Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?

Choices:
A. salt and water
B. sand and sawdust
C. seashells and water
D. sawdust and seashells

Prompt:
Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?
A. salt and water
B. sand and sawdust
C. seashells and water
D. sawdust and seashells
Answer:

Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?

Choices:
A. sand and sawdust
B. seashells and water
C. salt and water
D. sawdust and seashells

Prompt:
Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?
A. sand and sawdust
B. seashells and water
C. salt and water
D. sawdust and seashells
Answer:

Answer: 2

Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?

Choices:
1. salt and water
2. sand and sawdust
3. seashells and water
4. sawdust and seashells

Prompt:
Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?
1. salt and water
2. sand and sawdust
3. seashells and water
4. sawdust and seashells
Answer:

Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?

Choices:
I. salt and water
X. sand and sawdust
Q. seashells and water
C. sawdust and seashells

Prompt:
Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?
I. salt and water
X. sand and sawdust
Q. seashells and water
C. sawdust and seashells
Answer:

Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?

Choices:
I. sand and sawdust
X. seashells and water
Q. salt and water
C. sawdust and seashells

Prompt:
Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?
I. sand and sawdust
X. seashells and water
Q. salt and water
C. sawdust and seashells
Answer:

Answer: 2


Question: Which scale is used to report the intensity of an earthquake?

Choices:
A. Saffir-Simpson Scale
B. Modified Mercalli Scale
C. Richter Magnitude Scale
D. Moment Magnitude Scale

Prompt:
Question: Which scale is used to report the intensity of an earthquake?
A. Saffir-Simpson Scale
B. Modified Mercalli Scale
C. Richter Magnitude Scale
D. Moment Magnitude Scale
Answer:

Answer: 1

Question: Which scale is used to report the intensity of an earthquake?

Choices:
A. Richter Magnitude Scale
B. Saffir-Simpson Scale
C. Moment Magnitude Scale
D. Modified Mercalli Scale

Prompt:
Question: Which scale is used to report the intensity of an earthquake?
A. Richter Magnitude Scale
B. Saffir-Simpson Scale
C. Moment Magnitude Scale
D. Modified Mercalli Scale
Answer:

Answer: 3

Question: Which scale is used to report the intensity of an earthquake?

Choices:
1. Saffir-Simpson Scale
2. Modified Mercalli Scale
3. Richter Magnitude Scale
4. Moment Magnitude Scale

Prompt:
Question: Which scale is used to report the intensity of an earthquake?
1. Saffir-Simpson Scale
2. Modified Mercalli Scale
3. Richter Magnitude Scale
4. Moment Magnitude Scale
Answer:

Answer: 1

Question: Which scale is used to report the intensity of an earthquake?

Choices:
F. Saffir-Simpson Scale
P. Modified Mercalli Scale
C. Richter Magnitude Scale
Z. Moment Magnitude Scale

Prompt:
Question: Which scale is used to report the intensity of an earthquake?
F. Saffir-Simpson Scale
P. Modified Mercalli Scale
C. Richter Magnitude Scale
Z. Moment Magnitude Scale
Answer:

Answer: 1

Question: Which scale is used to report the intensity of an earthquake?

Choices:
F. Richter Magnitude Scale
P. Saffir-Simpson Scale
C. Moment Magnitude Scale
Z. Modified Mercalli Scale

Prompt:
Question: Which scale is used to report the intensity of an earthquake?
F. Richter Magnitude Scale
P. Saffir-Simpson Scale
C. Moment Magnitude Scale
Z. Modified Mercalli Scale
Answer:

Answer: 3


Question: What is the outermost structure in a plant cell?

Choices:
A. cell membrane
B. cytoplasm
C. cell wall
D. chloroplast

Prompt:
Question: What is the outermost structure in a plant cell?
A. cell membrane
B. cytoplasm
C. cell wall
D. chloroplast
Answer:

Answer: 2

Question: What is the outermost structure in a plant cell?

Choices:
A. cell membrane
B. cell wall
C. cytoplasm
D. chloroplast

Prompt:
Question: What is the outermost structure in a plant cell?
A. cell membrane
B. cell wall
C. cytoplasm
D. chloroplast
Answer:

Answer: 1

Question: What is the outermost structure in a plant cell?

Choices:
1. cell membrane
2. cytoplasm
3. cell wall
4. chloroplast

Prompt:
Question: What is the outermost structure in a plant cell?
1. cell membrane
2. cytoplasm
3. cell wall
4. chloroplast
Answer:

Answer: 2

Question: What is the outermost structure in a plant cell?

Choices:
T. cell membrane
Z. cytoplasm
W. cell wall
N. chloroplast

Prompt:
Question: What is the outermost structure in a plant cell?
T. cell membrane
Z. cytoplasm
W. cell wall
N. chloroplast
Answer:

Answer: 2

Question: What is the outermost structure in a plant cell?

Choices:
T. cell membrane
Z. cell wall
W. cytoplasm
N. chloroplast

Prompt:
Question: What is the outermost structure in a plant cell?
T. cell membrane
Z. cell wall
W. cytoplasm
N. chloroplast
Answer:

Answer: 1


Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?

Choices:
A. There will be fewer coyotes.
B. The coyotes will produce more young.
C. More coyotes will arrive from other locations.
D. Each coyote will spend less time hunting food.

Prompt:
Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?
A. There will be fewer coyotes.
B. The coyotes will produce more young.
C. More coyotes will arrive from other locations.
D. Each coyote will spend less time hunting food.
Answer:

Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?

Choices:
A. The coyotes will produce more young.
B. Each coyote will spend less time hunting food.
C. More coyotes will arrive from other locations.
D. There will be fewer coyotes.

Prompt:
Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?
A. The coyotes will produce more young.
B. Each coyote will spend less time hunting food.
C. More coyotes will arrive from other locations.
D. There will be fewer coyotes.
Answer:

Answer: 3

Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?

Choices:
1. There will be fewer coyotes.
2. The coyotes will produce more young.
3. More coyotes will arrive from other locations.
4. Each coyote will spend less time hunting food.

Prompt:
Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?
1. There will be fewer coyotes.
2. The coyotes will produce more young.
3. More coyotes will arrive from other locations.
4. Each coyote will spend less time hunting food.
Answer:

Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?

Choices:
T. There will be fewer coyotes.
C. The coyotes will produce more young.
V. More coyotes will arrive from other locations.
G. Each coyote will spend less time hunting food.

Prompt:
Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?
T. There will be fewer coyotes.
C. The coyotes will produce more young.
V. More coyotes will arrive from other locations.
G. Each coyote will spend less time hunting food.
Answer:

Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?

Choices:
T. The coyotes will produce more young.
C. Each coyote will spend less time hunting food.
V. More coyotes will arrive from other locations.
G. There will be fewer coyotes.

Prompt:
Question: The main source of food for a coyote population in one area is mice. Which is most likely to happen to these coyotes if a new predator begins eating the mice?
T. The coyotes will produce more young.
C. Each coyote will spend less time hunting food.
V. More coyotes will arrive from other locations.
G. There will be fewer coyotes.
Answer:

Answer: 3


Question: The best example of heat transfer by convection is when

Choices:
A. sunlight warms soil.
B. a ceiling fan blows air.
C. flames heat up a pan.
D. heat rises in a chimney.

Prompt:
Question: The best example of heat transfer by convection is when
A. sunlight warms soil.
B. a ceiling fan blows air.
C. flames heat up a pan.
D. heat rises in a chimney.
Answer:

Answer: 3

Question: The best example of heat transfer by convection is when

Choices:
A. a ceiling fan blows air.
B. heat rises in a chimney.
C. flames heat up a pan.
D. sunlight warms soil.

Prompt:
Question: The best example of heat transfer by convection is when
A. a ceiling fan blows air.
B. heat rises in a chimney.
C. flames heat up a pan.
D. sunlight warms soil.
Answer:

Answer: 1

Question: The best example of heat transfer by convection is when

Choices:
1. sunlight warms soil.
2. a ceiling fan blows air.
3. flames heat up a pan.
4. heat rises in a chimney.

Prompt:
Question: The best example of heat transfer by convection is when
1. sunlight warms soil.
2. a ceiling fan blows air.
3. flames heat up a pan.
4. heat rises in a chimney.
Answer:

Answer: 3

Question: The best example of heat transfer by convection is when

Choices:
A. sunlight warms soil.
S. a ceiling fan blows air.
O. flames heat up a pan.
I. heat rises in a chimney.

Prompt:
Question: The best example of heat transfer by convection is when
A. sunlight warms soil.
S. a ceiling fan blows air.
O. flames heat up a pan.
I. heat rises in a chimney.
Answer:

Answer: 3

Question: The best example of heat transfer by convection is when

Choices:
A. a ceiling fan blows air.
S. heat rises in a chimney.
O. flames heat up a pan.
I. sunlight warms soil.

