Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?

Choices:
A. a prism
B. a telescope
C. a microscope
D. a magnifying glass

Prompt:
Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?
A. a prism
B. a telescope
C. a microscope
D. a magnifying glass
Answer:

Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?

Choices:
A. a magnifying glass
B. a microscope
C. a telescope
D. a prism

Prompt:
Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?
A. a magnifying glass
B. a microscope
C. a telescope
D. a prism
Answer:

Answer: 3

Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?

Choices:
1. a prism
2. a telescope
3. a microscope
4. a magnifying glass

Prompt:
Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?
1. a prism
2. a telescope
3. a microscope
4. a magnifying glass
Answer:

Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?

Choices:
E. a prism
Z. a telescope
X. a microscope
C. a magnifying glass

Prompt:
Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?
E. a prism
Z. a telescope
X. a microscope
C. a magnifying glass
Answer:

Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?

Choices:
E. a magnifying glass
Z. a microscope
X. a telescope
C. a prism

Prompt:
Question: Sir Isaac Newton determined that white light is made up of all the colors of the rainbow. What did he use to discover this phenomenon?
E. a magnifying glass
Z. a microscope
X. a telescope
C. a prism
Answer:

Answer: 3


Question: Which characteristic is most common among animals living in a cold climate?

Choices:
A. layers of fat
B. thick bones
C. slow digestion
D. large lungs

Prompt:
Question: Which characteristic is most common among animals living in a cold climate?
A. layers of fat
B. thick bones
C. slow digestion
D. large lungs
Answer:

Question: Which characteristic is most common among animals living in a cold climate?

Choices:
A. large lungs
B. slow digestion
C. layers of fat
D. thick bones

Prompt:
Question: Which characteristic is most common among animals living in a cold climate?
A. large lungs
B. slow digestion
C. layers of fat
D. thick bones
Answer:

Answer: 2

Question: Which characteristic is most common among animals living in a cold climate?

Choices:
1. layers of fat
2. thick bones
3. slow digestion
4. large lungs

Prompt:
Question: Which characteristic is most common among animals living in a cold climate?
1. layers of fat
2. thick bones
3. slow digestion
4. large lungs
Answer:

Question: Which characteristic is most common among animals living in a cold climate?

Choices:
S. layers of fat
F. thick bones
C. slow digestion
R. large lungs

Prompt:
Question: Which characteristic is most common among animals living in a cold climate?
S. layers of fat
F. thick bones
C. slow digestion
R. large lungs
Answer:

Question: Which characteristic is most common among animals living in a cold climate?

Choices:
S. large lungs
F. slow digestion
C. layers of fat
R. thick bones

Prompt:
Question: Which characteristic is most common among animals living in a cold climate?
S. large lungs
F. slow digestion
C. layers of fat
R. thick bones
Answer:

Answer: 2


Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms

Choices:
A. can produce fertile offspring.
B. can communicate easily.
C. will defend their territory.
D. will move from place to place.

Prompt:
Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms
A. can produce fertile offspring.
B. can communicate easily.
C. will defend their territory.
D. will move from place to place.
Answer:

Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms

Choices:
A. can communicate easily.
B. can produce fertile offspring.
C. will defend their territory.
D. will move from place to place.

Prompt:
Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms
A. can communicate easily.
B. can produce fertile offspring.
C. will defend their territory.
D. will move from place to place.
Answer:

Answer: 1

Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms

Choices:
1. can produce fertile offspring.
2. can communicate easily.
3. will defend their territory.
4. will move from place to place.

Prompt:
Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms
1. can produce fertile offspring.
2. can communicate easily.
3. will defend their territory.
4. will move from place to place.
Answer:

Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms

Choices:
S. can produce fertile offspring.
L. can communicate easily.
C. will defend their territory.
T. will move from place to place.

Prompt:
Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms
S. can produce fertile offspring.
L. can communicate easily.
C. will defend their territory.
T. will move from place to place.
Answer:

Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms

Choices:
S. can communicate easily.
L. can produce fertile offspring.
C. will defend their territory.
T. will move from place to place.

Prompt:
Question: Species are classified based on their characteristics. Which characteristic identifies two organisms as members of one species? The organisms
S. can communicate easily.
L. can produce fertile offspring.
C. will defend their territory.
T. will move from place to place.
Answer:

Answer: 1


Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need

Choices:
A. several digital scales.
B. a wet paper towel.
C. several identical plant seeds.
D. different sizes of containers.

Prompt:
Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need
A. several digital scales.
B. a wet paper towel.
C. several identical plant seeds.
D. different sizes of containers.
Answer:

Answer: 2

Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need

Choices:
A. several digital scales.
B. different sizes of containers.
C. a wet paper towel.
D. several identical plant seeds.

Prompt:
Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need
A. several digital scales.
B. different sizes of containers.
C. a wet paper towel.
D. several identical plant seeds.
Answer:

Answer: 3

Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need

Choices:
1. several digital scales.
2. a wet paper towel.
3. several identical plant seeds.
4. different sizes of containers.

Prompt:
Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need
1. several digital scales.
2. a wet paper towel.
3. several identical plant seeds.
4. different sizes of containers.
Answer:

Answer: 2

Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need

Choices:
O. several digital scales.
R. a wet paper towel.
W. several identical plant seeds.
M. different sizes of containers.

Prompt:
Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need
O. several digital scales.
R. a wet paper towel.
W. several identical plant seeds.
M. different sizes of containers.
Answer:

Answer: 2

Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need

Choices:
O. several digital scales.
R. different sizes of containers.
W. a wet paper towel.
M. several identical plant seeds.

Prompt:
Question: A student hypothesizes that the amount of water a plant receives will affect how long it grows before reaching maturity. To test this hypothesis, the student will need
O. several digital scales.
R. different sizes of containers.
W. a wet paper towel.
M. several identical plant seeds.
Answer:

Answer: 3


Question: One example of matter is

Choices:
A. sound
B. light
C. heat
D. water

Prompt:
Question: One example of matter is
A. sound
B. light
C. heat
D. water
Answer:

Answer: 3

Question: One example of matter is

Choices:
A. light
B. sound
C. water
D. heat

Prompt:
Question: One example of matter is
A. light
B. sound
C. water
D. heat
Answer:

Answer: 2

Question: One example of matter is

Choices:
1. sound
2. light
3. heat
4. water

Prompt:
Question: One example of matter is
1. sound
2. light
3. heat
4. water
Answer:

Answer: 3

Question: One example of matter is

Choices:
U. sound
I. light
Y. heat
T. water

Prompt:
Question: One example of matter is
U. sound
I. light
Y. heat
T. water
Answer:

Answer: 3

Question: One example of matter is

Choices:
U. light
I. sound
Y. water
T. heat

Prompt:
Question: One example of matter is
U. light
I. sound
Y. water
T. heat
Answer:

Answer: 2


Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?

Choices:
A. The classroom would be fairly cold.
B. The classroom would have poor lighting.
C. The classroom would have good ventilation.
D. The classroom would have carpet on the floors.

Prompt:
Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?
A. The classroom would be fairly cold.
B. The classroom would have poor lighting.
C. The classroom would have good ventilation.
D. The classroom would have carpet on the floors.
Answer:

Answer: 2

Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?

Choices:
A. The classroom would have good ventilation.
B. The classroom would have carpet on the floors.
C. The classroom would have poor lighting.
D. The classroom would be fairly cold.

Prompt:
Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?
A. The classroom would have good ventilation.
B. The classroom would have carpet on the floors.
C. The classroom would have poor lighting.
D. The classroom would be fairly cold.
Answer:

Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?

Choices:
1. The classroom would be fairly cold.
2. The classroom would have poor lighting.
3. The classroom would have good ventilation.
4. The classroom would have carpet on the floors.

Prompt:
Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?
1. The classroom would be fairly cold.
2. The classroom would have poor lighting.
3. The classroom would have good ventilation.
4. The classroom would have carpet on the floors.
Answer:

Answer: 2

Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?

Choices:
T. The classroom would be fairly cold.
Z. The classroom would have poor lighting.
F. The classroom would have good ventilation.
J. The classroom would have carpet on the floors.

Prompt:
Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?
T. The classroom would be fairly cold.
Z. The classroom would have poor lighting.
F. The classroom would have good ventilation.
J. The classroom would have carpet on the floors.
Answer:

Answer: 2

Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?

Choices:
T. The classroom would have good ventilation.
Z. The classroom would have carpet on the floors.
F. The classroom would have poor lighting.
J. The classroom would be fairly cold.

Prompt:
Question: If a classroom experiment involves the use of several unidentified chemical solutions, which factor would be most important in maintaining safety during the experiment?
T. The classroom would have good ventilation.
Z. The classroom would have carpet on the floors.
F. The classroom would have poor lighting.
J. The classroom would be fairly cold.
Answer:


Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?

Choices:
A. igneous intrusion
B. transport by water
C. chemical weathering
D. compaction by pressure

Prompt:
Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?
A. igneous intrusion
B. transport by water
C. chemical weathering
D. compaction by pressure
Answer:

Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?

