increased erosion
Answer:

Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?

Choices:
A. increased erosion
B. decreased genetic diversity
C. overpopulation
D. habitat destruction

Prompt:
Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?
A. increased erosion
B. decreased genetic diversity
C. overpopulation
D. habitat destruction
Answer:

Answer: 1

Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?

Choices:
1. decreased genetic diversity
2. habitat destruction
3. overpopulation
4. increased erosion

Prompt:
Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?
1. decreased genetic diversity
2. habitat destruction
3. overpopulation
4. increased erosion
Answer:

Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?

Choices:
Q. decreased genetic diversity
F. habitat destruction
K. overpopulation
V. increased erosion

Prompt:
Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?
Q. decreased genetic diversity
F. habitat destruction
K. overpopulation
V. increased erosion
Answer:

Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?

Choices:
Q. increased erosion
F. decreased genetic diversity
K. overpopulation
V. habitat destruction

Prompt:
Question: Selective breeding has resulted in plants that are resistant to pests and produce a higher yield of fruits and vegetables. Which of these is the most likely disadvantage that can result from this process?
Q. increased erosion
F. decreased genetic diversity
K. overpopulation
V. habitat destruction
Answer:

Answer: 1


Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely

Choices:
A. decreased
B. increased
C. remained the same

Prompt:
Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely
A. decreased
B. increased
C. remained the same
Answer:

Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely

Choices:
A. increased
B. remained the same
C. decreased

Prompt:
Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely
A. increased
B. remained the same
C. decreased
Answer:

Answer: 2

Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely

Choices:
1. decreased
2. increased
3. remained the same

Prompt:
Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely
1. decreased
2. increased
3. remained the same
Answer:

Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely

Choices:
X. decreased
C. increased
E. remained the same

Prompt:
Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely
X. decreased
C. increased
E. remained the same
Answer:

Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely

Choices:
X. increased
C. remained the same
E. decreased

Prompt:
Question: A student measured the volume of water in a pan. The student boiled the water for thirty minutes and then measured the volume of the water again. The volume of water most likely
X. increased
C. remained the same
E. decreased
Answer:

Answer: 2


Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?

Choices:
A. an increase in the algae population
B. an increase in the fish population
C. an increase in the mosquito population
D. an increase in the lake's depth

Prompt:
Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?
A. an increase in the algae population
B. an increase in the fish population
C. an increase in the mosquito population
D. an increase in the lake's depth
Answer:

Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?

Choices:
A. an increase in the fish population
B. an increase in the algae population
C. an increase in the mosquito population
D. an increase in the lake's depth

Prompt:
Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?
A. an increase in the fish population
B. an increase in the algae population
C. an increase in the mosquito population
D. an increase in the lake's depth
Answer:

Answer: 1

Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?

Choices:
1. an increase in the algae population
2. an increase in the fish population
3. an increase in the mosquito population
4. an increase in the lake's depth

Prompt:
Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?
1. an increase in the algae population
2. an increase in the fish population
3. an increase in the mosquito population
4. an increase in the lake's depth
Answer:

Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?

Choices:
F. an increase in the algae population
Q. an increase in the fish population
A. an increase in the mosquito population
T. an increase in the lake's depth

Prompt:
Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?
F. an increase in the algae population
Q. an increase in the fish population
A. an increase in the mosquito population
T. an increase in the lake's depth
Answer:

Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?

Choices:
F. an increase in the fish population
Q. an increase in the algae population
A. an increase in the mosquito population
T. an increase in the lake's depth

Prompt:
Question: Lori owns a house next to the lake. She uses lots of fertilizer to keep her lawn green. Which impact could fertilizing her lawn have on the lake?
F. an increase in the fish population
Q. an increase in the algae population
A. an increase in the mosquito population
T. an increase in the lake's depth
Answer:

Answer: 1


Question: To compare the hardness of different minerals, it would be BEST to find

Choices:
A. the color of the minerals.
B. which minerals scratch other minerals.
C. which minerals reflect light most strongly.
D. the samples that feel smoothest to the touch.

Prompt:
Question: To compare the hardness of different minerals, it would be BEST to find
A. the color of the minerals.
B. which minerals scratch other minerals.
C. which minerals reflect light most strongly.
D. the samples that feel smoothest to the touch.
Answer:

Answer: 1

Question: To compare the hardness of different minerals, it would be BEST to find

Choices:
A. the samples that feel smoothest to the touch.
B. the color of the minerals.
C. which minerals reflect light most strongly.
D. which minerals scratch other minerals.

Prompt:
Question: To compare the hardness of different minerals, it would be BEST to find
A. the samples that feel smoothest to the touch.
B. the color of the minerals.
C. which minerals reflect light most strongly.
D. which minerals scratch other minerals.
Answer:

Answer: 3

Question: To compare the hardness of different minerals, it would be BEST to find

Choices:
1. the color of the minerals.
2. which minerals scratch other minerals.
3. which minerals reflect light most strongly.
4. the samples that feel smoothest to the touch.