Prompt:
Question: The best example of heat transfer by convection is when
A. a ceiling fan blows air.
S. heat rises in a chimney.
O. flames heat up a pan.
I. sunlight warms soil.
Answer:

Answer: 1


Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp

Choices:
A. increases the weight of the box.
B. reduces the gravitational force on the box.
C. increases the amount of friction on the box.
D. reduces the amount of force applied to the box.

Prompt:
Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp
A. increases the weight of the box.
B. reduces the gravitational force on the box.
C. increases the amount of friction on the box.
D. reduces the amount of force applied to the box.
Answer:

Answer: 3

Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp

Choices:
A. reduces the amount of force applied to the box.
B. increases the amount of friction on the box.
C. reduces the gravitational force on the box.
D. increases the weight of the box.

Prompt:
Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp
A. reduces the amount of force applied to the box.
B. increases the amount of friction on the box.
C. reduces the gravitational force on the box.
D. increases the weight of the box.
Answer:

Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp

Choices:
1. increases the weight of the box.
2. reduces the gravitational force on the box.
3. increases the amount of friction on the box.
4. reduces the amount of force applied to the box.

Prompt:
Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp
1. increases the weight of the box.
2. reduces the gravitational force on the box.
3. increases the amount of friction on the box.
4. reduces the amount of force applied to the box.
Answer:

Answer: 3

Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp

Choices:
O. increases the weight of the box.
G. reduces the gravitational force on the box.
F. increases the amount of friction on the box.
V. reduces the amount of force applied to the box.

Prompt:
Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp
O. increases the weight of the box.
G. reduces the gravitational force on the box.
F. increases the amount of friction on the box.
V. reduces the amount of force applied to the box.
Answer:

Answer: 3

Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp

Choices:
O. reduces the amount of force applied to the box.
G. increases the amount of friction on the box.
F. reduces the gravitational force on the box.
V. increases the weight of the box.

Prompt:
Question: A worker needs to load a heavy box onto a truck. The worker uses a ramp to move the box because the ramp
O. reduces the amount of force applied to the box.
G. increases the amount of friction on the box.
F. reduces the gravitational force on the box.
V. increases the weight of the box.
Answer:


Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to

Choices:
A. find food
B. keep warmer
C. grow stronger
D. escape from predators

Prompt:
Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to
A. find food
B. keep warmer
C. grow stronger
D. escape from predators
Answer:

Answer: 1

Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to

Choices:
A. escape from predators
B. grow stronger
C. find food
D. keep warmer

Prompt:
Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to
A. escape from predators
B. grow stronger
C. find food
D. keep warmer
Answer:

Answer: 3

Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to

Choices:
1. find food
2. keep warmer
3. grow stronger
4. escape from predators

Prompt:
Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to
1. find food
2. keep warmer
3. grow stronger
4. escape from predators
Answer:

Answer: 1

Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to

Choices:
Z. find food
V. keep warmer
S. grow stronger
R. escape from predators

Prompt:
Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to
Z. find food
V. keep warmer
S. grow stronger
R. escape from predators
Answer:

Answer: 1

Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to

Choices:
Z. escape from predators
V. grow stronger
S. find food
R. keep warmer

Prompt:
Question: A fox grows thicker fur as a season changes. This adaptation helps the fox to
Z. escape from predators
V. grow stronger
S. find food
R. keep warmer
Answer:

Answer: 3


Question: What is the main source of raw material for the production of plastics?

Choices:
A. clay
B. plants
C. petroleum
D. sand

Prompt:
Question: What is the main source of raw material for the production of plastics?
A. clay
B. plants
C. petroleum
D. sand
Answer:

Answer: 2

Question: What is the main source of raw material for the production of plastics?

Choices:
A. sand
B. clay
C. plants
D. petroleum

Prompt:
Question: What is the main source of raw material for the production of plastics?
A. sand
B. clay
C. plants
D. petroleum
Answer:

Answer: 3

Question: What is the main source of raw material for the production of plastics?

Choices:
1. clay
2. plants
3. petroleum
4. sand

Prompt:
Question: What is the main source of raw material for the production of plastics?
1. clay
2. plants
3. petroleum
4. sand
Answer:

Answer: 2

Question: What is the main source of raw material for the production of plastics?

Choices:
B. clay
F. plants
K. petroleum
A. sand

Prompt:
Question: What is the main source of raw material for the production of plastics?
B. clay
F. plants
K. petroleum
A. sand
Answer:

Answer: 2

Question: What is the main source of raw material for the production of plastics?

Choices:
B. sand
F. clay
K. plants
A. petroleum

Prompt:
Question: What is the main source of raw material for the production of plastics?
B. sand
F. clay
K. plants
A. petroleum
Answer:

Answer: 3


Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?

Choices:
A. lungs
B. heart
C. brain
D. arms

Prompt:
Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?
A. lungs
B. heart
C. brain
D. arms
Answer:

Answer: 2

Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?

Choices:
A. brain
B. arms
C. lungs
D. heart

Prompt:
Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?
A. brain
B. arms
C. lungs
D. heart
Answer:

Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?

Choices:
1. lungs
2. heart
3. brain
4. arms

Prompt:
Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?
1. lungs
2. heart
3. brain
4. arms
Answer:

Answer: 2

Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?

Choices:
K. lungs
D. heart
Y. brain
W. arms

Prompt:
Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?
K. lungs
D. heart
Y. brain
W. arms
Answer:

Answer: 2

Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?

Choices:
K. brain
D. arms
Y. lungs
W. heart

Prompt:
Question: The students in an engineering class built a robot that stacks wooden blocks. A built-in computer controls the movement of the robot. The computer in the robot performs a function most similar to which part of the human body?
K. brain
D. arms
Y. lungs
W. heart
Answer:


Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of

Choices:
A. molten rocks.
B. igneous rocks.
C. sedimentary rocks.
D. metamorphic rocks.

Prompt:
Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of
A. molten rocks.
B. igneous rocks.
C. sedimentary rocks.
D. metamorphic rocks.
Answer:

Answer: 1

Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of

Choices:
A. molten rocks.
B. sedimentary rocks.
C. igneous rocks.
D. metamorphic rocks.

Prompt:
Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of
A. molten rocks.
B. sedimentary rocks.
C. igneous rocks.
D. metamorphic rocks.
Answer:

Answer: 2

Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of

Choices:
1. molten rocks.
2. igneous rocks.
3. sedimentary rocks.
4. metamorphic rocks.

Prompt:
Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of
1. molten rocks.
2. igneous rocks.
3. sedimentary rocks.
4. metamorphic rocks.
Answer:

Answer: 1

Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of

Choices:
A. molten rocks.
B. igneous rocks.
K. sedimentary rocks.
I. metamorphic rocks.

Prompt:
Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of
A. molten rocks.
B. igneous rocks.
K. sedimentary rocks.
I. metamorphic rocks.
Answer:

Answer: 1

Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of

Choices:
A. molten rocks.
B. sedimentary rocks.
K. igneous rocks.
I. metamorphic rocks.

Prompt:
Question: When sugar is heated on a hot plate, it turns into a liquid. When the liquid sugar is cooled, a hard-crystalline substance is formed. This model best demonstrates the formation of
A. molten rocks.
B. sedimentary rocks.
K. igneous rocks.
I. metamorphic rocks.
Answer:

Answer: 2


Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?

Choices:
A. the distance between Earth and its Moon
B. the distance between Jupiter and the Sun
C. the distance between the Milky Way and the nearest galaxy
D. the distance between the Sun and the center of the Milky Way

Prompt:
Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?
A. the distance between Earth and its Moon
B. the distance between Jupiter and the Sun
C. the distance between the Milky Way and the nearest galaxy
D. the distance between the Sun and the center of the Milky Way
Answer:

Answer: 3

Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?

Choices:
A. the distance between Earth and its Moon
B. the distance between the Sun and the center of the Milky Way
C. the distance between the Milky Way and the nearest galaxy
D. the distance between Jupiter and the Sun

Prompt:
Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?
A. the distance between Earth and its Moon
B. the distance between the Sun and the center of the Milky Way
C. the distance between the Milky Way and the nearest galaxy
D. the distance between Jupiter and the Sun
Answer:

Answer: 1

Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?

Choices:
1. the distance between Earth and its Moon
2. the distance between Jupiter and the Sun
3. the distance between the Milky Way and the nearest galaxy
4. the distance between the Sun and the center of the Milky Way

Prompt:
Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?
1. the distance between Earth and its Moon
2. the distance between Jupiter and the Sun
3. the distance between the Milky Way and the nearest galaxy
4. the distance between the Sun and the center of the Milky Way
Answer:

Answer: 3

Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?