Choices:
A. transport by water
B. chemical weathering
C. compaction by pressure
D. igneous intrusion

Prompt:
Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?
A. transport by water
B. chemical weathering
C. compaction by pressure
D. igneous intrusion
Answer:

Answer: 3

Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?

Choices:
1. igneous intrusion
2. transport by water
3. chemical weathering
4. compaction by pressure

Prompt:
Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?
1. igneous intrusion
2. transport by water
3. chemical weathering
4. compaction by pressure
Answer:

Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?

Choices:
A. igneous intrusion
K. transport by water
U. chemical weathering
Y. compaction by pressure

Prompt:
Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?
A. igneous intrusion
K. transport by water
U. chemical weathering
Y. compaction by pressure
Answer:

Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?

Choices:
A. transport by water
K. chemical weathering
U. compaction by pressure
Y. igneous intrusion

Prompt:
Question: Vein deposits of gold and silver are often formed in areas that have experienced which geologic process?
A. transport by water
K. chemical weathering
U. compaction by pressure
Y. igneous intrusion
Answer:

Answer: 3


Question: Cells that conduct messages are known as

Choices:
A. skin cells
B. nerve cells
C. blood cells
D. kidney cells

Prompt:
Question: Cells that conduct messages are known as
A. skin cells
B. nerve cells
C. blood cells
D. kidney cells
Answer:

Answer: 1

Question: Cells that conduct messages are known as

Choices:
A. skin cells
B. blood cells
C. kidney cells
D. nerve cells

Prompt:
Question: Cells that conduct messages are known as
A. skin cells
B. blood cells
C. kidney cells
D. nerve cells
Answer:

Answer: 3

Question: Cells that conduct messages are known as

Choices:
1. skin cells
2. nerve cells
3. blood cells
4. kidney cells

Prompt:
Question: Cells that conduct messages are known as
1. skin cells
2. nerve cells
3. blood cells
4. kidney cells
Answer:

Answer: 1

Question: Cells that conduct messages are known as

Choices:
T. skin cells
Z. nerve cells
R. blood cells
M. kidney cells

Prompt:
Question: Cells that conduct messages are known as
T. skin cells
Z. nerve cells
R. blood cells
M. kidney cells
Answer:

Answer: 1

Question: Cells that conduct messages are known as

Choices:
T. skin cells
Z. blood cells
R. kidney cells
M. nerve cells

Prompt:
Question: Cells that conduct messages are known as
T. skin cells
Z. blood cells
R. kidney cells
M. nerve cells
Answer:

Answer: 3


Question: The boiling of water results in a physical change in matter from

Choices:
A. solid to liquid.
B. gas to solid.
C. solid to gas.
D. liquid to gas.

Prompt:
Question: The boiling of water results in a physical change in matter from
A. solid to liquid.
B. gas to solid.
C. solid to gas.
D. liquid to gas.
Answer:

Answer: 3

Question: The boiling of water results in a physical change in matter from

Choices:
A. solid to gas.
B. solid to liquid.
C. liquid to gas.
D. gas to solid.

Prompt:
Question: The boiling of water results in a physical change in matter from
A. solid to gas.
B. solid to liquid.
C. liquid to gas.
D. gas to solid.
Answer:

Answer: 2

Question: The boiling of water results in a physical change in matter from

Choices:
1. solid to liquid.
2. gas to solid.
3. solid to gas.
4. liquid to gas.

Prompt:
Question: The boiling of water results in a physical change in matter from
1. solid to liquid.
2. gas to solid.
3. solid to gas.
4. liquid to gas.
Answer:

Answer: 3

Question: The boiling of water results in a physical change in matter from

Choices:
D. solid to liquid.
K. gas to solid.
C. solid to gas.
B. liquid to gas.

Prompt:
Question: The boiling of water results in a physical change in matter from
D. solid to liquid.
K. gas to solid.
C. solid to gas.
B. liquid to gas.
Answer:

Answer: 3

Question: The boiling of water results in a physical change in matter from

Choices:
D. solid to gas.
K. solid to liquid.
C. liquid to gas.
B. gas to solid.

Prompt:
Question: The boiling of water results in a physical change in matter from
D. solid to gas.
K. solid to liquid.
C. liquid to gas.
B. gas to solid.
Answer:

Answer: 2


Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?

Choices:
A. They all produce light.
B. They all cause vibrations.
C. They all convert heat to energy.
D. They all need gravity to move.

Prompt:
Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?
A. They all produce light.
B. They all cause vibrations.
C. They all convert heat to energy.
D. They all need gravity to move.
Answer:

Answer: 1

Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?

Choices:
A. They all need gravity to move.
B. They all convert heat to energy.
C. They all cause vibrations.
D. They all produce light.

Prompt:
Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?
A. They all need gravity to move.
B. They all convert heat to energy.
C. They all cause vibrations.
D. They all produce light.
Answer:

Answer: 2

Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?

Choices:
1. They all produce light.
2. They all cause vibrations.
3. They all convert heat to energy.
4. They all need gravity to move.

Prompt:
Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?
1. They all produce light.
2. They all cause vibrations.
3. They all convert heat to energy.
4. They all need gravity to move.
Answer:

Answer: 1

Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?

Choices:
Q. They all produce light.
S. They all cause vibrations.
F. They all convert heat to energy.
U. They all need gravity to move.

Prompt:
Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?
Q. They all produce light.
S. They all cause vibrations.
F. They all convert heat to energy.
U. They all need gravity to move.
Answer:

Answer: 1

Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?

Choices:
Q. They all need gravity to move.
S. They all convert heat to energy.
F. They all cause vibrations.
U. They all produce light.

Prompt:
Question: What do playing a guitar, banging a drum, and dropping a pebble in the water have in common?
Q. They all need gravity to move.
S. They all convert heat to energy.
F. They all cause vibrations.
U. They all produce light.
Answer:

Answer: 2


Question: Which object below is gaining stored energy?

Choices:
A. A rubber band that is being stretched
B. A battery in a flashlight that is on
C. A candle that is burning

Prompt:
Question: Which object below is gaining stored energy?
A. A rubber band that is being stretched
B. A battery in a flashlight that is on
C. A candle that is burning
Answer:

Question: Which object below is gaining stored energy?

Choices:
A. A battery in a flashlight that is on
B. A candle that is burning
C. A rubber band that is being stretched

Prompt:
Question: Which object below is gaining stored energy?
A. A battery in a flashlight that is on
B. A candle that is burning
C. A rubber band that is being stretched
Answer:

Answer: 2

Question: Which object below is gaining stored energy?

Choices:
1. A rubber band that is being stretched
2. A battery in a flashlight that is on
3. A candle that is burning

Prompt:
Question: Which object below is gaining stored energy?
1. A rubber band that is being stretched
2. A battery in a flashlight that is on
3. A candle that is burning
Answer:

Question: Which object below is gaining stored energy?

Choices:
P. A rubber band that is being stretched
B. A battery in a flashlight that is on
U. A candle that is burning

Prompt:
Question: Which object below is gaining stored energy?
P. A rubber band that is being stretched
B. A battery in a flashlight that is on
U. A candle that is burning
Answer:

Question: Which object below is gaining stored energy?

Choices:
P. A battery in a flashlight that is on
B. A candle that is burning
U. A rubber band that is being stretched

Prompt:
Question: Which object below is gaining stored energy?
P. A battery in a flashlight that is on
B. A candle that is burning
U. A rubber band that is being stretched
Answer:

Answer: 2


Question: At room temperature, what state of matter is copper?

Choices:
A. gas
B. solid
C. liquid
D. plasma

Prompt:
Question: At room temperature, what state of matter is copper?
A. gas
B. solid
C. liquid
D. plasma
Answer:

Answer: 1

Question: At room temperature, what state of matter is copper?

Choices:
A. liquid
B. gas
C. solid
D. plasma

Prompt:
Question: At room temperature, what state of matter is copper?
A. liquid
B. gas
C. solid
D. plasma
Answer:

Answer: 2

Question: At room temperature, what state of matter is copper?

Choices:
1. gas
2. solid
3. liquid
4. plasma

Prompt:
Question: At room temperature, what state of matter is copper?
1. gas
2. solid
3. liquid
4. plasma
Answer:

Answer: 1

Question: At room temperature, what state of matter is copper?

Choices:
O. gas
M. solid
P. liquid
A. plasma

Prompt:
Question: At room temperature, what state of matter is copper?
O. gas
M. solid
P. liquid
A. plasma
Answer:

Answer: 1

Question: At room temperature, what state of matter is copper?

Choices:
O. liquid
M. gas
P. solid
A. plasma

Prompt:
Question: At room temperature, what state of matter is copper?
O. liquid
M. gas
P. solid
A. plasma
Answer:

Answer: 2


Question: All of the following events occur during prophase in mitosis except

Choices:
A. pairing of chromosomes.
B. spindle formation.
C. crossing over.
D. condensation of DNA.

Prompt:
Question: All of the following events occur during prophase in mitosis except
A. pairing of chromosomes.
B. spindle formation.
C. crossing over.
D. condensation of DNA.
Answer:

Answer: 2

Question: All of the following events occur during prophase in mitosis except

Choices:
A. pairing of chromosomes.
B. condensation of DNA.
C. spindle formation.
D. crossing over.