Prompt:
Question: To compare the hardness of different minerals, it would be BEST to find
1. the color of the minerals.
2. which minerals scratch other minerals.
3. which minerals reflect light most strongly.
4. the samples that feel smoothest to the touch.
Answer:

Answer: 1

Question: To compare the hardness of different minerals, it would be BEST to find

Choices:
X. the color of the minerals.
L. which minerals scratch other minerals.
W. which minerals reflect light most strongly.
F. the samples that feel smoothest to the touch.

Prompt:
Question: To compare the hardness of different minerals, it would be BEST to find
X. the color of the minerals.
L. which minerals scratch other minerals.
W. which minerals reflect light most strongly.
F. the samples that feel smoothest to the touch.
Answer:

Answer: 1

Question: To compare the hardness of different minerals, it would be BEST to find

Choices:
X. the samples that feel smoothest to the touch.
L. the color of the minerals.
W. which minerals reflect light most strongly.
F. which minerals scratch other minerals.

Prompt:
Question: To compare the hardness of different minerals, it would be BEST to find
X. the samples that feel smoothest to the touch.
L. the color of the minerals.
W. which minerals reflect light most strongly.
F. which minerals scratch other minerals.
Answer:

Answer: 3


Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?

Choices:
A. constructing a small hydroelectric plant
B. placing solar panels on the roof of the house
C. using gasoline generators
D. burning coal or wood

Prompt:
Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?
A. constructing a small hydroelectric plant
B. placing solar panels on the roof of the house
C. using gasoline generators
D. burning coal or wood
Answer:

Answer: 1

Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?

Choices:
A. burning coal or wood
B. using gasoline generators
C. constructing a small hydroelectric plant
D. placing solar panels on the roof of the house

Prompt:
Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?
A. burning coal or wood
B. using gasoline generators
C. constructing a small hydroelectric plant
D. placing solar panels on the roof of the house
Answer:

Answer: 3

Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?

Choices:
1. constructing a small hydroelectric plant
2. placing solar panels on the roof of the house
3. using gasoline generators
4. burning coal or wood

Prompt:
Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?
1. constructing a small hydroelectric plant
2. placing solar panels on the roof of the house
3. using gasoline generators
4. burning coal or wood
Answer:

Answer: 1

Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?

Choices:
C. constructing a small hydroelectric plant
F. placing solar panels on the roof of the house
D. using gasoline generators
K. burning coal or wood

Prompt:
Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?
C. constructing a small hydroelectric plant
F. placing solar panels on the roof of the house
D. using gasoline generators
K. burning coal or wood
Answer:

Answer: 1

Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?

Choices:
C. burning coal or wood
F. using gasoline generators
D. constructing a small hydroelectric plant
K. placing solar panels on the roof of the house

Prompt:
Question: A house is built in a desert, where there is no electricity and very little wind. Which action could lead to operating the electrical appliances in the house that would cause the least amount of environmental pollution?
C. burning coal or wood
F. using gasoline generators
D. constructing a small hydroelectric plant
K. placing solar panels on the roof of the house
Answer:

Answer: 3


Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?

Choices:
A. sunlight
B. aluminum
C. natural gas
D. ocean waves

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?
A. sunlight
B. aluminum
C. natural gas
D. ocean waves
Answer:

Answer: 2

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?

Choices:
A. ocean waves
B. natural gas
C. sunlight
D. aluminum

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?
A. ocean waves
B. natural gas
C. sunlight
D. aluminum
Answer:

Answer: 1

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?

Choices:
1. sunlight
2. aluminum
3. natural gas
4. ocean waves

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?
1. sunlight
2. aluminum
3. natural gas
4. ocean waves
Answer:

Answer: 2

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?

Choices:
R. sunlight
J. aluminum
H. natural gas
F. ocean waves

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?
R. sunlight
J. aluminum
H. natural gas
F. ocean waves
Answer:

Answer: 2

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?

Choices:
R. ocean waves
J. natural gas
H. sunlight
F. aluminum

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Which nonrenewable natural resource heats homes?
R. ocean waves
J. natural gas
H. sunlight
F. aluminum
Answer:

Answer: 1


Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to

Choices:
A. invent the microscope.
B. read through his journals.
C. duplicate the results of his experiments.
D. invest money in his scientific investigations.

Prompt:
Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to
A. invent the microscope.
B. read through his journals.
C. duplicate the results of his experiments.
D. invest money in his scientific investigations.
Answer:

Answer: 2

Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to

Choices:
A. invest money in his scientific investigations.
B. duplicate the results of his experiments.
C. invent the microscope.
D. read through his journals.

Prompt:
Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to
A. invest money in his scientific investigations.
B. duplicate the results of his experiments.
C. invent the microscope.
D. read through his journals.
Answer:

Answer: 1

Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to

Choices:
1. invent the microscope.
2. read through his journals.
3. duplicate the results of his experiments.
4. invest money in his scientific investigations.