Choices:
Q. the distance between Earth and its Moon
F. the distance between Jupiter and the Sun
T. the distance between the Milky Way and the nearest galaxy
O. the distance between the Sun and the center of the Milky Way

Prompt:
Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?
Q. the distance between Earth and its Moon
F. the distance between Jupiter and the Sun
T. the distance between the Milky Way and the nearest galaxy
O. the distance between the Sun and the center of the Milky Way
Answer:

Answer: 3

Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?

Choices:
Q. the distance between Earth and its Moon
F. the distance between the Sun and the center of the Milky Way
T. the distance between the Milky Way and the nearest galaxy
O. the distance between Jupiter and the Sun

Prompt:
Question: Which distance is the smallest for which it is most practical to use the light-year as a unit of measurement?
Q. the distance between Earth and its Moon
F. the distance between the Sun and the center of the Milky Way
T. the distance between the Milky Way and the nearest galaxy
O. the distance between Jupiter and the Sun
Answer:

Answer: 1


Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?

Choices:
A. sun tanning lamp
B. electric light bulb
C. cellular telephone
D. electric toaster

Prompt:
Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?
A. sun tanning lamp
B. electric light bulb
C. cellular telephone
D. electric toaster
Answer:

Answer: 2

Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?

Choices:
A. cellular telephone
B. sun tanning lamp
C. electric light bulb
D. electric toaster

Prompt:
Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?
A. cellular telephone
B. sun tanning lamp
C. electric light bulb
D. electric toaster
Answer:

Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?

Choices:
1. sun tanning lamp
2. electric light bulb
3. cellular telephone
4. electric toaster

Prompt:
Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?
1. sun tanning lamp
2. electric light bulb
3. cellular telephone
4. electric toaster
Answer:

Answer: 2

Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?

Choices:
W. sun tanning lamp
Z. electric light bulb
J. cellular telephone
O. electric toaster

Prompt:
Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?
W. sun tanning lamp
Z. electric light bulb
J. cellular telephone
O. electric toaster
Answer:

Answer: 2

Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?

Choices:
W. cellular telephone
Z. sun tanning lamp
J. electric light bulb
O. electric toaster

Prompt:
Question: Which of the following devices relies on electromagnetic radiation in the radio wave region of the spectrum for operation?
W. cellular telephone
Z. sun tanning lamp
J. electric light bulb
O. electric toaster
Answer:


Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?

Choices:
A. volume of water in the xylem
B. flow of necessary nutrients
C. response to environmental factors
D. rate of photosynthesis in leaves

Prompt:
Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?
A. volume of water in the xylem
B. flow of necessary nutrients
C. response to environmental factors
D. rate of photosynthesis in leaves
Answer:

Answer: 1

Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?

Choices:
A. flow of necessary nutrients
B. volume of water in the xylem
C. rate of photosynthesis in leaves
D. response to environmental factors

Prompt:
Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?
A. flow of necessary nutrients
B. volume of water in the xylem
C. rate of photosynthesis in leaves
D. response to environmental factors
Answer:

Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?

Choices:
1. volume of water in the xylem
2. flow of necessary nutrients
3. response to environmental factors
4. rate of photosynthesis in leaves

Prompt:
Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?
1. volume of water in the xylem
2. flow of necessary nutrients
3. response to environmental factors
4. rate of photosynthesis in leaves
Answer:

Answer: 1

Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?

Choices:
K. volume of water in the xylem
S. flow of necessary nutrients
D. response to environmental factors
H. rate of photosynthesis in leaves

Prompt:
Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?
K. volume of water in the xylem
S. flow of necessary nutrients
D. response to environmental factors
H. rate of photosynthesis in leaves
Answer:

Answer: 1

Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?

Choices:
K. flow of necessary nutrients
S. volume of water in the xylem
D. rate of photosynthesis in leaves
H. response to environmental factors

Prompt:
Question: When a tree suffers from a decreased ability to transport materials within the phloem, what is directly impacted?
K. flow of necessary nutrients
S. volume of water in the xylem
D. rate of photosynthesis in leaves
H. response to environmental factors
Answer:


Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have

Choices:
A. a bright silver and white coloring.
B. similar electron configurations.
C. strong radioactive properties.
D. few or no stable isotopes.

Prompt:
Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have
A. a bright silver and white coloring.
B. similar electron configurations.
C. strong radioactive properties.
D. few or no stable isotopes.
Answer:

Answer: 1

Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have

Choices:
A. strong radioactive properties.
B. few or no stable isotopes.
C. similar electron configurations.
D. a bright silver and white coloring.

Prompt:
Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have
A. strong radioactive properties.
B. few or no stable isotopes.
C. similar electron configurations.
D. a bright silver and white coloring.
Answer:

Answer: 2

Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have

Choices:
1. a bright silver and white coloring.
2. similar electron configurations.
3. strong radioactive properties.
4. few or no stable isotopes.

Prompt:
Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have
1. a bright silver and white coloring.
2. similar electron configurations.
3. strong radioactive properties.
4. few or no stable isotopes.
Answer:

Answer: 1

Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have

Choices:
M. a bright silver and white coloring.
J. similar electron configurations.
Z. strong radioactive properties.
X. few or no stable isotopes.

Prompt:
Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have
M. a bright silver and white coloring.
J. similar electron configurations.
Z. strong radioactive properties.
X. few or no stable isotopes.
Answer:

Answer: 1

Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have

Choices:
M. strong radioactive properties.
J. few or no stable isotopes.
Z. similar electron configurations.
X. a bright silver and white coloring.

Prompt:
Question: Strontium, barium, and radium are grouped together on the Periodic Table of the Elements because they all have
M. strong radioactive properties.
J. few or no stable isotopes.
Z. similar electron configurations.
X. a bright silver and white coloring.
Answer:

Answer: 2


Question: An example of a poor health habit is

Choices:
A. taking a bath or shower regularly
B. handwashing after using the bathroom
C. playing on a soccer team
D. eating candy instead of lunch

Prompt:
Question: An example of a poor health habit is
A. taking a bath or shower regularly
B. handwashing after using the bathroom
C. playing on a soccer team
D. eating candy instead of lunch
Answer:

Answer: 3

Question: An example of a poor health habit is

Choices:
A. taking a bath or shower regularly
B. eating candy instead of lunch
C. handwashing after using the bathroom
D. playing on a soccer team

Prompt:
Question: An example of a poor health habit is
A. taking a bath or shower regularly
B. eating candy instead of lunch
C. handwashing after using the bathroom
D. playing on a soccer team
Answer:

Answer: 1

Question: An example of a poor health habit is

Choices:
1. taking a bath or shower regularly
2. handwashing after using the bathroom
3. playing on a soccer team
4. eating candy instead of lunch

Prompt:
Question: An example of a poor health habit is
1. taking a bath or shower regularly
2. handwashing after using the bathroom
3. playing on a soccer team
4. eating candy instead of lunch
Answer:

Answer: 3

Question: An example of a poor health habit is

Choices:
Z. taking a bath or shower regularly
C. handwashing after using the bathroom
O. playing on a soccer team
I. eating candy instead of lunch

Prompt:
Question: An example of a poor health habit is
Z. taking a bath or shower regularly
C. handwashing after using the bathroom
O. playing on a soccer team
I. eating candy instead of lunch
Answer:

Answer: 3

Question: An example of a poor health habit is

Choices:
Z. taking a bath or shower regularly
C. eating candy instead of lunch
O. handwashing after using the bathroom
I. playing on a soccer team

Prompt:
Question: An example of a poor health habit is
Z. taking a bath or shower regularly
C. eating candy instead of lunch
O. handwashing after using the bathroom
I. playing on a soccer team
Answer:

Answer: 1


Question: What type of inheritance controls blood types in humans?

Choices:
A. incomplete dominance
B. polygenic inheritance
C. multiple alleles
D. recessive genes

Prompt:
Question: What type of inheritance controls blood types in humans?
A. incomplete dominance
B. polygenic inheritance
C. multiple alleles
D. recessive genes
Answer:

Answer: 2

Question: What type of inheritance controls blood types in humans?

Choices:
A. recessive genes
B. incomplete dominance
C. polygenic inheritance
D. multiple alleles

Prompt:
Question: What type of inheritance controls blood types in humans?
A. recessive genes
B. incomplete dominance
C. polygenic inheritance
D. multiple alleles
Answer:

Answer: 3

Question: What type of inheritance controls blood types in humans?

Choices:
1. incomplete dominance
2. polygenic inheritance
3. multiple alleles
4. recessive genes

Prompt:
Question: What type of inheritance controls blood types in humans?
1. incomplete dominance
2. polygenic inheritance
3. multiple alleles
4. recessive genes
Answer:

Answer: 2

Question: What type of inheritance controls blood types in humans?