Prompt:
Question: All of the following events occur during prophase in mitosis except
A. pairing of chromosomes.
B. condensation of DNA.
C. spindle formation.
D. crossing over.
Answer:

Answer: 3

Question: All of the following events occur during prophase in mitosis except

Choices:
1. pairing of chromosomes.
2. spindle formation.
3. crossing over.
4. condensation of DNA.

Prompt:
Question: All of the following events occur during prophase in mitosis except
1. pairing of chromosomes.
2. spindle formation.
3. crossing over.
4. condensation of DNA.
Answer:

Answer: 2

Question: All of the following events occur during prophase in mitosis except

Choices:
N. pairing of chromosomes.
P. spindle formation.
O. crossing over.
F. condensation of DNA.

Prompt:
Question: All of the following events occur during prophase in mitosis except
N. pairing of chromosomes.
P. spindle formation.
O. crossing over.
F. condensation of DNA.
Answer:

Answer: 2

Question: All of the following events occur during prophase in mitosis except

Choices:
N. pairing of chromosomes.
P. condensation of DNA.
O. spindle formation.
F. crossing over.

Prompt:
Question: All of the following events occur during prophase in mitosis except
N. pairing of chromosomes.
P. condensation of DNA.
O. spindle formation.
F. crossing over.
Answer:

Answer: 3


Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?

Choices:
A. by spreading the seed
B. by sprouting the plant
C. by scattering the pollen
D. by fertilizing the ground

Prompt:
Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?
A. by spreading the seed
B. by sprouting the plant
C. by scattering the pollen
D. by fertilizing the ground
Answer:

Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?

Choices:
A. by sprouting the plant
B. by scattering the pollen
C. by fertilizing the ground
D. by spreading the seed

Prompt:
Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?
A. by sprouting the plant
B. by scattering the pollen
C. by fertilizing the ground
D. by spreading the seed
Answer:

Answer: 3

Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?

Choices:
1. by spreading the seed
2. by sprouting the plant
3. by scattering the pollen
4. by fertilizing the ground

Prompt:
Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?
1. by spreading the seed
2. by sprouting the plant
3. by scattering the pollen
4. by fertilizing the ground
Answer:

Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?

Choices:
L. by spreading the seed
R. by sprouting the plant
K. by scattering the pollen
T. by fertilizing the ground

Prompt:
Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?
L. by spreading the seed
R. by sprouting the plant
K. by scattering the pollen
T. by fertilizing the ground
Answer:

Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?

Choices:
L. by sprouting the plant
R. by scattering the pollen
K. by fertilizing the ground
T. by spreading the seed

Prompt:
Question: A seed of a plant sticks to the fur of an animal as it walks by. How has the animal most likely helped the plant?
L. by sprouting the plant
R. by scattering the pollen
K. by fertilizing the ground
T. by spreading the seed
Answer:

Answer: 3


Question: Which part of a plant is used to absorb sunlight during photosynthesis?

Choices:
A. leaf
B. root
C. seed
D. flower

Prompt:
Question: Which part of a plant is used to absorb sunlight during photosynthesis?
A. leaf
B. root
C. seed
D. flower
Answer:

Question: Which part of a plant is used to absorb sunlight during photosynthesis?

Choices:
A. seed
B. leaf
C. root
D. flower

Prompt:
Question: Which part of a plant is used to absorb sunlight during photosynthesis?
A. seed
B. leaf
C. root
D. flower
Answer:

Answer: 1

Question: Which part of a plant is used to absorb sunlight during photosynthesis?

Choices:
1. leaf
2. root
3. seed
4. flower

Prompt:
Question: Which part of a plant is used to absorb sunlight during photosynthesis?
1. leaf
2. root
3. seed
4. flower
Answer:

Question: Which part of a plant is used to absorb sunlight during photosynthesis?

Choices:
T. leaf
B. root
Y. seed
Z. flower

Prompt:
Question: Which part of a plant is used to absorb sunlight during photosynthesis?
T. leaf
B. root
Y. seed
Z. flower
Answer:

Question: Which part of a plant is used to absorb sunlight during photosynthesis?

Choices:
T. seed
B. leaf
Y. root
Z. flower

Prompt:
Question: Which part of a plant is used to absorb sunlight during photosynthesis?
T. seed
B. leaf
Y. root
Z. flower
Answer:

Answer: 1


Question: You wish to closely observe a small insect. Which tool is the best to use?

Choices:
A. a balance
B. a test tube
C. a telescope
D. a magnifying glass

Prompt:
Question: You wish to closely observe a small insect. Which tool is the best to use?
A. a balance
B. a test tube
C. a telescope
D. a magnifying glass
Answer:

Answer: 3

Question: You wish to closely observe a small insect. Which tool is the best to use?

Choices:
A. a test tube
B. a telescope
C. a magnifying glass
D. a balance

Prompt:
Question: You wish to closely observe a small insect. Which tool is the best to use?
A. a test tube
B. a telescope
C. a magnifying glass
D. a balance
Answer:

Answer: 2

Question: You wish to closely observe a small insect. Which tool is the best to use?

Choices:
1. a balance
2. a test tube
3. a telescope
4. a magnifying glass

Prompt:
Question: You wish to closely observe a small insect. Which tool is the best to use?
1. a balance
2. a test tube
3. a telescope
4. a magnifying glass
Answer:

Answer: 3

Question: You wish to closely observe a small insect. Which tool is the best to use?

Choices:
W. a balance
Q. a test tube
E. a telescope
S. a magnifying glass

Prompt:
Question: You wish to closely observe a small insect. Which tool is the best to use?
W. a balance
Q. a test tube
E. a telescope
S. a magnifying glass
Answer:

Answer: 3

Question: You wish to closely observe a small insect. Which tool is the best to use?

Choices:
W. a test tube
Q. a telescope
E. a magnifying glass
S. a balance

Prompt:
Question: You wish to closely observe a small insect. Which tool is the best to use?
W. a test tube
Q. a telescope
E. a magnifying glass
S. a balance
Answer:

Answer: 2


Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?

Choices:
A. circulatory
B. excretory
C. nervous
D. respiratory

Prompt:
Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?
A. circulatory
B. excretory
C. nervous
D. respiratory
Answer:

Answer: 2

Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?

Choices:
A. nervous
B. circulatory
C. excretory
D. respiratory

Prompt:
Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?
A. nervous
B. circulatory
C. excretory
D. respiratory
Answer:

Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?

Choices:
1. circulatory
2. excretory
3. nervous
4. respiratory

Prompt:
Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?
1. circulatory
2. excretory
3. nervous
4. respiratory
Answer:

Answer: 2

Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?

Choices:
C. circulatory
O. excretory
J. nervous
G. respiratory

Prompt:
Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?
C. circulatory
O. excretory
J. nervous
G. respiratory
Answer:

Answer: 2

Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?

Choices:
C. nervous
O. circulatory
J. excretory
G. respiratory

Prompt:
Question: The interaction of the skeletal and muscular systems to produce locomotion is coordinated by which human body system?
C. nervous
O. circulatory
J. excretory
G. respiratory
Answer:


Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?

Choices:
A. substituting a different coin
B. flipping the coin twenty more times
C. taping a weight to one side of the coin
D. flipping the coin over a smoother surface

Prompt:
Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?
A. substituting a different coin
B. flipping the coin twenty more times
C. taping a weight to one side of the coin
D. flipping the coin over a smoother surface
Answer:

Answer: 1

Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?

Choices:
A. flipping the coin twenty more times
B. flipping the coin over a smoother surface
C. taping a weight to one side of the coin
D. substituting a different coin

Prompt:
Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?
A. flipping the coin twenty more times
B. flipping the coin over a smoother surface
C. taping a weight to one side of the coin
D. substituting a different coin
Answer:

Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?

Choices:
1. substituting a different coin
2. flipping the coin twenty more times
3. taping a weight to one side of the coin
4. flipping the coin over a smoother surface

Prompt:
Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?
1. substituting a different coin
2. flipping the coin twenty more times
3. taping a weight to one side of the coin
4. flipping the coin over a smoother surface
Answer:

Answer: 1

Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?

Choices:
O. substituting a different coin
P. flipping the coin twenty more times
I. taping a weight to one side of the coin
K. flipping the coin over a smoother surface

Prompt:
Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?
O. substituting a different coin
P. flipping the coin twenty more times
I. taping a weight to one side of the coin
K. flipping the coin over a smoother surface
Answer:

Answer: 1

Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?

Choices:
O. flipping the coin twenty more times
P. flipping the coin over a smoother surface
I. taping a weight to one side of the coin
K. substituting a different coin

Prompt:
Question: A student flips a coin four times. It lands "heads" up three times. The student concludes that the coin will land "heads" up three times out of four. What will make the conclusion more accurate?
O. flipping the coin twenty more times
P. flipping the coin over a smoother surface
I. taping a weight to one side of the coin
K. substituting a different coin
Answer:


Question: Which mineral has six-sided transparent crystals that will scratch glass?