Prompt:
Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to
1. invent the microscope.
2. read through his journals.
3. duplicate the results of his experiments.
4. invest money in his scientific investigations.
Answer:

Answer: 2

Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to

Choices:
C. invent the microscope.
N. read through his journals.
T. duplicate the results of his experiments.
L. invest money in his scientific investigations.

Prompt:
Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to
C. invent the microscope.
N. read through his journals.
T. duplicate the results of his experiments.
L. invest money in his scientific investigations.
Answer:

Answer: 2

Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to

Choices:
C. invest money in his scientific investigations.
N. duplicate the results of his experiments.
T. invent the microscope.
L. read through his journals.

Prompt:
Question: Gregor Mendel was the first to show that organisms had traits that are passed on from parents to the next generation. In order for the scientific community to accept Mendel's discovery, others had to
C. invest money in his scientific investigations.
N. duplicate the results of his experiments.
T. invent the microscope.
L. read through his journals.
Answer:

Answer: 1


Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?

Choices:
A. plan the new item
B. construct the new item
C. try out the new item
D. evaluate the new item

Prompt:
Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?
A. plan the new item
B. construct the new item
C. try out the new item
D. evaluate the new item
Answer:

Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?

Choices:
A. construct the new item
B. evaluate the new item
C. plan the new item
D. try out the new item

Prompt:
Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?
A. construct the new item
B. evaluate the new item
C. plan the new item
D. try out the new item
Answer:

Answer: 2

Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?

Choices:
1. plan the new item
2. construct the new item
3. try out the new item
4. evaluate the new item

Prompt:
Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?
1. plan the new item
2. construct the new item
3. try out the new item
4. evaluate the new item
Answer:

Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?

Choices:
D. plan the new item
H. construct the new item
Y. try out the new item
L. evaluate the new item

Prompt:
Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?
D. plan the new item
H. construct the new item
Y. try out the new item
L. evaluate the new item
Answer:

Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?

Choices:
D. construct the new item
H. evaluate the new item
Y. plan the new item
L. try out the new item

Prompt:
Question: Alicia has lots of old bicycle parts. She wants to build something new with the parts. What is the first thing Alicia should do?
D. construct the new item
H. evaluate the new item
Y. plan the new item
L. try out the new item
Answer:

Answer: 2


Question: Which is a major organ of the nervous system?

Choices:
A. brain
B. stomach
C. lung
D. bone

Prompt:
Question: Which is a major organ of the nervous system?
A. brain
B. stomach
C. lung
D. bone
Answer:

Question: Which is a major organ of the nervous system?

Choices:
A. bone
B. stomach
C. lung
D. brain

Prompt:
Question: Which is a major organ of the nervous system?
A. bone
B. stomach
C. lung
D. brain
Answer:

Answer: 3

Question: Which is a major organ of the nervous system?

Choices:
1. brain
2. stomach
3. lung
4. bone

Prompt:
Question: Which is a major organ of the nervous system?
1. brain
2. stomach
3. lung
4. bone
Answer:

Question: Which is a major organ of the nervous system?

Choices:
A. brain
S. stomach
K. lung
D. bone

Prompt:
Question: Which is a major organ of the nervous system?
A. brain
S. stomach
K. lung
D. bone
Answer:

Question: Which is a major organ of the nervous system?

Choices:
A. bone
S. stomach
K. lung
D. brain

Prompt:
Question: Which is a major organ of the nervous system?
A. bone
S. stomach
K. lung
D. brain
Answer:

Answer: 3


Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?

Choices:
A. a table and a bar graph
B. a table and a line graph
C. a pie chart and a bar graph
D. a pie chart and a line graph

Prompt:
Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?
A. a table and a bar graph
B. a table and a line graph
C. a pie chart and a bar graph
D. a pie chart and a line graph
Answer:

Answer: 1

Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?

Choices:
A. a table and a line graph
B. a pie chart and a bar graph
C. a table and a bar graph
D. a pie chart and a line graph

Prompt:
Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?
A. a table and a line graph
B. a pie chart and a bar graph
C. a table and a bar graph
D. a pie chart and a line graph
Answer:

Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?

Choices:
1. a table and a bar graph
2. a table and a line graph
3. a pie chart and a bar graph
4. a pie chart and a line graph

Prompt:
Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?
1. a table and a bar graph
2. a table and a line graph
3. a pie chart and a bar graph
4. a pie chart and a line graph
Answer:

Answer: 1

Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?

Choices:
R. a table and a bar graph
W. a table and a line graph
T. a pie chart and a bar graph
Q. a pie chart and a line graph

Prompt:
Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?
R. a table and a bar graph
W. a table and a line graph
T. a pie chart and a bar graph
Q. a pie chart and a line graph
Answer:

Answer: 1

Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?