Choices:
Y. incomplete dominance
R. polygenic inheritance
O. multiple alleles
H. recessive genes

Prompt:
Question: What type of inheritance controls blood types in humans?
Y. incomplete dominance
R. polygenic inheritance
O. multiple alleles
H. recessive genes
Answer:

Answer: 2

Question: What type of inheritance controls blood types in humans?

Choices:
Y. recessive genes
R. incomplete dominance
O. polygenic inheritance
H. multiple alleles

Prompt:
Question: What type of inheritance controls blood types in humans?
Y. recessive genes
R. incomplete dominance
O. polygenic inheritance
H. multiple alleles
Answer:

Answer: 3


Question: Minerals can be identified using hardness, streak, and cleavage because

Choices:
A. minerals are inorganic.
B. crystal structure is too hard to determine.
C. crystal size is determined by the environment.
D. minerals have different recognizable properties.

Prompt:
Question: Minerals can be identified using hardness, streak, and cleavage because
A. minerals are inorganic.
B. crystal structure is too hard to determine.
C. crystal size is determined by the environment.
D. minerals have different recognizable properties.
Answer:

Answer: 3

Question: Minerals can be identified using hardness, streak, and cleavage because

Choices:
A. crystal size is determined by the environment.
B. minerals have different recognizable properties.
C. minerals are inorganic.
D. crystal structure is too hard to determine.

Prompt:
Question: Minerals can be identified using hardness, streak, and cleavage because
A. crystal size is determined by the environment.
B. minerals have different recognizable properties.
C. minerals are inorganic.
D. crystal structure is too hard to determine.
Answer:

Answer: 1

Question: Minerals can be identified using hardness, streak, and cleavage because

Choices:
1. minerals are inorganic.
2. crystal structure is too hard to determine.
3. crystal size is determined by the environment.
4. minerals have different recognizable properties.

Prompt:
Question: Minerals can be identified using hardness, streak, and cleavage because
1. minerals are inorganic.
2. crystal structure is too hard to determine.
3. crystal size is determined by the environment.
4. minerals have different recognizable properties.
Answer:

Answer: 3

Question: Minerals can be identified using hardness, streak, and cleavage because

Choices:
P. minerals are inorganic.
S. crystal structure is too hard to determine.
X. crystal size is determined by the environment.
F. minerals have different recognizable properties.

Prompt:
Question: Minerals can be identified using hardness, streak, and cleavage because
P. minerals are inorganic.
S. crystal structure is too hard to determine.
X. crystal size is determined by the environment.
F. minerals have different recognizable properties.
Answer:

Answer: 3

Question: Minerals can be identified using hardness, streak, and cleavage because

Choices:
P. crystal size is determined by the environment.
S. minerals have different recognizable properties.
X. minerals are inorganic.
F. crystal structure is too hard to determine.

Prompt:
Question: Minerals can be identified using hardness, streak, and cleavage because
P. crystal size is determined by the environment.
S. minerals have different recognizable properties.
X. minerals are inorganic.
F. crystal structure is too hard to determine.
Answer:

Answer: 1


Question: What is the process that produces energy in the Sun for billions of years?

Choices:
A. fission
B. fusion
C. solar winds
D. solar radiation

Prompt:
Question: What is the process that produces energy in the Sun for billions of years?
A. fission
B. fusion
C. solar winds
D. solar radiation
Answer:

Answer: 1

Question: What is the process that produces energy in the Sun for billions of years?

Choices:
A. solar winds
B. fission
C. fusion
D. solar radiation

Prompt:
Question: What is the process that produces energy in the Sun for billions of years?
A. solar winds
B. fission
C. fusion
D. solar radiation
Answer:

Answer: 2

Question: What is the process that produces energy in the Sun for billions of years?

Choices:
1. fission
2. fusion
3. solar winds
4. solar radiation

Prompt:
Question: What is the process that produces energy in the Sun for billions of years?
1. fission
2. fusion
3. solar winds
4. solar radiation
Answer:

Answer: 1

Question: What is the process that produces energy in the Sun for billions of years?

Choices:
R. fission
B. fusion
O. solar winds
D. solar radiation

Prompt:
Question: What is the process that produces energy in the Sun for billions of years?
R. fission
B. fusion
O. solar winds
D. solar radiation
Answer:

Answer: 1

Question: What is the process that produces energy in the Sun for billions of years?

Choices:
R. solar winds
B. fission
O. fusion
D. solar radiation

Prompt:
Question: What is the process that produces energy in the Sun for billions of years?
R. solar winds
B. fission
O. fusion
D. solar radiation
Answer:

Answer: 2


Question: Which statement is an opinion?

Choices:
A. Chemistry and Physics are major branches of science.
B. Life Science is a subject filled with interesting information.
C. Geology and Oceanography are subjects in Earth Science.
D. Biology is a science that studies complex organisms.

Prompt:
Question: Which statement is an opinion?
A. Chemistry and Physics are major branches of science.
B. Life Science is a subject filled with interesting information.
C. Geology and Oceanography are subjects in Earth Science.
D. Biology is a science that studies complex organisms.
Answer:

Answer: 1

Question: Which statement is an opinion?

Choices:
A. Biology is a science that studies complex organisms.
B. Geology and Oceanography are subjects in Earth Science.
C. Chemistry and Physics are major branches of science.
D. Life Science is a subject filled with interesting information.

Prompt:
Question: Which statement is an opinion?
A. Biology is a science that studies complex organisms.
B. Geology and Oceanography are subjects in Earth Science.
C. Chemistry and Physics are major branches of science.
D. Life Science is a subject filled with interesting information.
Answer:

Answer: 3

Question: Which statement is an opinion?

Choices:
1. Chemistry and Physics are major branches of science.
2. Life Science is a subject filled with interesting information.
3. Geology and Oceanography are subjects in Earth Science.
4. Biology is a science that studies complex organisms.

Prompt:
Question: Which statement is an opinion?
1. Chemistry and Physics are major branches of science.
2. Life Science is a subject filled with interesting information.
3. Geology and Oceanography are subjects in Earth Science.
4. Biology is a science that studies complex organisms.
Answer:

Answer: 1

Question: Which statement is an opinion?

Choices:
X. Chemistry and Physics are major branches of science.
E. Life Science is a subject filled with interesting information.
J. Geology and Oceanography are subjects in Earth Science.
K. Biology is a science that studies complex organisms.

Prompt:
Question: Which statement is an opinion?
X. Chemistry and Physics are major branches of science.
E. Life Science is a subject filled with interesting information.
J. Geology and Oceanography are subjects in Earth Science.
K. Biology is a science that studies complex organisms.
Answer:

Answer: 1

Question: Which statement is an opinion?

Choices:
X. Biology is a science that studies complex organisms.
E. Geology and Oceanography are subjects in Earth Science.
J. Chemistry and Physics are major branches of science.
K. Life Science is a subject filled with interesting information.

Prompt:
Question: Which statement is an opinion?
X. Biology is a science that studies complex organisms.
E. Geology and Oceanography are subjects in Earth Science.
J. Chemistry and Physics are major branches of science.
K. Life Science is a subject filled with interesting information.
Answer:

Answer: 3


Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?

Choices:
A. algae, plants
B. snakes, wolves, whales
C. deer, rabbits, mice
D. bacteria, fungi

Prompt:
Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?
A. algae, plants
B. snakes, wolves, whales
C. deer, rabbits, mice
D. bacteria, fungi
Answer:

Answer: 3

Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?

Choices:
A. algae, plants
B. deer, rabbits, mice
C. bacteria, fungi
D. snakes, wolves, whales

Prompt:
Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?
A. algae, plants
B. deer, rabbits, mice
C. bacteria, fungi
D. snakes, wolves, whales
Answer:

Answer: 2

Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?

Choices:
1. algae, plants
2. snakes, wolves, whales
3. deer, rabbits, mice
4. bacteria, fungi

Prompt:
Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?
1. algae, plants
2. snakes, wolves, whales
3. deer, rabbits, mice
4. bacteria, fungi
Answer:

Answer: 3

Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?

Choices:
U. algae, plants
L. snakes, wolves, whales
K. deer, rabbits, mice
B. bacteria, fungi

Prompt:
Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?
U. algae, plants
L. snakes, wolves, whales
K. deer, rabbits, mice
B. bacteria, fungi
Answer:

Answer: 3

Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?

Choices:
U. algae, plants
L. deer, rabbits, mice
K. bacteria, fungi
B. snakes, wolves, whales

Prompt:
Question: Decomposers are organisms that obtain their food from dead organisms. Which of these would be classified as decomposers?
U. algae, plants
L. deer, rabbits, mice
K. bacteria, fungi
B. snakes, wolves, whales
Answer:

Answer: 2


Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?