Choices:
A. sulfur
B. quartz
C. calcite
D. feldspar

Prompt:
Question: Which mineral has six-sided transparent crystals that will scratch glass?
A. sulfur
B. quartz
C. calcite
D. feldspar
Answer:

Answer: 1

Question: Which mineral has six-sided transparent crystals that will scratch glass?

Choices:
A. sulfur
B. calcite
C. feldspar
D. quartz

Prompt:
Question: Which mineral has six-sided transparent crystals that will scratch glass?
A. sulfur
B. calcite
C. feldspar
D. quartz
Answer:

Answer: 3

Question: Which mineral has six-sided transparent crystals that will scratch glass?

Choices:
1. sulfur
2. quartz
3. calcite
4. feldspar

Prompt:
Question: Which mineral has six-sided transparent crystals that will scratch glass?
1. sulfur
2. quartz
3. calcite
4. feldspar
Answer:

Answer: 1

Question: Which mineral has six-sided transparent crystals that will scratch glass?

Choices:
S. sulfur
J. quartz
M. calcite
T. feldspar

Prompt:
Question: Which mineral has six-sided transparent crystals that will scratch glass?
S. sulfur
J. quartz
M. calcite
T. feldspar
Answer:

Answer: 1

Question: Which mineral has six-sided transparent crystals that will scratch glass?

Choices:
S. sulfur
J. calcite
M. feldspar
T. quartz

Prompt:
Question: Which mineral has six-sided transparent crystals that will scratch glass?
S. sulfur
J. calcite
M. feldspar
T. quartz
Answer:

Answer: 3


Question: Which best describes a proton?

Choices:
A. negatively charged and has a negligible mass
B. negatively charged and part of the nucleus
C. positively charged and part of the nucleus
D. negatively charged and orbits the nucleus

Prompt:
Question: Which best describes a proton?
A. negatively charged and has a negligible mass
B. negatively charged and part of the nucleus
C. positively charged and part of the nucleus
D. negatively charged and orbits the nucleus
Answer:

Answer: 2

Question: Which best describes a proton?

Choices:
A. negatively charged and orbits the nucleus
B. positively charged and part of the nucleus
C. negatively charged and has a negligible mass
D. negatively charged and part of the nucleus

Prompt:
Question: Which best describes a proton?
A. negatively charged and orbits the nucleus
B. positively charged and part of the nucleus
C. negatively charged and has a negligible mass
D. negatively charged and part of the nucleus
Answer:

Answer: 1

Question: Which best describes a proton?

Choices:
1. negatively charged and has a negligible mass
2. negatively charged and part of the nucleus
3. positively charged and part of the nucleus
4. negatively charged and orbits the nucleus

Prompt:
Question: Which best describes a proton?
1. negatively charged and has a negligible mass
2. negatively charged and part of the nucleus
3. positively charged and part of the nucleus
4. negatively charged and orbits the nucleus
Answer:

Answer: 2

Question: Which best describes a proton?

Choices:
G. negatively charged and has a negligible mass
T. negatively charged and part of the nucleus
W. positively charged and part of the nucleus
P. negatively charged and orbits the nucleus

Prompt:
Question: Which best describes a proton?
G. negatively charged and has a negligible mass
T. negatively charged and part of the nucleus
W. positively charged and part of the nucleus
P. negatively charged and orbits the nucleus
Answer:

Answer: 2

Question: Which best describes a proton?

Choices:
G. negatively charged and orbits the nucleus
T. positively charged and part of the nucleus
W. negatively charged and has a negligible mass
P. negatively charged and part of the nucleus

Prompt:
Question: Which best describes a proton?
G. negatively charged and orbits the nucleus
T. positively charged and part of the nucleus
W. negatively charged and has a negligible mass
P. negatively charged and part of the nucleus
Answer:

Answer: 1


Question: The difference between the atomic number of an element and the element's atomic mass is the number of

Choices:
A. ions.
B. protons.
C. electrons.
D. neutrons.

Prompt:
Question: The difference between the atomic number of an element and the element's atomic mass is the number of
A. ions.
B. protons.
C. electrons.
D. neutrons.
Answer:

Answer: 3

Question: The difference between the atomic number of an element and the element's atomic mass is the number of

Choices:
A. protons.
B. ions.
C. neutrons.
D. electrons.

Prompt:
Question: The difference between the atomic number of an element and the element's atomic mass is the number of
A. protons.
B. ions.
C. neutrons.
D. electrons.
Answer:

Answer: 2

Question: The difference between the atomic number of an element and the element's atomic mass is the number of

Choices:
1. ions.
2. protons.
3. electrons.
4. neutrons.

Prompt:
Question: The difference between the atomic number of an element and the element's atomic mass is the number of
1. ions.
2. protons.
3. electrons.
4. neutrons.
Answer:

Answer: 3

Question: The difference between the atomic number of an element and the element's atomic mass is the number of

Choices:
P. ions.
M. protons.
J. electrons.
X. neutrons.

Prompt:
Question: The difference between the atomic number of an element and the element's atomic mass is the number of
P. ions.
M. protons.
J. electrons.
X. neutrons.
Answer:

Answer: 3

Question: The difference between the atomic number of an element and the element's atomic mass is the number of

Choices:
P. protons.
M. ions.
J. neutrons.
X. electrons.

Prompt:
Question: The difference between the atomic number of an element and the element's atomic mass is the number of
P. protons.
M. ions.
J. neutrons.
X. electrons.
Answer:

Answer: 2


Question: Which step will most likely ensure that the results of an investigation are valid?

Choices:
A. using a computer to graph results
B. verifying that results match the original hypothesis
C. comparing the results with those of other scientists
D. eliminating any results that appear to be abnormal

Prompt:
Question: Which step will most likely ensure that the results of an investigation are valid?
A. using a computer to graph results
B. verifying that results match the original hypothesis
C. comparing the results with those of other scientists
D. eliminating any results that appear to be abnormal
Answer:

Answer: 2

Question: Which step will most likely ensure that the results of an investigation are valid?

Choices:
A. eliminating any results that appear to be abnormal
B. verifying that results match the original hypothesis
C. using a computer to graph results
D. comparing the results with those of other scientists

Prompt:
Question: Which step will most likely ensure that the results of an investigation are valid?
A. eliminating any results that appear to be abnormal
B. verifying that results match the original hypothesis
C. using a computer to graph results
D. comparing the results with those of other scientists
Answer:

Answer: 3

Question: Which step will most likely ensure that the results of an investigation are valid?

Choices:
1. using a computer to graph results
2. verifying that results match the original hypothesis
3. comparing the results with those of other scientists
4. eliminating any results that appear to be abnormal

Prompt:
Question: Which step will most likely ensure that the results of an investigation are valid?
1. using a computer to graph results
2. verifying that results match the original hypothesis
3. comparing the results with those of other scientists
4. eliminating any results that appear to be abnormal
Answer:

Answer: 2

Question: Which step will most likely ensure that the results of an investigation are valid?

Choices:
V. using a computer to graph results
I. verifying that results match the original hypothesis
E. comparing the results with those of other scientists
Z. eliminating any results that appear to be abnormal

Prompt:
Question: Which step will most likely ensure that the results of an investigation are valid?
V. using a computer to graph results
I. verifying that results match the original hypothesis
E. comparing the results with those of other scientists
Z. eliminating any results that appear to be abnormal
Answer:

Answer: 2

Question: Which step will most likely ensure that the results of an investigation are valid?

Choices:
V. eliminating any results that appear to be abnormal
I. verifying that results match the original hypothesis
E. using a computer to graph results
Z. comparing the results with those of other scientists

Prompt:
Question: Which step will most likely ensure that the results of an investigation are valid?
V. eliminating any results that appear to be abnormal
I. verifying that results match the original hypothesis
E. using a computer to graph results
Z. comparing the results with those of other scientists
Answer:

Answer: 3


Question: What is formed when a sodium atom and chlorine atom react chemically?

Choices:
A. an element
B. a compound
C. an electron
D. a neutron

Prompt:
Question: What is formed when a sodium atom and chlorine atom react chemically?
A. an element
B. a compound
C. an electron
D. a neutron
Answer:

Answer: 1

Question: What is formed when a sodium atom and chlorine atom react chemically?

Choices:
A. a compound
B. a neutron
C. an electron
D. an element

Prompt:
Question: What is formed when a sodium atom and chlorine atom react chemically?
A. a compound
B. a neutron
C. an electron
D. an element
Answer:

Question: What is formed when a sodium atom and chlorine atom react chemically?

Choices:
1. an element
2. a compound
3. an electron
4. a neutron

Prompt:
Question: What is formed when a sodium atom and chlorine atom react chemically?
1. an element
2. a compound
3. an electron
4. a neutron
Answer:

Answer: 1

Question: What is formed when a sodium atom and chlorine atom react chemically?

Choices:
M. an element
N. a compound
J. an electron
T. a neutron

Prompt:
Question: What is formed when a sodium atom and chlorine atom react chemically?
M. an element
N. a compound
J. an electron
T. a neutron
Answer:

Answer: 1

Question: What is formed when a sodium atom and chlorine atom react chemically?