Choices:
R. a table and a line graph
W. a pie chart and a bar graph
T. a table and a bar graph
Q. a pie chart and a line graph

Prompt:
Question: Some students were investigating the relationship between position, time, and speed. The students marked the initial position of a toy car. The students set the car into motion and marked the position of the car each second. Which of these are most appropriate for recording and analyzing the students' data?
R. a table and a line graph
W. a pie chart and a bar graph
T. a table and a bar graph
Q. a pie chart and a line graph
Answer:


Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?

Choices:
A. nitrogen
B. carbon dioxide
C. carbon monoxide
D. hydrogen

Prompt:
Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?
A. nitrogen
B. carbon dioxide
C. carbon monoxide
D. hydrogen
Answer:

Answer: 1

Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?

Choices:
A. carbon dioxide
B. nitrogen
C. hydrogen
D. carbon monoxide

Prompt:
Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?
A. carbon dioxide
B. nitrogen
C. hydrogen
D. carbon monoxide
Answer:

Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?

Choices:
1. nitrogen
2. carbon dioxide
3. carbon monoxide
4. hydrogen

Prompt:
Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?
1. nitrogen
2. carbon dioxide
3. carbon monoxide
4. hydrogen
Answer:

Answer: 1

Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?

Choices:
A. nitrogen
Q. carbon dioxide
M. carbon monoxide
E. hydrogen

Prompt:
Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?
A. nitrogen
Q. carbon dioxide
M. carbon monoxide
E. hydrogen
Answer:

Answer: 1

Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?

Choices:
A. carbon dioxide
Q. nitrogen
M. hydrogen
E. carbon monoxide

Prompt:
Question: If the number of trees significantly decreases, the atmosphere's level of which gas might significantly increase?
A. carbon dioxide
Q. nitrogen
M. hydrogen
E. carbon monoxide
Answer:


Question: Which of the following is the best estimate of the number of stars in a typical galaxy?

Choices:
A. tens
B. hundreds
C. thousands
D. billions

Prompt:
Question: Which of the following is the best estimate of the number of stars in a typical galaxy?
A. tens
B. hundreds
C. thousands
D. billions
Answer:

Answer: 3

Question: Which of the following is the best estimate of the number of stars in a typical galaxy?

Choices:
A. thousands
B. hundreds
C. billions
D. tens

Prompt:
Question: Which of the following is the best estimate of the number of stars in a typical galaxy?
A. thousands
B. hundreds
C. billions
D. tens
Answer:

Answer: 2

Question: Which of the following is the best estimate of the number of stars in a typical galaxy?

Choices:
1. tens
2. hundreds
3. thousands
4. billions

Prompt:
Question: Which of the following is the best estimate of the number of stars in a typical galaxy?
1. tens
2. hundreds
3. thousands
4. billions
Answer:

Answer: 3

Question: Which of the following is the best estimate of the number of stars in a typical galaxy?

Choices:
A. tens
U. hundreds
N. thousands
P. billions

Prompt:
Question: Which of the following is the best estimate of the number of stars in a typical galaxy?
A. tens
U. hundreds
N. thousands
P. billions
Answer:

Answer: 3

Question: Which of the following is the best estimate of the number of stars in a typical galaxy?

Choices:
A. thousands
U. hundreds
N. billions
P. tens

Prompt:
Question: Which of the following is the best estimate of the number of stars in a typical galaxy?
A. thousands
U. hundreds
N. billions
P. tens
Answer:

Answer: 2


Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?

Choices:
A. The trees provide oxygen for the soil.
B. The trees prevent soil from washing away.
C. The trees make shade for animals living there.
D. The trees cause animals to move to other places.

Prompt:
Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?
A. The trees provide oxygen for the soil.
B. The trees prevent soil from washing away.
C. The trees make shade for animals living there.
D. The trees cause animals to move to other places.
Answer:

Answer: 1

Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?

Choices:
A. The trees provide oxygen for the soil.
B. The trees cause animals to move to other places.
C. The trees prevent soil from washing away.
D. The trees make shade for animals living there.

Prompt:
Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?
A. The trees provide oxygen for the soil.
B. The trees cause animals to move to other places.
C. The trees prevent soil from washing away.
D. The trees make shade for animals living there.
Answer:

Answer: 2

Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?

Choices:
1. The trees provide oxygen for the soil.
2. The trees prevent soil from washing away.
3. The trees make shade for animals living there.
4. The trees cause animals to move to other places.

Prompt:
Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?
1. The trees provide oxygen for the soil.
2. The trees prevent soil from washing away.
3. The trees make shade for animals living there.
4. The trees cause animals to move to other places.
Answer:

Answer: 1

Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?

Choices:
G. The trees provide oxygen for the soil.
R. The trees prevent soil from washing away.
J. The trees make shade for animals living there.
Q. The trees cause animals to move to other places.

Prompt:
Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?
G. The trees provide oxygen for the soil.
R. The trees prevent soil from washing away.
J. The trees make shade for animals living there.
Q. The trees cause animals to move to other places.
Answer:

Answer: 1

Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?