Choices:
A. by breaking down proteins within the cell
B. by directing the process of protein synthesis
C. by regulating the storage of cellular proteins
D. by controlling the movement of protein molecules

Prompt:
Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?
A. by breaking down proteins within the cell
B. by directing the process of protein synthesis
C. by regulating the storage of cellular proteins
D. by controlling the movement of protein molecules
Answer:

Answer: 1

Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?

Choices:
A. by controlling the movement of protein molecules
B. by breaking down proteins within the cell
C. by regulating the storage of cellular proteins
D. by directing the process of protein synthesis

Prompt:
Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?
A. by controlling the movement of protein molecules
B. by breaking down proteins within the cell
C. by regulating the storage of cellular proteins
D. by directing the process of protein synthesis
Answer:

Answer: 3

Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?

Choices:
1. by breaking down proteins within the cell
2. by directing the process of protein synthesis
3. by regulating the storage of cellular proteins
4. by controlling the movement of protein molecules

Prompt:
Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?
1. by breaking down proteins within the cell
2. by directing the process of protein synthesis
3. by regulating the storage of cellular proteins
4. by controlling the movement of protein molecules
Answer:

Answer: 1

Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?

Choices:
L. by breaking down proteins within the cell
M. by directing the process of protein synthesis
T. by regulating the storage of cellular proteins
K. by controlling the movement of protein molecules

Prompt:
Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?
L. by breaking down proteins within the cell
M. by directing the process of protein synthesis
T. by regulating the storage of cellular proteins
K. by controlling the movement of protein molecules
Answer:

Answer: 1

Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?

Choices:
L. by controlling the movement of protein molecules
M. by breaking down proteins within the cell
T. by regulating the storage of cellular proteins
K. by directing the process of protein synthesis

Prompt:
Question: DNA molecules contain the genetic information that determines the characteristics of a living organism. How do DNA molecules express the genetic information they contain?
L. by controlling the movement of protein molecules
M. by breaking down proteins within the cell
T. by regulating the storage of cellular proteins
K. by directing the process of protein synthesis
Answer:

Answer: 3


Question: Fossil fuels were formed from

Choices:
A. volcanoes
B. the remains of living things
C. gases in the atmosphere
D. water trapped inside rocks

Prompt:
Question: Fossil fuels were formed from
A. volcanoes
B. the remains of living things
C. gases in the atmosphere
D. water trapped inside rocks
Answer:

Answer: 1

Question: Fossil fuels were formed from

Choices:
A. gases in the atmosphere
B. water trapped inside rocks
C. volcanoes
D. the remains of living things

Prompt:
Question: Fossil fuels were formed from
A. gases in the atmosphere
B. water trapped inside rocks
C. volcanoes
D. the remains of living things
Answer:

Answer: 3

Question: Fossil fuels were formed from

Choices:
1. volcanoes
2. the remains of living things
3. gases in the atmosphere
4. water trapped inside rocks

Prompt:
Question: Fossil fuels were formed from
1. volcanoes
2. the remains of living things
3. gases in the atmosphere
4. water trapped inside rocks
Answer:

Answer: 1

Question: Fossil fuels were formed from

Choices:
D. volcanoes
I. the remains of living things
N. gases in the atmosphere
A. water trapped inside rocks

Prompt:
Question: Fossil fuels were formed from
D. volcanoes
I. the remains of living things
N. gases in the atmosphere
A. water trapped inside rocks
Answer:

Answer: 1

Question: Fossil fuels were formed from

Choices:
D. gases in the atmosphere
I. water trapped inside rocks
N. volcanoes
A. the remains of living things

Prompt:
Question: Fossil fuels were formed from
D. gases in the atmosphere
I. water trapped inside rocks
N. volcanoes
A. the remains of living things
Answer:

Answer: 3


Question: Which of the following remains constant in Earth's carbon cycle?

Choices:
A. the total mass of available carbon
B. the way organisms use carbon
C. the physical state of carbon-containing molecules
D. the molecule in which a particular carbon atom is found

Prompt:
Question: Which of the following remains constant in Earth's carbon cycle?
A. the total mass of available carbon
B. the way organisms use carbon
C. the physical state of carbon-containing molecules
D. the molecule in which a particular carbon atom is found
Answer:

Question: Which of the following remains constant in Earth's carbon cycle?

Choices:
A. the physical state of carbon-containing molecules
B. the molecule in which a particular carbon atom is found
C. the way organisms use carbon
D. the total mass of available carbon

Prompt:
Question: Which of the following remains constant in Earth's carbon cycle?
A. the physical state of carbon-containing molecules
B. the molecule in which a particular carbon atom is found
C. the way organisms use carbon
D. the total mass of available carbon
Answer:

Answer: 3

Question: Which of the following remains constant in Earth's carbon cycle?

Choices:
1. the total mass of available carbon
2. the way organisms use carbon
3. the physical state of carbon-containing molecules
4. the molecule in which a particular carbon atom is found

Prompt:
Question: Which of the following remains constant in Earth's carbon cycle?
1. the total mass of available carbon
2. the way organisms use carbon
3. the physical state of carbon-containing molecules
4. the molecule in which a particular carbon atom is found
Answer:

Question: Which of the following remains constant in Earth's carbon cycle?

Choices:
D. the total mass of available carbon
L. the way organisms use carbon
A. the physical state of carbon-containing molecules
I. the molecule in which a particular carbon atom is found

Prompt:
Question: Which of the following remains constant in Earth's carbon cycle?
D. the total mass of available carbon
L. the way organisms use carbon
A. the physical state of carbon-containing molecules
I. the molecule in which a particular carbon atom is found
Answer:

Question: Which of the following remains constant in Earth's carbon cycle?

Choices:
D. the physical state of carbon-containing molecules
L. the molecule in which a particular carbon atom is found
A. the way organisms use carbon
I. the total mass of available carbon

Prompt:
Question: Which of the following remains constant in Earth's carbon cycle?
D. the physical state of carbon-containing molecules
L. the molecule in which a particular carbon atom is found
A. the way organisms use carbon
I. the total mass of available carbon
Answer:

Answer: 3


Question: Which invention has technology that helps people keep food fresh for a long period of time?

Choices:
A. dishwasher
B. refrigerator
C. electric mixer
D. microwave oven

Prompt:
Question: Which invention has technology that helps people keep food fresh for a long period of time?
A. dishwasher
B. refrigerator
C. electric mixer
D. microwave oven
Answer:

Answer: 1

Question: Which invention has technology that helps people keep food fresh for a long period of time?

Choices:
A. microwave oven
B. dishwasher
C. electric mixer
D. refrigerator

Prompt:
Question: Which invention has technology that helps people keep food fresh for a long period of time?
A. microwave oven
B. dishwasher
C. electric mixer
D. refrigerator
Answer:

Answer: 3

Question: Which invention has technology that helps people keep food fresh for a long period of time?

Choices:
1. dishwasher
2. refrigerator
3. electric mixer
4. microwave oven

Prompt:
Question: Which invention has technology that helps people keep food fresh for a long period of time?
1. dishwasher
2. refrigerator
3. electric mixer
4. microwave oven
Answer:

Answer: 1

Question: Which invention has technology that helps people keep food fresh for a long period of time?

Choices:
F. dishwasher
S. refrigerator
H. electric mixer
E. microwave oven

Prompt:
Question: Which invention has technology that helps people keep food fresh for a long period of time?
F. dishwasher
S. refrigerator
H. electric mixer
E. microwave oven
Answer:

Answer: 1

Question: Which invention has technology that helps people keep food fresh for a long period of time?

Choices:
F. microwave oven
S. dishwasher
H. electric mixer
E. refrigerator

Prompt:
Question: Which invention has technology that helps people keep food fresh for a long period of time?
F. microwave oven
S. dishwasher
H. electric mixer
E. refrigerator
Answer:

Answer: 3


Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?

Choices:
A. The distance between the Sun and Earth is measured in light years.
B. Jupiter and Uranus are considered to be terrestrial planets.
C. The asteroid belt is located between Jupiter and Saturn.
D. The orbit of Mars is similar to the orbit of Saturn.

Prompt:
Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?
A. The distance between the Sun and Earth is measured in light years.
B. Jupiter and Uranus are considered to be terrestrial planets.
C. The asteroid belt is located between Jupiter and Saturn.
D. The orbit of Mars is similar to the orbit of Saturn.
Answer:

Answer: 3

Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?