Choices:
M. a compound
N. a neutron
J. an electron
T. an element

Prompt:
Question: What is formed when a sodium atom and chlorine atom react chemically?
M. a compound
N. a neutron
J. an electron
T. an element
Answer:


Question: Which of these is an example of an endothermic process?

Choices:
A. fireworks display
B. glowing light stick
C. first-aid instant cold pack
D. gasoline-burning car engine

Prompt:
Question: Which of these is an example of an endothermic process?
A. fireworks display
B. glowing light stick
C. first-aid instant cold pack
D. gasoline-burning car engine
Answer:

Answer: 2

Question: Which of these is an example of an endothermic process?

Choices:
A. gasoline-burning car engine
B. fireworks display
C. glowing light stick
D. first-aid instant cold pack

Prompt:
Question: Which of these is an example of an endothermic process?
A. gasoline-burning car engine
B. fireworks display
C. glowing light stick
D. first-aid instant cold pack
Answer:

Answer: 3

Question: Which of these is an example of an endothermic process?

Choices:
1. fireworks display
2. glowing light stick
3. first-aid instant cold pack
4. gasoline-burning car engine

Prompt:
Question: Which of these is an example of an endothermic process?
1. fireworks display
2. glowing light stick
3. first-aid instant cold pack
4. gasoline-burning car engine
Answer:

Answer: 2

Question: Which of these is an example of an endothermic process?

Choices:
K. fireworks display
X. glowing light stick
U. first-aid instant cold pack
P. gasoline-burning car engine

Prompt:
Question: Which of these is an example of an endothermic process?
K. fireworks display
X. glowing light stick
U. first-aid instant cold pack
P. gasoline-burning car engine
Answer:

Answer: 2

Question: Which of these is an example of an endothermic process?

Choices:
K. gasoline-burning car engine
X. fireworks display
U. glowing light stick
P. first-aid instant cold pack

Prompt:
Question: Which of these is an example of an endothermic process?
K. gasoline-burning car engine
X. fireworks display
U. glowing light stick
P. first-aid instant cold pack
Answer:

Answer: 3


Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?

Choices:
A. meters per second (m/s)
B. light-year (ly)
C. astronomical unit (AU)
D. electromagnetic unit (EMU)

Prompt:
Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?
A. meters per second (m/s)
B. light-year (ly)
C. astronomical unit (AU)
D. electromagnetic unit (EMU)
Answer:

Answer: 2

Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?

Choices:
A. astronomical unit (AU)
B. light-year (ly)
C. electromagnetic unit (EMU)
D. meters per second (m/s)

Prompt:
Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?
A. astronomical unit (AU)
B. light-year (ly)
C. electromagnetic unit (EMU)
D. meters per second (m/s)
Answer:

Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?

Choices:
1. meters per second (m/s)
2. light-year (ly)
3. astronomical unit (AU)
4. electromagnetic unit (EMU)

Prompt:
Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?
1. meters per second (m/s)
2. light-year (ly)
3. astronomical unit (AU)
4. electromagnetic unit (EMU)
Answer:

Answer: 2

Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?

Choices:
H. meters per second (m/s)
I. light-year (ly)
O. astronomical unit (AU)
M. electromagnetic unit (EMU)

Prompt:
Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?
H. meters per second (m/s)
I. light-year (ly)
O. astronomical unit (AU)
M. electromagnetic unit (EMU)
Answer:

Answer: 2

Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?

Choices:
H. astronomical unit (AU)
I. light-year (ly)
O. electromagnetic unit (EMU)
M. meters per second (m/s)

Prompt:
Question: The distance from Earth to the Sun is about 150,000,000 km. What abbreviation do scientists use to describe this distance?
H. astronomical unit (AU)
I. light-year (ly)
O. electromagnetic unit (EMU)
M. meters per second (m/s)
Answer:


Question: In New York State, the longest period of daylight occurs during which month?

Choices:
A. June
B. March
C. December
D. September

Prompt:
Question: In New York State, the longest period of daylight occurs during which month?
A. June
B. March
C. December
D. September
Answer:

Question: In New York State, the longest period of daylight occurs during which month?

Choices:
A. December
B. September
C. March
D. June

Prompt:
Question: In New York State, the longest period of daylight occurs during which month?
A. December
B. September
C. March
D. June
Answer:

Answer: 3

Question: In New York State, the longest period of daylight occurs during which month?

Choices:
1. June
2. March
3. December
4. September

Prompt:
Question: In New York State, the longest period of daylight occurs during which month?
1. June
2. March
3. December
4. September
Answer:

Question: In New York State, the longest period of daylight occurs during which month?

Choices:
G. June
O. March
T. December
Y. September

Prompt:
Question: In New York State, the longest period of daylight occurs during which month?
G. June
O. March
T. December
Y. September
Answer:

Question: In New York State, the longest period of daylight occurs during which month?

Choices:
G. December
O. September
T. March
Y. June

Prompt:
Question: In New York State, the longest period of daylight occurs during which month?
G. December
O. September
T. March
Y. June
Answer:

Answer: 3


Question: Which trait does a puppy inherit from its parents?

Choices:
A. fur color and pattern
B. obedience to commands
C. food brand preferences
D. affection for a specific home

Prompt:
Question: Which trait does a puppy inherit from its parents?
A. fur color and pattern
B. obedience to commands
C. food brand preferences
D. affection for a specific home
Answer:

Question: Which trait does a puppy inherit from its parents?

Choices:
A. affection for a specific home
B. obedience to commands
C. food brand preferences
D. fur color and pattern

Prompt:
Question: Which trait does a puppy inherit from its parents?
A. affection for a specific home
B. obedience to commands
C. food brand preferences
D. fur color and pattern
Answer:

Answer: 3

Question: Which trait does a puppy inherit from its parents?

Choices:
1. fur color and pattern
2. obedience to commands
3. food brand preferences
4. affection for a specific home

Prompt:
Question: Which trait does a puppy inherit from its parents?
1. fur color and pattern
2. obedience to commands
3. food brand preferences
4. affection for a specific home
Answer:

Question: Which trait does a puppy inherit from its parents?

Choices:
O. fur color and pattern
Z. obedience to commands
A. food brand preferences
U. affection for a specific home

Prompt:
Question: Which trait does a puppy inherit from its parents?
O. fur color and pattern
Z. obedience to commands
A. food brand preferences
U. affection for a specific home
Answer:

Question: Which trait does a puppy inherit from its parents?

Choices:
O. affection for a specific home
Z. obedience to commands
A. food brand preferences
U. fur color and pattern

Prompt:
Question: Which trait does a puppy inherit from its parents?
O. affection for a specific home
Z. obedience to commands
A. food brand preferences
U. fur color and pattern
Answer:

Answer: 3


Question: Which material is most easily recycled at school?

Choices:
A. plastic wrap
B. notebook paper
C. ice cream sticks
D. rubber erasers

Prompt:
Question: Which material is most easily recycled at school?
A. plastic wrap
B. notebook paper
C. ice cream sticks
D. rubber erasers
Answer:

Answer: 1

Question: Which material is most easily recycled at school?

Choices:
A. notebook paper
B. rubber erasers
C. plastic wrap
D. ice cream sticks

Prompt:
Question: Which material is most easily recycled at school?
A. notebook paper
B. rubber erasers
C. plastic wrap
D. ice cream sticks
Answer:

Question: Which material is most easily recycled at school?

Choices:
1. plastic wrap
2. notebook paper
3. ice cream sticks
4. rubber erasers

Prompt:
Question: Which material is most easily recycled at school?
1. plastic wrap
2. notebook paper
3. ice cream sticks
4. rubber erasers
Answer:

Answer: 1

Question: Which material is most easily recycled at school?

Choices:
C. plastic wrap
Q. notebook paper
L. ice cream sticks
E. rubber erasers

Prompt:
Question: Which material is most easily recycled at school?
C. plastic wrap
Q. notebook paper
L. ice cream sticks
E. rubber erasers
Answer:

Answer: 1

Question: Which material is most easily recycled at school?

Choices:
C. notebook paper
Q. rubber erasers
L. plastic wrap
E. ice cream sticks

Prompt:
Question: Which material is most easily recycled at school?
C. notebook paper
Q. rubber erasers
L. plastic wrap
E. ice cream sticks
Answer:


Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?

Choices:
A. glucose molecule
B. carbon dioxide
C. single carbon atoms
D. complex organic compounds

Prompt:
Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?
A. glucose molecule
B. carbon dioxide
C. single carbon atoms
D. complex organic compounds
Answer:

Answer: 1

Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?

Choices:
A. single carbon atoms
B. glucose molecule
C. carbon dioxide
D. complex organic compounds

Prompt:
Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?
A. single carbon atoms
B. glucose molecule
C. carbon dioxide
D. complex organic compounds
Answer:

Answer: 2

Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?

Choices:
1. glucose molecule
2. carbon dioxide
3. single carbon atoms
4. complex organic compounds

Prompt:
Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?
1. glucose molecule
2. carbon dioxide
3. single carbon atoms
4. complex organic compounds
Answer:

Answer: 1

Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?