Choices:
G. The trees provide oxygen for the soil.
R. The trees cause animals to move to other places.
J. The trees prevent soil from washing away.
Q. The trees make shade for animals living there.

Prompt:
Question: A company plants trees on a bare hillside. Which of these is the BEST reason for planting the trees?
G. The trees provide oxygen for the soil.
R. The trees cause animals to move to other places.
J. The trees prevent soil from washing away.
Q. The trees make shade for animals living there.
Answer:

Answer: 2


Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?

Choices:
A. They became extinct.
B. They changed their diets.
C. They hid in marine sediments.
D. They migrated to new environments.

Prompt:
Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?
A. They became extinct.
B. They changed their diets.
C. They hid in marine sediments.
D. They migrated to new environments.
Answer:

Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?

Choices:
A. They migrated to new environments.
B. They hid in marine sediments.
C. They changed their diets.
D. They became extinct.

Prompt:
Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?
A. They migrated to new environments.
B. They hid in marine sediments.
C. They changed their diets.
D. They became extinct.
Answer:

Answer: 3

Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?

Choices:
1. They became extinct.
2. They changed their diets.
3. They hid in marine sediments.
4. They migrated to new environments.

Prompt:
Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?
1. They became extinct.
2. They changed their diets.
3. They hid in marine sediments.
4. They migrated to new environments.
Answer:

Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?

Choices:
D. They became extinct.
E. They changed their diets.
L. They hid in marine sediments.
F. They migrated to new environments.

Prompt:
Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?
D. They became extinct.
E. They changed their diets.
L. They hid in marine sediments.
F. They migrated to new environments.
Answer:

Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?

Choices:
D. They migrated to new environments.
E. They hid in marine sediments.
L. They changed their diets.
F. They became extinct.

Prompt:
Question: Index fossils help scientists estimate the age of a rock because index fossil species only existed for a relatively short time. What happened to the species that are now used as index fossils?
D. They migrated to new environments.
E. They hid in marine sediments.
L. They changed their diets.
F. They became extinct.
Answer:

Answer: 3


Question: Feathers, wings, and the hollow bones of birds are examples of

Choices:
A. adaptations for flight
B. responses to stimuli
C. unnecessary body parts
D. reproductive structures

Prompt:
Question: Feathers, wings, and the hollow bones of birds are examples of
A. adaptations for flight
B. responses to stimuli
C. unnecessary body parts
D. reproductive structures
Answer:

Question: Feathers, wings, and the hollow bones of birds are examples of

Choices:
A. responses to stimuli
B. unnecessary body parts
C. adaptations for flight
D. reproductive structures

Prompt:
Question: Feathers, wings, and the hollow bones of birds are examples of
A. responses to stimuli
B. unnecessary body parts
C. adaptations for flight
D. reproductive structures
Answer:

Answer: 2

Question: Feathers, wings, and the hollow bones of birds are examples of

Choices:
1. adaptations for flight
2. responses to stimuli
3. unnecessary body parts
4. reproductive structures

Prompt:
Question: Feathers, wings, and the hollow bones of birds are examples of
1. adaptations for flight
2. responses to stimuli
3. unnecessary body parts
4. reproductive structures
Answer:

Question: Feathers, wings, and the hollow bones of birds are examples of

Choices:
Z. adaptations for flight
N. responses to stimuli
B. unnecessary body parts
F. reproductive structures

Prompt:
Question: Feathers, wings, and the hollow bones of birds are examples of
Z. adaptations for flight
N. responses to stimuli
B. unnecessary body parts
F. reproductive structures
Answer:

Question: Feathers, wings, and the hollow bones of birds are examples of

Choices:
Z. responses to stimuli
N. unnecessary body parts
B. adaptations for flight
F. reproductive structures

Prompt:
Question: Feathers, wings, and the hollow bones of birds are examples of
Z. responses to stimuli
N. unnecessary body parts
B. adaptations for flight
F. reproductive structures
Answer:

Answer: 2


Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?

Choices:
A. sand blowing into cracks
B. leaves pressing down tightly
C. ice breaking large rocks apart
D. shells and bones sticking together

Prompt:
Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?
A. sand blowing into cracks
B. leaves pressing down tightly
C. ice breaking large rocks apart
D. shells and bones sticking together
Answer:

Answer: 2

Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?

Choices:
A. sand blowing into cracks
B. leaves pressing down tightly
C. shells and bones sticking together
D. ice breaking large rocks apart

Prompt:
Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?
A. sand blowing into cracks
B. leaves pressing down tightly
C. shells and bones sticking together
D. ice breaking large rocks apart
Answer:

Answer: 3

Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?

Choices:
1. sand blowing into cracks
2. leaves pressing down tightly
3. ice breaking large rocks apart
4. shells and bones sticking together

Prompt:
Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?
1. sand blowing into cracks
2. leaves pressing down tightly
3. ice breaking large rocks apart
4. shells and bones sticking together
Answer:

Answer: 2

Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?