Choices:
A. The orbit of Mars is similar to the orbit of Saturn.
B. The asteroid belt is located between Jupiter and Saturn.
C. The distance between the Sun and Earth is measured in light years.
D. Jupiter and Uranus are considered to be terrestrial planets.

Prompt:
Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?
A. The orbit of Mars is similar to the orbit of Saturn.
B. The asteroid belt is located between Jupiter and Saturn.
C. The distance between the Sun and Earth is measured in light years.
D. Jupiter and Uranus are considered to be terrestrial planets.
Answer:

Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?

Choices:
1. The distance between the Sun and Earth is measured in light years.
2. Jupiter and Uranus are considered to be terrestrial planets.
3. The asteroid belt is located between Jupiter and Saturn.
4. The orbit of Mars is similar to the orbit of Saturn.

Prompt:
Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?
1. The distance between the Sun and Earth is measured in light years.
2. Jupiter and Uranus are considered to be terrestrial planets.
3. The asteroid belt is located between Jupiter and Saturn.
4. The orbit of Mars is similar to the orbit of Saturn.
Answer:

Answer: 3

Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?

Choices:
H. The distance between the Sun and Earth is measured in light years.
K. Jupiter and Uranus are considered to be terrestrial planets.
G. The asteroid belt is located between Jupiter and Saturn.
R. The orbit of Mars is similar to the orbit of Saturn.

Prompt:
Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?
H. The distance between the Sun and Earth is measured in light years.
K. Jupiter and Uranus are considered to be terrestrial planets.
G. The asteroid belt is located between Jupiter and Saturn.
R. The orbit of Mars is similar to the orbit of Saturn.
Answer:

Answer: 3

Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?

Choices:
H. The orbit of Mars is similar to the orbit of Saturn.
K. The asteroid belt is located between Jupiter and Saturn.
G. The distance between the Sun and Earth is measured in light years.
R. Jupiter and Uranus are considered to be terrestrial planets.

Prompt:
Question: A student is designing a model of the solar system and writing a report. She is trying to be as accurate as possible. Which statement should she include in her report?
H. The orbit of Mars is similar to the orbit of Saturn.
K. The asteroid belt is located between Jupiter and Saturn.
G. The distance between the Sun and Earth is measured in light years.
R. Jupiter and Uranus are considered to be terrestrial planets.
Answer:


Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?

Choices:
A. height
B. weight
C. temperature
D. volume

Prompt:
Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?
A. height
B. weight
C. temperature
D. volume
Answer:

Answer: 1

Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?

Choices:
A. weight
B. height
C. volume
D. temperature

Prompt:
Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?
A. weight
B. height
C. volume
D. temperature
Answer:

Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?

Choices:
1. height
2. weight
3. temperature
4. volume

Prompt:
Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?
1. height
2. weight
3. temperature
4. volume
Answer:

Answer: 1

Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?

Choices:
Q. height
V. weight
Z. temperature
C. volume

Prompt:
Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?
Q. height
V. weight
Z. temperature
C. volume
Answer:

Answer: 1

Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?

Choices:
Q. weight
V. height
Z. volume
C. temperature

Prompt:
Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?
Q. weight
V. height
Z. volume
C. temperature
Answer:


Question: Which feature is a physical property of copper?

Choices:
A. insulates heat
B. conducts electricity
C. strong magnetic force
D. liquid at room temperature

Prompt:
Question: Which feature is a physical property of copper?
A. insulates heat
B. conducts electricity
C. strong magnetic force
D. liquid at room temperature
Answer:

Answer: 1

Question: Which feature is a physical property of copper?

Choices:
A. insulates heat
B. strong magnetic force
C. liquid at room temperature
D. conducts electricity

Prompt:
Question: Which feature is a physical property of copper?
A. insulates heat
B. strong magnetic force
C. liquid at room temperature
D. conducts electricity
Answer:

Answer: 3

Question: Which feature is a physical property of copper?

Choices:
1. insulates heat
2. conducts electricity
3. strong magnetic force
4. liquid at room temperature

Prompt:
Question: Which feature is a physical property of copper?
1. insulates heat
2. conducts electricity
3. strong magnetic force
4. liquid at room temperature
Answer:

Answer: 1

Question: Which feature is a physical property of copper?

Choices:
Y. insulates heat
D. conducts electricity
K. strong magnetic force
H. liquid at room temperature

Prompt:
Question: Which feature is a physical property of copper?
Y. insulates heat
D. conducts electricity
K. strong magnetic force
H. liquid at room temperature
Answer:

Answer: 1

Question: Which feature is a physical property of copper?

Choices:
Y. insulates heat
D. strong magnetic force
K. liquid at room temperature
H. conducts electricity

Prompt:
Question: Which feature is a physical property of copper?
Y. insulates heat
D. strong magnetic force
K. liquid at room temperature
H. conducts electricity
Answer:

Answer: 3


Question: Which term describes Earth's orbit around the Sun?

Choices:
A. day
B. revolution
C. month
D. rotation

Prompt:
Question: Which term describes Earth's orbit around the Sun?
A. day
B. revolution
C. month
D. rotation
Answer:

Answer: 1

Question: Which term describes Earth's orbit around the Sun?

Choices:
A. month
B. day
C. revolution
D. rotation

Prompt:
Question: Which term describes Earth's orbit around the Sun?
A. month
B. day
C. revolution
D. rotation
Answer:

Answer: 2

Question: Which term describes Earth's orbit around the Sun?

Choices:
1. day
2. revolution
3. month
4. rotation

Prompt:
Question: Which term describes Earth's orbit around the Sun?
1. day
2. revolution
3. month
4. rotation
Answer:

Answer: 1

Question: Which term describes Earth's orbit around the Sun?

Choices:
H. day
P. revolution
J. month
N. rotation

Prompt:
Question: Which term describes Earth's orbit around the Sun?
H. day
P. revolution
J. month
N. rotation
Answer:

Answer: 1

Question: Which term describes Earth's orbit around the Sun?

Choices:
H. month
P. day
J. revolution
N. rotation

Prompt:
Question: Which term describes Earth's orbit around the Sun?
H. month
P. day
J. revolution
N. rotation
Answer:

Answer: 2


Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?

Choices:
A. They make the plant appetizing to small desert animals.
B. They prevent the loss of oxygen through photosynthesis.
C. They reduce the loss of water from the plant to the air.
D. They provide the storage space for different types of minerals.

Prompt:
Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?
A. They make the plant appetizing to small desert animals.
B. They prevent the loss of oxygen through photosynthesis.
C. They reduce the loss of water from the plant to the air.
D. They provide the storage space for different types of minerals.
Answer:

Answer: 2

Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?

Choices:
A. They make the plant appetizing to small desert animals.
B. They reduce the loss of water from the plant to the air.
C. They prevent the loss of oxygen through photosynthesis.
D. They provide the storage space for different types of minerals.

Prompt:
Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?
A. They make the plant appetizing to small desert animals.
B. They reduce the loss of water from the plant to the air.
C. They prevent the loss of oxygen through photosynthesis.
D. They provide the storage space for different types of minerals.
Answer:

Answer: 1

Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?

Choices:
1. They make the plant appetizing to small desert animals.
2. They prevent the loss of oxygen through photosynthesis.
3. They reduce the loss of water from the plant to the air.
4. They provide the storage space for different types of minerals.

Prompt:
Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?
1. They make the plant appetizing to small desert animals.
2. They prevent the loss of oxygen through photosynthesis.
3. They reduce the loss of water from the plant to the air.
4. They provide the storage space for different types of minerals.
Answer:

Answer: 2

Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?

Choices:
Q. They make the plant appetizing to small desert animals.
M. They prevent the loss of oxygen through photosynthesis.
C. They reduce the loss of water from the plant to the air.
X. They provide the storage space for different types of minerals.

Prompt:
Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?
Q. They make the plant appetizing to small desert animals.
M. They prevent the loss of oxygen through photosynthesis.
C. They reduce the loss of water from the plant to the air.
X. They provide the storage space for different types of minerals.
Answer:

Answer: 2

Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?

Choices:
Q. They make the plant appetizing to small desert animals.
M. They reduce the loss of water from the plant to the air.
C. They prevent the loss of oxygen through photosynthesis.
X. They provide the storage space for different types of minerals.

Prompt:
Question: How do the waxy stem covering and needle-shaped leaves improve the ability of a cactus to survive in the desert?
Q. They make the plant appetizing to small desert animals.
M. They reduce the loss of water from the plant to the air.
C. They prevent the loss of oxygen through photosynthesis.
X. They provide the storage space for different types of minerals.
Answer:

Answer: 1


Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?

Choices:
A. A cell membrane is surrounded by fluid.
B. A cell membrane is semipermeable.
C. A cell membrane holds organelles in place.
D. A cell membrane is found in plant and animal cells.