Choices:
O. glucose molecule
T. carbon dioxide
V. single carbon atoms
S. complex organic compounds

Prompt:
Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?
O. glucose molecule
T. carbon dioxide
V. single carbon atoms
S. complex organic compounds
Answer:

Answer: 1

Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?

Choices:
O. single carbon atoms
T. glucose molecule
V. carbon dioxide
S. complex organic compounds

Prompt:
Question: Plants make sugars in the presence of sunlight in a process called photosynthesis. What form of carbon do the plants take in for this process?
O. single carbon atoms
T. glucose molecule
V. carbon dioxide
S. complex organic compounds
Answer:

Answer: 2


Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?

Choices:
A. Daylight brightens the sun, making it appear larger.
B. Starlight bends as it passes planets, making the stars appear smaller.
C. The sun is closer to Earth than other stars, making the sun appear larger.
D. Earth's atmosphere filters out light from other stars, making them appear smaller.

Prompt:
Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?
A. Daylight brightens the sun, making it appear larger.
B. Starlight bends as it passes planets, making the stars appear smaller.
C. The sun is closer to Earth than other stars, making the sun appear larger.
D. Earth's atmosphere filters out light from other stars, making them appear smaller.
Answer:

Answer: 2

Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?

Choices:
A. Daylight brightens the sun, making it appear larger.
B. The sun is closer to Earth than other stars, making the sun appear larger.
C. Starlight bends as it passes planets, making the stars appear smaller.
D. Earth's atmosphere filters out light from other stars, making them appear smaller.

Prompt:
Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?
A. Daylight brightens the sun, making it appear larger.
B. The sun is closer to Earth than other stars, making the sun appear larger.
C. Starlight bends as it passes planets, making the stars appear smaller.
D. Earth's atmosphere filters out light from other stars, making them appear smaller.
Answer:

Answer: 1

Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?

Choices:
1. Daylight brightens the sun, making it appear larger.
2. Starlight bends as it passes planets, making the stars appear smaller.
3. The sun is closer to Earth than other stars, making the sun appear larger.
4. Earth's atmosphere filters out light from other stars, making them appear smaller.

Prompt:
Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?
1. Daylight brightens the sun, making it appear larger.
2. Starlight bends as it passes planets, making the stars appear smaller.
3. The sun is closer to Earth than other stars, making the sun appear larger.
4. Earth's atmosphere filters out light from other stars, making them appear smaller.
Answer:

Answer: 2

Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?

Choices:
U. Daylight brightens the sun, making it appear larger.
M. Starlight bends as it passes planets, making the stars appear smaller.
V. The sun is closer to Earth than other stars, making the sun appear larger.
S. Earth's atmosphere filters out light from other stars, making them appear smaller.

Prompt:
Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?
U. Daylight brightens the sun, making it appear larger.
M. Starlight bends as it passes planets, making the stars appear smaller.
V. The sun is closer to Earth than other stars, making the sun appear larger.
S. Earth's atmosphere filters out light from other stars, making them appear smaller.
Answer:

Answer: 2

Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?

Choices:
U. Daylight brightens the sun, making it appear larger.
M. The sun is closer to Earth than other stars, making the sun appear larger.
V. Starlight bends as it passes planets, making the stars appear smaller.
S. Earth's atmosphere filters out light from other stars, making them appear smaller.

Prompt:
Question: The sun is a star of average size and brightness. From Earth, the sun appears as a round, yellow object in the daytime sky. At night, we see other stars. They appear as tiny points of light. Why does the sun appear larger than stars that we see at night?
U. Daylight brightens the sun, making it appear larger.
M. The sun is closer to Earth than other stars, making the sun appear larger.
V. Starlight bends as it passes planets, making the stars appear smaller.
S. Earth's atmosphere filters out light from other stars, making them appear smaller.
Answer:

Answer: 1


Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F

Choices:
A. chemical reaction
B. Condensation
C. A physical change
D. Evaporation

Prompt:
Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F
A. chemical reaction
B. Condensation
C. A physical change
D. Evaporation
Answer:

Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F

Choices:
A. Evaporation
B. chemical reaction
C. Condensation
D. A physical change

Prompt:
Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F
A. Evaporation
B. chemical reaction
C. Condensation
D. A physical change
Answer:

Answer: 1

Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F

Choices:
1. chemical reaction
2. Condensation
3. A physical change
4. Evaporation

Prompt:
Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F
1. chemical reaction
2. Condensation
3. A physical change
4. Evaporation
Answer:

Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F

Choices:
X. chemical reaction
B. Condensation
Y. A physical change
P. Evaporation

Prompt:
Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F
X. chemical reaction
B. Condensation
Y. A physical change
P. Evaporation
Answer:

Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F

Choices:
X. Evaporation
B. chemical reaction
Y. Condensation
P. A physical change

Prompt:
Question: A drain cleaner consists of sodium hydroxide and aluminum. When the drain cleaner is added to water, bubbles of hydrogen are produced, and the solution becomes very hot. Which of these best describes what happens to form the bubbles when the cleaner is added to water? F
X. Evaporation
B. chemical reaction
Y. Condensation
P. A physical change
Answer:

Answer: 1


Question: John has diabetes. Which of the following should he be careful about eating or drinking?

Choices:
A. beef
B. eggs
C. milk
D. fruit juice

Prompt:
Question: John has diabetes. Which of the following should he be careful about eating or drinking?
A. beef
B. eggs
C. milk
D. fruit juice
Answer:

Answer: 3

Question: John has diabetes. Which of the following should he be careful about eating or drinking?

Choices:
A. beef
B. fruit juice
C. eggs
D. milk

Prompt:
Question: John has diabetes. Which of the following should he be careful about eating or drinking?
A. beef
B. fruit juice
C. eggs
D. milk
Answer:

Answer: 1

Question: John has diabetes. Which of the following should he be careful about eating or drinking?

Choices:
1. beef
2. eggs
3. milk
4. fruit juice

Prompt:
Question: John has diabetes. Which of the following should he be careful about eating or drinking?
1. beef
2. eggs
3. milk
4. fruit juice
Answer:

Answer: 3

Question: John has diabetes. Which of the following should he be careful about eating or drinking?

Choices:
J. beef
D. eggs
G. milk
L. fruit juice

Prompt:
Question: John has diabetes. Which of the following should he be careful about eating or drinking?
J. beef
D. eggs
G. milk
L. fruit juice
Answer:

Answer: 3

Question: John has diabetes. Which of the following should he be careful about eating or drinking?

Choices:
J. beef
D. fruit juice
G. eggs
L. milk

Prompt:
Question: John has diabetes. Which of the following should he be careful about eating or drinking?
J. beef
D. fruit juice
G. eggs
L. milk
Answer:

Answer: 1


Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a

Choices:
A. liquid.
B. solid.
C. gas.
D. crystal.

Prompt:
Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a
A. liquid.
B. solid.
C. gas.
D. crystal.
Answer:

Answer: 2

Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a

Choices:
A. crystal.
B. solid.
C. liquid.
D. gas.

Prompt:
Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a
A. crystal.
B. solid.
C. liquid.
D. gas.
Answer:

Answer: 3

Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a

Choices:
1. liquid.
2. solid.
3. gas.
4. crystal.

Prompt:
Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a
1. liquid.
2. solid.
3. gas.
4. crystal.
Answer:

Answer: 2

Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a

Choices:
X. liquid.
W. solid.
Q. gas.
J. crystal.

Prompt:
Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a
X. liquid.
W. solid.
Q. gas.
J. crystal.
Answer:

Answer: 2

Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a

Choices:
X. crystal.
W. solid.
Q. liquid.
J. gas.

Prompt:
Question: Within a substance, atoms that collide frequently and move independently of one another are most likely in a
X. crystal.
W. solid.
Q. liquid.
J. gas.
Answer:

Answer: 3


Question: Which object best reflects light?

Choices:
A. gray door
B. white floor
C. black sweater
D. brown carpet

Prompt:
Question: Which object best reflects light?
A. gray door
B. white floor
C. black sweater
D. brown carpet
Answer:

Answer: 1

Question: Which object best reflects light?

Choices:
A. black sweater
B. brown carpet
C. gray door
D. white floor

Prompt:
Question: Which object best reflects light?
A. black sweater
B. brown carpet
C. gray door
D. white floor
Answer:

Answer: 3

Question: Which object best reflects light?

Choices:
1. gray door
2. white floor
3. black sweater
4. brown carpet

Prompt:
Question: Which object best reflects light?
1. gray door
2. white floor
3. black sweater
4. brown carpet
Answer:

Answer: 1

Question: Which object best reflects light?

Choices:
J. gray door
E. white floor
A. black sweater
V. brown carpet

Prompt:
Question: Which object best reflects light?
J. gray door
E. white floor
A. black sweater
V. brown carpet
Answer:

Answer: 1

Question: Which object best reflects light?

Choices:
J. black sweater
E. brown carpet
A. gray door
V. white floor

Prompt:
Question: Which object best reflects light?
J. black sweater
E. brown carpet
A. gray door
V. white floor
Answer:

Answer: 3


Question: The gravitational attraction of the Moon causes which effect on Earth?