Choices:
S. sand blowing into cracks
P. leaves pressing down tightly
U. ice breaking large rocks apart
A. shells and bones sticking together

Prompt:
Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?
S. sand blowing into cracks
P. leaves pressing down tightly
U. ice breaking large rocks apart
A. shells and bones sticking together
Answer:

Answer: 2

Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?

Choices:
S. sand blowing into cracks
P. leaves pressing down tightly
U. shells and bones sticking together
A. ice breaking large rocks apart

Prompt:
Question: A student climbs up a rocky mountain trail in Maine. She sees many small pieces of rock on the path. Which action most likely made the small pieces of rock?
S. sand blowing into cracks
P. leaves pressing down tightly
U. shells and bones sticking together
A. ice breaking large rocks apart
Answer:

Answer: 3


Question: Which of the following heat exchange processes involves the collision of particles?

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

Prompt:
Question: Which of the following heat exchange processes involves the collision of particles?
A. insulation
B. conduction
C. convection
D. radiation
Answer:

Answer: 1

Question: Which of the following heat exchange processes involves the collision of particles?

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

Prompt:
Question: Which of the following heat exchange processes involves the collision of particles?
A. conduction
B. insulation
C. radiation
D. convection
Answer:

Question: Which of the following heat exchange processes involves the collision of particles?

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

Prompt:
Question: Which of the following heat exchange processes involves the collision of particles?
1. insulation
2. conduction
3. convection
4. radiation
Answer:

Answer: 1

Question: Which of the following heat exchange processes involves the collision of particles?

Choices:
U. insulation
V. conduction
T. convection
P. radiation

Prompt:
Question: Which of the following heat exchange processes involves the collision of particles?
U. insulation
V. conduction
T. convection
P. radiation
Answer:

Answer: 1

Question: Which of the following heat exchange processes involves the collision of particles?

Choices:
U. conduction
V. insulation
T. radiation
P. convection

Prompt:
Question: Which of the following heat exchange processes involves the collision of particles?
U. conduction
V. insulation
T. radiation
P. convection
Answer:


Question: The most effective way to show a change happening over time is to display your results using a

Choices:
A. line graph.
B. Venn diagram.
C. pie chart.
D. flow chart.

Prompt:
Question: The most effective way to show a change happening over time is to display your results using a
A. line graph.
B. Venn diagram.
C. pie chart.
D. flow chart.
Answer:

Question: The most effective way to show a change happening over time is to display your results using a

Choices:
A. pie chart.
B. flow chart.
C. line graph.
D. Venn diagram.

Prompt:
Question: The most effective way to show a change happening over time is to display your results using a
A. pie chart.
B. flow chart.
C. line graph.
D. Venn diagram.
Answer:

Answer: 2

Question: The most effective way to show a change happening over time is to display your results using a

Choices:
1. line graph.
2. Venn diagram.
3. pie chart.
4. flow chart.

Prompt:
Question: The most effective way to show a change happening over time is to display your results using a
1. line graph.
2. Venn diagram.
3. pie chart.
4. flow chart.
Answer:

Question: The most effective way to show a change happening over time is to display your results using a

Choices:
K. line graph.
I. Venn diagram.
V. pie chart.
O. flow chart.

Prompt:
Question: The most effective way to show a change happening over time is to display your results using a
K. line graph.
I. Venn diagram.
V. pie chart.
O. flow chart.
Answer:

Question: The most effective way to show a change happening over time is to display your results using a

Choices:
K. pie chart.
I. flow chart.
V. line graph.
O. Venn diagram.

Prompt:
Question: The most effective way to show a change happening over time is to display your results using a
K. pie chart.
I. flow chart.
V. line graph.
O. Venn diagram.
Answer:

Answer: 2


Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?

Choices:
A. carnivore
B. herbivore
C. omnivore
D. decomposer

Prompt:
Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?
A. carnivore
B. herbivore
C. omnivore
D. decomposer
Answer:

Answer: 2

Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?

Choices:
A. omnivore
B. decomposer
C. herbivore
D. carnivore

Prompt:
Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?
A. omnivore
B. decomposer
C. herbivore
D. carnivore
Answer:

Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?

Choices:
1. carnivore
2. herbivore
3. omnivore
4. decomposer

Prompt:
Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?
1. carnivore
2. herbivore
3. omnivore
4. decomposer
Answer:

Answer: 2

Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?

Choices:
R. carnivore
I. herbivore
M. omnivore
A. decomposer

Prompt:
Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?
R. carnivore
I. herbivore
M. omnivore
A. decomposer
Answer:

Answer: 2

Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?

Choices:
R. omnivore
I. decomposer
M. herbivore
A. carnivore

Prompt:
Question: The diet of a brown bear includes roots, grasses, berries, nuts, fish, insects, and mammals. Based on this description, in what category is a brown bear?
R. omnivore
I. decomposer
M. herbivore
A. carnivore
Answer:


Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?

Choices:
A. producer
B. consumer
C. parasite
D. decomposer

Prompt:
Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?
A. producer
B. consumer
C. parasite
D. decomposer
Answer:

Answer: 3

Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?