Prompt:
Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?
A. A cell membrane is surrounded by fluid.
B. A cell membrane is semipermeable.
C. A cell membrane holds organelles in place.
D. A cell membrane is found in plant and animal cells.
Answer:

Answer: 1

Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?

Choices:
A. A cell membrane holds organelles in place.
B. A cell membrane is found in plant and animal cells.
C. A cell membrane is surrounded by fluid.
D. A cell membrane is semipermeable.

Prompt:
Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?
A. A cell membrane holds organelles in place.
B. A cell membrane is found in plant and animal cells.
C. A cell membrane is surrounded by fluid.
D. A cell membrane is semipermeable.
Answer:

Answer: 3

Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?

Choices:
1. A cell membrane is surrounded by fluid.
2. A cell membrane is semipermeable.
3. A cell membrane holds organelles in place.
4. A cell membrane is found in plant and animal cells.

Prompt:
Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?
1. A cell membrane is surrounded by fluid.
2. A cell membrane is semipermeable.
3. A cell membrane holds organelles in place.
4. A cell membrane is found in plant and animal cells.
Answer:

Answer: 1

Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?

Choices:
Y. A cell membrane is surrounded by fluid.
Z. A cell membrane is semipermeable.
A. A cell membrane holds organelles in place.
E. A cell membrane is found in plant and animal cells.

Prompt:
Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?
Y. A cell membrane is surrounded by fluid.
Z. A cell membrane is semipermeable.
A. A cell membrane holds organelles in place.
E. A cell membrane is found in plant and animal cells.
Answer:

Answer: 1

Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?

Choices:
Y. A cell membrane holds organelles in place.
Z. A cell membrane is found in plant and animal cells.
A. A cell membrane is surrounded by fluid.
E. A cell membrane is semipermeable.

Prompt:
Question: Which characteristic of a cell membrane allows it to control materials entering and leaving a cell?
Y. A cell membrane holds organelles in place.
Z. A cell membrane is found in plant and animal cells.
A. A cell membrane is surrounded by fluid.
E. A cell membrane is semipermeable.
Answer:

Answer: 3


Question: Which statement about all living organisms is true?

Choices:
A. They have limbs.
B. They produce their own food.
C. They breathe air.
D. They have at least one cell.

Prompt:
Question: Which statement about all living organisms is true?
A. They have limbs.
B. They produce their own food.
C. They breathe air.
D. They have at least one cell.
Answer:

Answer: 3

Question: Which statement about all living organisms is true?

Choices:
A. They produce their own food.
B. They have at least one cell.
C. They have limbs.
D. They breathe air.

Prompt:
Question: Which statement about all living organisms is true?
A. They produce their own food.
B. They have at least one cell.
C. They have limbs.
D. They breathe air.
Answer:

Answer: 1

Question: Which statement about all living organisms is true?

Choices:
1. They have limbs.
2. They produce their own food.
3. They breathe air.
4. They have at least one cell.

Prompt:
Question: Which statement about all living organisms is true?
1. They have limbs.
2. They produce their own food.
3. They breathe air.
4. They have at least one cell.
Answer:

Answer: 3

Question: Which statement about all living organisms is true?

Choices:
W. They have limbs.
L. They produce their own food.
I. They breathe air.
B. They have at least one cell.

Prompt:
Question: Which statement about all living organisms is true?
W. They have limbs.
L. They produce their own food.
I. They breathe air.
B. They have at least one cell.
Answer:

Answer: 3

Question: Which statement about all living organisms is true?

Choices:
W. They produce their own food.
L. They have at least one cell.
I. They have limbs.
B. They breathe air.

Prompt:
Question: Which statement about all living organisms is true?
W. They produce their own food.
L. They have at least one cell.
I. They have limbs.
B. They breathe air.
Answer:

Answer: 1


Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?

Choices:
A. Earth's tilt on its axis
B. the Sun's tilt on its axis
C. Earth spinning on its axis
D. the Sun spinning on its axis

Prompt:
Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?
A. Earth's tilt on its axis
B. the Sun's tilt on its axis
C. Earth spinning on its axis
D. the Sun spinning on its axis
Answer:

Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?

Choices:
A. Earth spinning on its axis
B. the Sun spinning on its axis
C. Earth's tilt on its axis
D. the Sun's tilt on its axis

Prompt:
Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?
A. Earth spinning on its axis
B. the Sun spinning on its axis
C. Earth's tilt on its axis
D. the Sun's tilt on its axis
Answer:

Answer: 2

Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?

Choices:
1. Earth's tilt on its axis
2. the Sun's tilt on its axis
3. Earth spinning on its axis
4. the Sun spinning on its axis

Prompt:
Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?
1. Earth's tilt on its axis
2. the Sun's tilt on its axis
3. Earth spinning on its axis
4. the Sun spinning on its axis
Answer:

Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?

Choices:
U. Earth's tilt on its axis
V. the Sun's tilt on its axis
P. Earth spinning on its axis
G. the Sun spinning on its axis

Prompt:
Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?
U. Earth's tilt on its axis
V. the Sun's tilt on its axis
P. Earth spinning on its axis
G. the Sun spinning on its axis
Answer:

Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?

Choices:
U. Earth spinning on its axis
V. the Sun spinning on its axis
P. Earth's tilt on its axis
G. the Sun's tilt on its axis

Prompt:
Question: The length of daylight changes as the seasons change during the year. What causes these changes in daylight?
U. Earth spinning on its axis
V. the Sun spinning on its axis
P. Earth's tilt on its axis
G. the Sun's tilt on its axis
Answer:

Answer: 2


Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?

Choices:
A. over hunting
B. water pollution
C. airborne diseases
D. increased deforestation

Prompt:
Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?
A. over hunting
B. water pollution
C. airborne diseases
D. increased deforestation
Answer:

Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?

Choices:
A. increased deforestation
B. airborne diseases
C. water pollution
D. over hunting

Prompt:
Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?
A. increased deforestation
B. airborne diseases
C. water pollution
D. over hunting
Answer:

Answer: 3

Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?

Choices:
1. over hunting
2. water pollution
3. airborne diseases
4. increased deforestation

Prompt:
Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?
1. over hunting
2. water pollution
3. airborne diseases
4. increased deforestation
Answer:

Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?

Choices:
U. over hunting
F. water pollution
P. airborne diseases
Z. increased deforestation

Prompt:
Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?
U. over hunting
F. water pollution
P. airborne diseases
Z. increased deforestation
Answer:

Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?

Choices:
U. increased deforestation
F. airborne diseases
P. water pollution
Z. over hunting

Prompt:
Question: The populations of black rhinoceroses have been impacted by human interactions to the point of being endangered. Which interaction best explains why the black rhino is now endangered?
U. increased deforestation
F. airborne diseases
P. water pollution
Z. over hunting
Answer:

Answer: 3


Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and

Choices:
A. electricity.
B. heat.
C. magnetism.
D. sound.

Prompt:
Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and
A. electricity.
B. heat.
C. magnetism.
D. sound.
Answer:

Answer: 1

Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and

Choices:
A. sound.
B. electricity.
C. heat.
D. magnetism.

Prompt:
Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and
A. sound.
B. electricity.
C. heat.
D. magnetism.
Answer:

Answer: 2

Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and

Choices:
1. electricity.
2. heat.
3. magnetism.
4. sound.

Prompt:
Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and
1. electricity.
2. heat.
3. magnetism.
4. sound.
Answer:

Answer: 1

Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and

Choices:
Y. electricity.
C. heat.
J. magnetism.
X. sound.

Prompt:
Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and
Y. electricity.
C. heat.
J. magnetism.
X. sound.
Answer:

Answer: 1

Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and

Choices:
Y. sound.
C. electricity.
J. heat.
X. magnetism.

Prompt:
Question: A student had a cup of ice while working outside. After a while, the ice melted because the Sun emits energy in the form of light and
Y. sound.
C. electricity.
J. heat.
X. magnetism.
Answer:

Answer: 2


Question: What characteristic of viruses distinguishes them from cells?

Choices:
A. They do not have hereditary material.
B. They are not separated from their environments.
C. They lack an independent metabolism.
D. Their traits do not evolve in response to selection pressures.

Prompt:
Question: What characteristic of viruses distinguishes them from cells?
A. They do not have hereditary material.
B. They are not separated from their environments.
C. They lack an independent metabolism.
D. Their traits do not evolve in response to selection pressures.
Answer:

Answer: 2

Question: What characteristic of viruses distinguishes them from cells?

Choices:
A. They are not separated from their environments.
B. Their traits do not evolve in response to selection pressures.
C. They do not have hereditary material.
D. They lack an independent metabolism.