Choices:
A. ocean tides
B. time of day
C. energy from the Sun
D. phases of the Moon

Prompt:
Question: The gravitational attraction of the Moon causes which effect on Earth?
A. ocean tides
B. time of day
C. energy from the Sun
D. phases of the Moon
Answer:

Question: The gravitational attraction of the Moon causes which effect on Earth?

Choices:
A. energy from the Sun
B. ocean tides
C. time of day
D. phases of the Moon

Prompt:
Question: The gravitational attraction of the Moon causes which effect on Earth?
A. energy from the Sun
B. ocean tides
C. time of day
D. phases of the Moon
Answer:

Answer: 1

Question: The gravitational attraction of the Moon causes which effect on Earth?

Choices:
1. ocean tides
2. time of day
3. energy from the Sun
4. phases of the Moon

Prompt:
Question: The gravitational attraction of the Moon causes which effect on Earth?
1. ocean tides
2. time of day
3. energy from the Sun
4. phases of the Moon
Answer:

Question: The gravitational attraction of the Moon causes which effect on Earth?

Choices:
B. ocean tides
Q. time of day
J. energy from the Sun
W. phases of the Moon

Prompt:
Question: The gravitational attraction of the Moon causes which effect on Earth?
B. ocean tides
Q. time of day
J. energy from the Sun
W. phases of the Moon
Answer:

Question: The gravitational attraction of the Moon causes which effect on Earth?

Choices:
B. energy from the Sun
Q. ocean tides
J. time of day
W. phases of the Moon

Prompt:
Question: The gravitational attraction of the Moon causes which effect on Earth?
B. energy from the Sun
Q. ocean tides
J. time of day
W. phases of the Moon
Answer:

Answer: 1


Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?

Choices:
A. The clearing allowed mosses to grow quickly.
B. Rock weathering occurred for lichens to grow.
C. Exposed substrates allowed microbes to grow.
D. The soil components remained for plants to grow.

Prompt:
Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?
A. The clearing allowed mosses to grow quickly.
B. Rock weathering occurred for lichens to grow.
C. Exposed substrates allowed microbes to grow.
D. The soil components remained for plants to grow.
Answer:

Answer: 3

Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?

Choices:
A. Exposed substrates allowed microbes to grow.
B. The soil components remained for plants to grow.
C. Rock weathering occurred for lichens to grow.
D. The clearing allowed mosses to grow quickly.

Prompt:
Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?
A. Exposed substrates allowed microbes to grow.
B. The soil components remained for plants to grow.
C. Rock weathering occurred for lichens to grow.
D. The clearing allowed mosses to grow quickly.
Answer:

Answer: 1

Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?

Choices:
1. The clearing allowed mosses to grow quickly.
2. Rock weathering occurred for lichens to grow.
3. Exposed substrates allowed microbes to grow.
4. The soil components remained for plants to grow.

Prompt:
Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?
1. The clearing allowed mosses to grow quickly.
2. Rock weathering occurred for lichens to grow.
3. Exposed substrates allowed microbes to grow.
4. The soil components remained for plants to grow.
Answer:

Answer: 3

Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?

Choices:
P. The clearing allowed mosses to grow quickly.
E. Rock weathering occurred for lichens to grow.
K. Exposed substrates allowed microbes to grow.
U. The soil components remained for plants to grow.

Prompt:
Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?
P. The clearing allowed mosses to grow quickly.
E. Rock weathering occurred for lichens to grow.
K. Exposed substrates allowed microbes to grow.
U. The soil components remained for plants to grow.
Answer:

Answer: 3

Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?

Choices:
P. Exposed substrates allowed microbes to grow.
E. The soil components remained for plants to grow.
K. Rock weathering occurred for lichens to grow.
U. The clearing allowed mosses to grow quickly.

Prompt:
Question: A forest was cleared for the building of a resort, but before construction began, secondary succession set in. Which of these describes why secondary succession appeared so rapidly?
P. Exposed substrates allowed microbes to grow.
E. The soil components remained for plants to grow.
K. Rock weathering occurred for lichens to grow.
U. The clearing allowed mosses to grow quickly.
Answer:

Answer: 1


Question: Which object is made to reflect light?

Choices:
A. telescope
B. window
C. mirror
D. eyeglasses

Prompt:
Question: Which object is made to reflect light?
A. telescope
B. window
C. mirror
D. eyeglasses
Answer:

Answer: 2

Question: Which object is made to reflect light?

Choices:
A. mirror
B. eyeglasses
C. window
D. telescope

Prompt:
Question: Which object is made to reflect light?
A. mirror
B. eyeglasses
C. window
D. telescope
Answer:

Question: Which object is made to reflect light?

Choices:
1. telescope
2. window
3. mirror
4. eyeglasses

Prompt:
Question: Which object is made to reflect light?
1. telescope
2. window
3. mirror
4. eyeglasses
Answer:

Answer: 2

Question: Which object is made to reflect light?

Choices:
L. telescope
C. window
U. mirror
T. eyeglasses

Prompt:
Question: Which object is made to reflect light?
L. telescope
C. window
U. mirror
T. eyeglasses
Answer:

Answer: 2

Question: Which object is made to reflect light?

Choices:
L. mirror
C. eyeglasses
U. window
T. telescope

Prompt:
Question: Which object is made to reflect light?
L. mirror
C. eyeglasses
U. window
T. telescope
Answer:


Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?

Choices:
A. The car changes speed.
B. The car engine gets hot.
C. The car stops quickly.
D. The car slides on slippery streets.

Prompt:
Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?
A. The car changes speed.
B. The car engine gets hot.
C. The car stops quickly.
D. The car slides on slippery streets.
Answer:

Answer: 1

Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?

Choices:
A. The car engine gets hot.
B. The car stops quickly.
C. The car slides on slippery streets.
D. The car changes speed.

Prompt:
Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?
A. The car engine gets hot.
B. The car stops quickly.
C. The car slides on slippery streets.
D. The car changes speed.
Answer:

Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?

Choices:
1. The car changes speed.
2. The car engine gets hot.
3. The car stops quickly.
4. The car slides on slippery streets.

Prompt:
Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?
1. The car changes speed.
2. The car engine gets hot.
3. The car stops quickly.
4. The car slides on slippery streets.
Answer:

Answer: 1

Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?

Choices:
E. The car changes speed.
O. The car engine gets hot.
R. The car stops quickly.
G. The car slides on slippery streets.

Prompt:
Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?
E. The car changes speed.
O. The car engine gets hot.
R. The car stops quickly.
G. The car slides on slippery streets.
Answer:

Answer: 1

Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?

Choices:
E. The car engine gets hot.
O. The car stops quickly.
R. The car slides on slippery streets.
G. The car changes speed.

Prompt:
Question: A car may produce many forms of energy from the fuel it uses. Which indicates that a car does not use fuel with 100% efficiency?
E. The car engine gets hot.
O. The car stops quickly.
R. The car slides on slippery streets.
G. The car changes speed.
Answer:


Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?

Choices:
A. used as a nutrient by plants
B. fixed by bacteria in the soil
C. converted into oxygen
D. absorbed into the atmosphere by lightning

Prompt:
Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?
A. used as a nutrient by plants
B. fixed by bacteria in the soil
C. converted into oxygen
D. absorbed into the atmosphere by lightning
Answer:

Answer: 1

Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?

Choices:
A. converted into oxygen
B. absorbed into the atmosphere by lightning
C. fixed by bacteria in the soil
D. used as a nutrient by plants

Prompt:
Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?
A. converted into oxygen
B. absorbed into the atmosphere by lightning
C. fixed by bacteria in the soil
D. used as a nutrient by plants
Answer:

Answer: 2

Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?

Choices:
1. used as a nutrient by plants
2. fixed by bacteria in the soil
3. converted into oxygen
4. absorbed into the atmosphere by lightning

Prompt:
Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?
1. used as a nutrient by plants
2. fixed by bacteria in the soil
3. converted into oxygen
4. absorbed into the atmosphere by lightning
Answer:

Answer: 1

Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?

Choices:
M. used as a nutrient by plants
Z. fixed by bacteria in the soil
Q. converted into oxygen
V. absorbed into the atmosphere by lightning

Prompt:
Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?
M. used as a nutrient by plants
Z. fixed by bacteria in the soil
Q. converted into oxygen
V. absorbed into the atmosphere by lightning
Answer:

Answer: 1

Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?

Choices:
M. converted into oxygen
Z. absorbed into the atmosphere by lightning
Q. fixed by bacteria in the soil
V. used as a nutrient by plants

Prompt:
Question: After nitrogen becomes part of the lithosphere, what is the next change that nitrogen will undergo?
M. converted into oxygen
Z. absorbed into the atmosphere by lightning
Q. fixed by bacteria in the soil
V. used as a nutrient by plants
Answer:

Answer: 2


Question: Which of the following would be more likely to pollute a river?

Choices:
A. allowing beavers to build a dam
B. spreading fertilizer near the river
C. mowing the grass on the river bank
D. fishing from a bridge over the river

Prompt:
Question: Which of the following would be more likely to pollute a river?
A. allowing beavers to build a dam
B. spreading fertilizer near the river
C. mowing the grass on the river bank
D. fishing from a bridge over the river
Answer:

Answer: 1

Question: Which of the following would be more likely to pollute a river?

Choices:
A. allowing beavers to build a dam
B. fishing from a bridge over the river
C. mowing the grass on the river bank
D. spreading fertilizer near the river

Prompt:
Question: Which of the following would be more likely to pollute a river?
A. allowing beavers to build a dam
B. fishing from a bridge over the river
C. mowing the grass on the river bank
D. spreading fertilizer near the river
Answer:

Answer: 3

Question: Which of the following would be more likely to pollute a river?

Choices:
1. allowing beavers to build a dam
2. spreading fertilizer near the river
3. mowing the grass on the river bank
4. fishing from a bridge over the river

Prompt:
Question: Which of the following would be more likely to pollute a river?
1. allowing beavers to build a dam
2. spreading fertilizer near the river
3. mowing the grass on the river bank
4. fishing from a bridge over the river
Answer:

Answer: 1

Question: Which of the following would be more likely to pollute a river?

Choices:
V. allowing beavers to build a dam
K. spreading fertilizer near the river
W. mowing the grass on the river bank
H. fishing from a bridge over the river

Prompt:
Question: Which of the following would be more likely to pollute a river?
V. allowing beavers to build a dam
K. spreading fertilizer near the river
W. mowing the grass on the river bank
H. fishing from a bridge over the river
Answer:

Answer: 1

Question: Which of the following would be more likely to pollute a river?

Choices:
V. allowing beavers to build a dam
K. fishing from a bridge over the river
W. mowing the grass on the river bank
H. spreading fertilizer near the river

Prompt:
Question: Which of the following would be more likely to pollute a river?
V. allowing beavers to build a dam
K. fishing from a bridge over the river
W. mowing the grass on the river bank
H. spreading fertilizer near the river
Answer:

Answer: 3


Question: For two organisms to be classified as the same species, they must produce offspring that are

Choices:
A. fertile.
B. adaptable.
C. alive at birth.
D. identical to the parents.

Prompt:
Question: For two organisms to be classified as the same species, they must produce offspring that are
A. fertile.
B. adaptable.
C. alive at birth.
D. identical to the parents.
Answer:

Question: For two organisms to be classified as the same species, they must produce offspring that are

Choices:
A. adaptable.
B. fertile.
C. alive at birth.
D. identical to the parents.

Prompt:
Question: For two organisms to be classified as the same species, they must produce offspring that are
A. adaptable.
B. fertile.
C. alive at birth.
D. identical to the parents.
Answer:

Answer: 1

Question: For two organisms to be classified as the same species, they must produce offspring that are

Choices:
1. fertile.
2. adaptable.
3. alive at birth.
4. identical to the parents.

Prompt:
Question: For two organisms to be classified as the same species, they must produce offspring that are
1. fertile.
2. adaptable.
3. alive at birth.
4. identical to the parents.
Answer:

Question: For two organisms to be classified as the same species, they must produce offspring that are

Choices:
S. fertile.
E. adaptable.
H. alive at birth.
X. identical to the parents.

Prompt:
Question: For two organisms to be classified as the same species, they must produce offspring that are
S. fertile.
E. adaptable.
H. alive at birth.
X. identical to the parents.
Answer:

Question: For two organisms to be classified as the same species, they must produce offspring that are

Choices:
S. adaptable.
E. fertile.
H. alive at birth.
X. identical to the parents.

Prompt:
Question: For two organisms to be classified as the same species, they must produce offspring that are
S. adaptable.
E. fertile.
H. alive at birth.
X. identical to the parents.
Answer:

Answer: 1


Question: Which sentence best describes the organization of the heart?

Choices:
A. The heart is an organ made up of different types of tissues, each of which has different types of cells.
B. The heart is a tissue made up of different types of organs, each of which has different types of cells.
C. The heart is a system made up of one type of tissue and identical cells.
D. The heart is a tissue made up of one type of organ and identical cells.

Prompt:
Question: Which sentence best describes the organization of the heart?
A. The heart is an organ made up of different types of tissues, each of which has different types of cells.
B. The heart is a tissue made up of different types of organs, each of which has different types of cells.
C. The heart is a system made up of one type of tissue and identical cells.
D. The heart is a tissue made up of one type of organ and identical cells.
Answer:

Question: Which sentence best describes the organization of the heart?

Choices:
A. The heart is a system made up of one type of tissue and identical cells.
B. The heart is a tissue made up of one type of organ and identical cells.
C. The heart is a tissue made up of different types of organs, each of which has different types of cells.
D. The heart is an organ made up of different types of tissues, each of which has different types of cells.

Prompt:
Question: Which sentence best describes the organization of the heart?
A. The heart is a system made up of one type of tissue and identical cells.
B. The heart is a tissue made up of one type of organ and identical cells.
C. The heart is a tissue made up of different types of organs, each of which has different types of cells.
D. The heart is an organ made up of different types of tissues, each of which has different types of cells.
Answer:

Answer: 3

Question: Which sentence best describes the organization of the heart?

Choices:
1. The heart is an organ made up of different types of tissues, each of which has different types of cells.
2. The heart is a tissue made up of different types of organs, each of which has different types of cells.
3. The heart is a system made up of one type of tissue and identical cells.
4. The heart is a tissue made up of one type of organ and identical cells.

Prompt:
Question: Which sentence best describes the organization of the heart?
1. The heart is an organ made up of different types of tissues, each of which has different types of cells.
2. The heart is a tissue made up of different types of organs, each of which has different types of cells.
3. The heart is a system made up of one type of tissue and identical cells.
4. The heart is a tissue made up of one type of organ and identical cells.
Answer:

Question: Which sentence best describes the organization of the heart?

Choices:
Z. The heart is an organ made up of different types of tissues, each of which has different types of cells.
V. The heart is a tissue made up of different types of organs, each of which has different types of cells.
X. The heart is a system made up of one type of tissue and identical cells.
Q. The heart is a tissue made up of one type of organ and identical cells.

Prompt:
Question: Which sentence best describes the organization of the heart?
Z. The heart is an organ made up of different types of tissues, each of which has different types of cells.
V. The heart is a tissue made up of different types of organs, each of which has different types of cells.
X. The heart is a system made up of one type of tissue and identical cells.
Q. The heart is a tissue made up of one type of organ and identical cells.
Answer:

Question: Which sentence best describes the organization of the heart?

Choices:
Z. The heart is a system made up of one type of tissue and identical cells.
V. The heart is a tissue made up of one type of organ and identical cells.
X. The heart is a tissue made up of different types of organs, each of which has different types of cells.
Q. The heart is an organ made up of different types of tissues, each of which has different types of cells.

Prompt:
Question: Which sentence best describes the organization of the heart?
Z. The heart is a system made up of one type of tissue and identical cells.
V. The heart is a tissue made up of one type of organ and identical cells.
X. The heart is a tissue made up of different types of organs, each of which has different types of cells.
Q. The heart is an organ made up of different types of tissues, each of which has different types of cells.
Answer:

Answer: 3


Question: Which stage in the reptile life cycle is most like the birth of a lion cub?

Choices:
A. hatching from an egg
B. shedding the skin
C. hunting for food
D. finding a mate

Prompt:
Question: Which stage in the reptile life cycle is most like the birth of a lion cub?
A. hatching from an egg
B. shedding the skin
C. hunting for food
D. finding a mate
Answer:

Question: Which stage in the reptile life cycle is most like the birth of a lion cub?

Choices:
A. hunting for food
B. shedding the skin
C. hatching from an egg
D. finding a mate

Prompt:
Question: Which stage in the reptile life cycle is most like the birth of a lion cub?
A. hunting for food
B. shedding the skin
C. hatching from an egg
D. finding a mate
Answer:

Answer: 2

Question: Which stage in the reptile life cycle is most like the birth of a lion cub?

Choices:
1. hatching from an egg
2. shedding the skin
3. hunting for food
4. finding a mate

Prompt:
Question: Which stage in the reptile life cycle is most like the birth of a lion cub?
1. hatching from an egg
2. shedding the skin
3. hunting for food
4. finding a mate
Answer:

Question: Which stage in the reptile life cycle is most like the birth of a lion cub?

Choices:
E. hatching from an egg
W. shedding the skin
G. hunting for food
M. finding a mate

Prompt:
Question: Which stage in the reptile life cycle is most like the birth of a lion cub?
E. hatching from an egg
W. shedding the skin
G. hunting for food
M. finding a mate
Answer:

Question: Which stage in the reptile life cycle is most like the birth of a lion cub?

Choices:
E. hunting for food
W. shedding the skin
G. hatching from an egg
M. finding a mate

Prompt:
Question: Which stage in the reptile life cycle is most like the birth of a lion cub?
E. hunting for food
W. shedding the skin
G. hatching from an egg
M. finding a mate
Answer:

Answer: 2