Choices:
A. consumer
B. producer
C. decomposer
D. parasite

Prompt:
Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?
A. consumer
B. producer
C. decomposer
D. parasite
Answer:

Answer: 2

Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?

Choices:
1. producer
2. consumer
3. parasite
4. decomposer

Prompt:
Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?
1. producer
2. consumer
3. parasite
4. decomposer
Answer:

Answer: 3

Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?

Choices:
C. producer
U. consumer
X. parasite
N. decomposer

Prompt:
Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?
C. producer
U. consumer
X. parasite
N. decomposer
Answer:

Answer: 3

Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?

Choices:
C. consumer
U. producer
X. decomposer
N. parasite

Prompt:
Question: A bracket fungus grows on a dead tree and breaks it down into chemical nutrients. What term best classifies the role of a bracket fungus in this ecosystem?
C. consumer
U. producer
X. decomposer
N. parasite
Answer:

Answer: 2


Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into

Choices:
A. light.
B. radiation.
C. thermal energy.
D. electromagnetic energy.

Prompt:
Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into
A. light.
B. radiation.
C. thermal energy.
D. electromagnetic energy.
Answer:

Answer: 2

Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into

Choices:
A. light.
B. radiation.
C. electromagnetic energy.
D. thermal energy.

Prompt:
Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into
A. light.
B. radiation.
C. electromagnetic energy.
D. thermal energy.
Answer:

Answer: 3

Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into

Choices:
1. light.
2. radiation.
3. thermal energy.
4. electromagnetic energy.

Prompt:
Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into
1. light.
2. radiation.
3. thermal energy.
4. electromagnetic energy.
Answer:

Answer: 2

Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into

Choices:
A. light.
Z. radiation.
L. thermal energy.
E. electromagnetic energy.

Prompt:
Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into
A. light.
Z. radiation.
L. thermal energy.
E. electromagnetic energy.
Answer:

Answer: 2

Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into

Choices:
A. light.
Z. radiation.
L. electromagnetic energy.
E. thermal energy.

Prompt:
Question: The comet Shoemaker-Levy struck the planet Jupiter in July of 1994. The process of a comet striking a planet is an example of a net decrease in kinetic energy. Kinetic energy was ultimately converted into
A. light.
Z. radiation.
L. electromagnetic energy.
E. thermal energy.
Answer:

Answer: 3


Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?

Choices:
A. They spread in all directions away from their source.
B. They remain trapped near the source by water pressure.
C. They travel mostly horizontally along the ocean floor.
D. They travel mostly upward toward the surface of the water.

Prompt:
Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?
A. They spread in all directions away from their source.
B. They remain trapped near the source by water pressure.
C. They travel mostly horizontally along the ocean floor.
D. They travel mostly upward toward the surface of the water.
Answer:

Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?

Choices:
A. They travel mostly horizontally along the ocean floor.
B. They spread in all directions away from their source.
C. They travel mostly upward toward the surface of the water.
D. They remain trapped near the source by water pressure.

Prompt:
Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?
A. They travel mostly horizontally along the ocean floor.
B. They spread in all directions away from their source.
C. They travel mostly upward toward the surface of the water.
D. They remain trapped near the source by water pressure.
Answer:

Answer: 1

Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?

Choices:
1. They spread in all directions away from their source.
2. They remain trapped near the source by water pressure.
3. They travel mostly horizontally along the ocean floor.
4. They travel mostly upward toward the surface of the water.

Prompt:
Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?
1. They spread in all directions away from their source.
2. They remain trapped near the source by water pressure.
3. They travel mostly horizontally along the ocean floor.
4. They travel mostly upward toward the surface of the water.
Answer:

Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?

Choices:
J. They spread in all directions away from their source.
U. They remain trapped near the source by water pressure.
L. They travel mostly horizontally along the ocean floor.
K. They travel mostly upward toward the surface of the water.

Prompt:
Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?
J. They spread in all directions away from their source.
U. They remain trapped near the source by water pressure.
L. They travel mostly horizontally along the ocean floor.
K. They travel mostly upward toward the surface of the water.
Answer:

Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?

Choices:
J. They travel mostly horizontally along the ocean floor.
U. They spread in all directions away from their source.
L. They travel mostly upward toward the surface of the water.
K. They remain trapped near the source by water pressure.

Prompt:
Question: An earthquake in the Earth's crust under the ocean releases sound waves. Which statement accurately describes how the sound waves spread?
J. They travel mostly horizontally along the ocean floor.
U. They spread in all directions away from their source.
L. They travel mostly upward toward the surface of the water.
K. They remain trapped near the source by water pressure.
Answer:

Answer: 1


Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?

Choices:
A. the earliest fossils of animals
B. the earliest sediments of oxidized rock
C. impact craters of oxidized-iron asteroids
D. extensive volcanic calderas of similar age

Prompt:
Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?
A. the earliest fossils of animals
B. the earliest sediments of oxidized rock
C. impact craters of oxidized-iron asteroids
D. extensive volcanic calderas of similar age
Answer:

Answer: 1

Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?

Choices:
A. extensive volcanic calderas of similar age
B. impact craters of oxidized-iron asteroids
C. the earliest sediments of oxidized rock
D. the earliest fossils of animals

Prompt:
Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?
A. extensive volcanic calderas of similar age
B. impact craters of oxidized-iron asteroids
C. the earliest sediments of oxidized rock
D. the earliest fossils of animals
Answer:

Answer: 2

Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?

Choices:
1. the earliest fossils of animals
2. the earliest sediments of oxidized rock
3. impact craters of oxidized-iron asteroids
4. extensive volcanic calderas of similar age

Prompt:
Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?
1. the earliest fossils of animals
2. the earliest sediments of oxidized rock
3. impact craters of oxidized-iron asteroids
4. extensive volcanic calderas of similar age
Answer:

Answer: 1

Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?

Choices:
B. the earliest fossils of animals
H. the earliest sediments of oxidized rock
W. impact craters of oxidized-iron asteroids
U. extensive volcanic calderas of similar age

Prompt:
Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?
B. the earliest fossils of animals
H. the earliest sediments of oxidized rock
W. impact craters of oxidized-iron asteroids
U. extensive volcanic calderas of similar age
Answer:

Answer: 1

Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?

Choices:
B. extensive volcanic calderas of similar age
H. impact craters of oxidized-iron asteroids
W. the earliest sediments of oxidized rock
U. the earliest fossils of animals

Prompt:
Question: Which provides the oldest evidence for oxygen accumulation in Earth's atmosphere?
B. extensive volcanic calderas of similar age
H. impact craters of oxidized-iron asteroids
W. the earliest sediments of oxidized rock
U. the earliest fossils of animals
Answer:

Answer: 2


Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?

Choices:
A. storing foods for longer periods of time
B. building ovens and other heating devices
C. creating medicines that cure infections
D. transporting living organisms without injuring them

Prompt:
Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?
A. storing foods for longer periods of time
B. building ovens and other heating devices
C. creating medicines that cure infections
D. transporting living organisms without injuring them
Answer:

Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?

Choices:
A. building ovens and other heating devices
B. storing foods for longer periods of time
C. transporting living organisms without injuring them
D. creating medicines that cure infections

Prompt:
Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?
A. building ovens and other heating devices
B. storing foods for longer periods of time
C. transporting living organisms without injuring them
D. creating medicines that cure infections
Answer:

Answer: 1

Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?

Choices:
1. storing foods for longer periods of time
2. building ovens and other heating devices
3. creating medicines that cure infections
4. transporting living organisms without injuring them

Prompt:
Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?
1. storing foods for longer periods of time
2. building ovens and other heating devices
3. creating medicines that cure infections
4. transporting living organisms without injuring them
Answer:

Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?

Choices:
U. storing foods for longer periods of time
B. building ovens and other heating devices
M. creating medicines that cure infections
P. transporting living organisms without injuring them

Prompt:
Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?
U. storing foods for longer periods of time
B. building ovens and other heating devices
M. creating medicines that cure infections
P. transporting living organisms without injuring them
Answer:

Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?

Choices:
U. building ovens and other heating devices
B. storing foods for longer periods of time
M. transporting living organisms without injuring them
P. creating medicines that cure infections

Prompt:
Question: Louis Pasteur discovered that the bacteria in a substance can be killed by heating the substance for a short period of time. Which of these practices benefited most from Pasteur's discovery?
U. building ovens and other heating devices
B. storing foods for longer periods of time
M. transporting living organisms without injuring them
P. creating medicines that cure infections
Answer:

Answer: 1


Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?

Choices:
A. sexual reproduction
B. asexual reproduction
C. adaptation
D. instinct

Prompt:
Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?
A. sexual reproduction
B. asexual reproduction
C. adaptation
D. instinct
Answer:

Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?

Choices:
A. adaptation
B. sexual reproduction
C. asexual reproduction
D. instinct

Prompt:
Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?
A. adaptation
B. sexual reproduction
C. asexual reproduction
D. instinct
Answer:

Answer: 1

Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?

Choices:
1. sexual reproduction
2. asexual reproduction
3. adaptation
4. instinct

Prompt:
Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?
1. sexual reproduction
2. asexual reproduction
3. adaptation
4. instinct
Answer:

Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?

Choices:
H. sexual reproduction
V. asexual reproduction
A. adaptation
P. instinct

Prompt:
Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?
H. sexual reproduction
V. asexual reproduction
A. adaptation
P. instinct
Answer:

Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?

Choices:
H. adaptation
V. sexual reproduction
A. asexual reproduction
P. instinct

Prompt:
Question: How do traits of animals such as ear shape, nose shape, and hair color most often get passed to offspring?
H. adaptation
V. sexual reproduction
A. asexual reproduction
P. instinct
Answer:

Answer: 1