Prompt:
Question: What characteristic of viruses distinguishes them from cells?
A. They are not separated from their environments.
B. Their traits do not evolve in response to selection pressures.
C. They do not have hereditary material.
D. They lack an independent metabolism.
Answer:

Answer: 3

Question: What characteristic of viruses distinguishes them from cells?

Choices:
1. They do not have hereditary material.
2. They are not separated from their environments.
3. They lack an independent metabolism.
4. Their traits do not evolve in response to selection pressures.

Prompt:
Question: What characteristic of viruses distinguishes them from cells?
1. They do not have hereditary material.
2. They are not separated from their environments.
3. They lack an independent metabolism.
4. Their traits do not evolve in response to selection pressures.
Answer:

Answer: 2

Question: What characteristic of viruses distinguishes them from cells?

Choices:
J. They do not have hereditary material.
Q. They are not separated from their environments.
P. They lack an independent metabolism.
R. Their traits do not evolve in response to selection pressures.

Prompt:
Question: What characteristic of viruses distinguishes them from cells?
J. They do not have hereditary material.
Q. They are not separated from their environments.
P. They lack an independent metabolism.
R. Their traits do not evolve in response to selection pressures.
Answer:

Answer: 2

Question: What characteristic of viruses distinguishes them from cells?

Choices:
J. They are not separated from their environments.
Q. Their traits do not evolve in response to selection pressures.
P. They do not have hereditary material.
R. They lack an independent metabolism.

Prompt:
Question: What characteristic of viruses distinguishes them from cells?
J. They are not separated from their environments.
Q. Their traits do not evolve in response to selection pressures.
P. They do not have hereditary material.
R. They lack an independent metabolism.
Answer:

Answer: 3


Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of

Choices:
A. glutamate.
B. glycerol.
C. glycolysis.
D. glucose.

Prompt:
Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of
A. glutamate.
B. glycerol.
C. glycolysis.
D. glucose.
Answer:

Answer: 3

Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of

Choices:
A. glutamate.
B. glycolysis.
C. glucose.
D. glycerol.

Prompt:
Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of
A. glutamate.
B. glycolysis.
C. glucose.
D. glycerol.
Answer:

Answer: 2

Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of

Choices:
1. glutamate.
2. glycerol.
3. glycolysis.
4. glucose.

Prompt:
Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of
1. glutamate.
2. glycerol.
3. glycolysis.
4. glucose.
Answer:

Answer: 3

Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of

Choices:
A. glutamate.
Z. glycerol.
H. glycolysis.
C. glucose.

Prompt:
Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of
A. glutamate.
Z. glycerol.
H. glycolysis.
C. glucose.
Answer:

Answer: 3

Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of

Choices:
A. glutamate.
Z. glycolysis.
H. glucose.
C. glycerol.

Prompt:
Question: The energy required to lift an object is supplied by ATP derived from the breakdown of molecules of
A. glutamate.
Z. glycolysis.
H. glucose.
C. glycerol.
Answer:

Answer: 2


Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?

Choices:
A. ATP
B. mRNA
C. tRNA
D. DNA

Prompt:
Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?
A. ATP
B. mRNA
C. tRNA
D. DNA
Answer:

Answer: 3

Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?

Choices:
A. DNA
B. mRNA
C. tRNA
D. ATP

Prompt:
Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?
A. DNA
B. mRNA
C. tRNA
D. ATP
Answer:

Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?

Choices:
1. ATP
2. mRNA
3. tRNA
4. DNA

Prompt:
Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?
1. ATP
2. mRNA
3. tRNA
4. DNA
Answer:

Answer: 3

Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?

Choices:
X. ATP
H. mRNA
K. tRNA
Y. DNA

Prompt:
Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?
X. ATP
H. mRNA
K. tRNA
Y. DNA
Answer:

Answer: 3

Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?

Choices:
X. DNA
H. mRNA
K. tRNA
Y. ATP

Prompt:
Question: Living cells synthesize long chains of amino acids called proteins. Which substance provides the information needed to correctly sequence the amino acids during protein synthesis?
X. DNA
H. mRNA
K. tRNA
Y. ATP
Answer:


Question: Which of these makes it possible for hurricanes to form?

Choices:
A. water depth
B. water clarity
C. water salinity
D. water temperature

Prompt:
Question: Which of these makes it possible for hurricanes to form?
A. water depth
B. water clarity
C. water salinity
D. water temperature
Answer:

Answer: 3

Question: Which of these makes it possible for hurricanes to form?

Choices:
A. water clarity
B. water temperature
C. water salinity
D. water depth

Prompt:
Question: Which of these makes it possible for hurricanes to form?
A. water clarity
B. water temperature
C. water salinity
D. water depth
Answer:

Answer: 1

Question: Which of these makes it possible for hurricanes to form?

Choices:
1. water depth
2. water clarity
3. water salinity
4. water temperature

Prompt:
Question: Which of these makes it possible for hurricanes to form?
1. water depth
2. water clarity
3. water salinity
4. water temperature
Answer:

Answer: 3

Question: Which of these makes it possible for hurricanes to form?

Choices:
K. water depth
A. water clarity
J. water salinity
T. water temperature

Prompt:
Question: Which of these makes it possible for hurricanes to form?
K. water depth
A. water clarity
J. water salinity
T. water temperature
Answer:

Answer: 3

Question: Which of these makes it possible for hurricanes to form?

Choices:
K. water clarity
A. water temperature
J. water salinity
T. water depth

Prompt:
Question: Which of these makes it possible for hurricanes to form?
K. water clarity
A. water temperature
J. water salinity
T. water depth
Answer:

Answer: 1


Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of

Choices:
A. a niche.
B. a species.
C. an adaptation.
D. an ecosystem.

Prompt:
Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of
A. a niche.
B. a species.
C. an adaptation.
D. an ecosystem.
Answer:

Answer: 2

Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of

Choices:
A. an ecosystem.
B. an adaptation.
C. a niche.
D. a species.

Prompt:
Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of
A. an ecosystem.
B. an adaptation.
C. a niche.
D. a species.
Answer:

Answer: 1

Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of

Choices:
1. a niche.
2. a species.
3. an adaptation.
4. an ecosystem.

Prompt:
Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of
1. a niche.
2. a species.
3. an adaptation.
4. an ecosystem.
Answer:

Answer: 2

Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of

Choices:
K. a niche.
C. a species.
J. an adaptation.
R. an ecosystem.

Prompt:
Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of
K. a niche.
C. a species.
J. an adaptation.
R. an ecosystem.
Answer:

Answer: 2

Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of

Choices:
K. an ecosystem.
C. an adaptation.
J. a niche.
R. a species.

Prompt:
Question: Most types of cacti survive the dry conditions of a desert because they hold water in their stems. This is an example of
K. an ecosystem.
C. an adaptation.
J. a niche.
R. a species.
Answer:

Answer: 1


Question: High-altitude cirrus clouds are primarily formed from which substance?

Choices:
A. carbon dioxide gas
B. solid ice crystals
C. nitrogen compounds
D. ozone molecules

Prompt:
Question: High-altitude cirrus clouds are primarily formed from which substance?
A. carbon dioxide gas
B. solid ice crystals
C. nitrogen compounds
D. ozone molecules
Answer:

Answer: 1

Question: High-altitude cirrus clouds are primarily formed from which substance?

Choices:
A. solid ice crystals
B. ozone molecules
C. nitrogen compounds
D. carbon dioxide gas

Prompt:
Question: High-altitude cirrus clouds are primarily formed from which substance?
A. solid ice crystals
B. ozone molecules
C. nitrogen compounds
D. carbon dioxide gas
Answer:

Question: High-altitude cirrus clouds are primarily formed from which substance?

Choices:
1. carbon dioxide gas
2. solid ice crystals
3. nitrogen compounds
4. ozone molecules

Prompt:
Question: High-altitude cirrus clouds are primarily formed from which substance?
1. carbon dioxide gas
2. solid ice crystals
3. nitrogen compounds
4. ozone molecules
Answer:

Answer: 1

Question: High-altitude cirrus clouds are primarily formed from which substance?

Choices:
B. carbon dioxide gas
G. solid ice crystals
X. nitrogen compounds
Z. ozone molecules

Prompt:
Question: High-altitude cirrus clouds are primarily formed from which substance?
B. carbon dioxide gas
G. solid ice crystals
X. nitrogen compounds
Z. ozone molecules
Answer:

Answer: 1

Question: High-altitude cirrus clouds are primarily formed from which substance?

Choices:
B. solid ice crystals
G. ozone molecules
X. nitrogen compounds
Z. carbon dioxide gas

Prompt:
Question: High-altitude cirrus clouds are primarily formed from which substance?
B. solid ice crystals
G. ozone molecules
X. nitrogen compounds
Z. carbon dioxide gas
Answer: