Question: What can a moving magnet in a coil of copper wire cause?

Choices:
A. an electric current
B. friction on wheels
C. an increase in gravity
D. a decrease in heat

Prompt:
Question: What can a moving magnet in a coil of copper wire cause?
A. an electric current
B. friction on wheels
C. an increase in gravity
D. a decrease in heat
Answer:

Question: What can a moving magnet in a coil of copper wire cause?

Choices:
A. an increase in gravity
B. an electric current
C. friction on wheels
D. a decrease in heat

Prompt:
Question: What can a moving magnet in a coil of copper wire cause?
A. an increase in gravity
B. an electric current
C. friction on wheels
D. a decrease in heat
Answer:

Answer: 1

Question: What can a moving magnet in a coil of copper wire cause?

Choices:
1. an electric current
2. friction on wheels
3. an increase in gravity
4. a decrease in heat

Prompt:
Question: What can a moving magnet in a coil of copper wire cause?
1. an electric current
2. friction on wheels
3. an increase in gravity
4. a decrease in heat
Answer:

Question: What can a moving magnet in a coil of copper wire cause?

Choices:
W. an electric current
P. friction on wheels
I. an increase in gravity
Y. a decrease in heat

Prompt:
Question: What can a moving magnet in a coil of copper wire cause?
W. an electric current
P. friction on wheels
I. an increase in gravity
Y. a decrease in heat
Answer:

Question: What can a moving magnet in a coil of copper wire cause?

Choices:
W. an increase in gravity
P. an electric current
I. friction on wheels
Y. a decrease in heat

Prompt:
Question: What can a moving magnet in a coil of copper wire cause?
W. an increase in gravity
P. an electric current
I. friction on wheels
Y. a decrease in heat
Answer:

Answer: 1


Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?

Choices:
A. archaea
B. bacteria
C. fungi
D. plants

Prompt:
Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?
A. archaea
B. bacteria
C. fungi
D. plants
Answer:

Answer: 1

Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?

Choices:
A. archaea
B. plants
C. bacteria
D. fungi

Prompt:
Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?
A. archaea
B. plants
C. bacteria
D. fungi
Answer:

Answer: 2

Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?

Choices:
1. archaea
2. bacteria
3. fungi
4. plants

Prompt:
Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?
1. archaea
2. bacteria
3. fungi
4. plants
Answer:

Answer: 1

Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?

Choices:
G. archaea
N. bacteria
E. fungi
M. plants

Prompt:
Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?
G. archaea
N. bacteria
E. fungi
M. plants
Answer:

Answer: 1

Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?

Choices:
G. archaea
N. plants
E. bacteria
M. fungi

Prompt:
Question: A researcher determines a cell has a flexible cell wall composed of peptidoglycan. This observation narrows possible classifications of the cell to which taxonomic group?
G. archaea
N. plants
E. bacteria
M. fungi
Answer:

Answer: 2


Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?

Choices:
A. breathing mask
B. safety goggles
C. rubber gloves
D. lead smock

Prompt:
Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?
A. breathing mask
B. safety goggles
C. rubber gloves
D. lead smock
Answer:

Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?

Choices:
A. lead smock
B. rubber gloves
C. safety goggles
D. breathing mask

Prompt:
Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?
A. lead smock
B. rubber gloves
C. safety goggles
D. breathing mask
Answer:

Answer: 3

Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?

Choices:
1. breathing mask
2. safety goggles
3. rubber gloves
4. lead smock

Prompt:
Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?
1. breathing mask
2. safety goggles
3. rubber gloves
4. lead smock
Answer:

Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?

Choices:
S. breathing mask
N. safety goggles
P. rubber gloves
A. lead smock

Prompt:
Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?
S. breathing mask
N. safety goggles
P. rubber gloves
A. lead smock
Answer:

Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?

Choices:
S. lead smock
N. rubber gloves
P. safety goggles
A. breathing mask

Prompt:
Question: A student conducts an investigation using mold spores. In one part of the investigation, he needs to closely examine a spore sample. Which piece of equipment does the student need to use to keep mold spores from entering his respiratory system?
S. lead smock
N. rubber gloves
P. safety goggles
A. breathing mask
Answer:

Answer: 3


Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and

Choices:
A. speeding up the process of decay.
B. taking nonliving matter from the environment.
C. slowing the spread of disease.
D. helping to distribute seeds.

Prompt:
Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and
A. speeding up the process of decay.
B. taking nonliving matter from the environment.
C. slowing the spread of disease.
D. helping to distribute seeds.
Answer:

Answer: 2

Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and

Choices:
A. slowing the spread of disease.
B. speeding up the process of decay.
C. helping to distribute seeds.
D. taking nonliving matter from the environment.

Prompt:
Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and
A. slowing the spread of disease.
B. speeding up the process of decay.
C. helping to distribute seeds.
D. taking nonliving matter from the environment.
Answer:

Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and

Choices:
1. speeding up the process of decay.
2. taking nonliving matter from the environment.
3. slowing the spread of disease.
4. helping to distribute seeds.

Prompt:
Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and
1. speeding up the process of decay.
2. taking nonliving matter from the environment.
3. slowing the spread of disease.
4. helping to distribute seeds.
Answer:

Answer: 2

Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and

Choices:
D. speeding up the process of decay.
C. taking nonliving matter from the environment.
H. slowing the spread of disease.
Z. helping to distribute seeds.

Prompt:
Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and
D. speeding up the process of decay.
C. taking nonliving matter from the environment.
H. slowing the spread of disease.
Z. helping to distribute seeds.
Answer:

Answer: 2

Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and

Choices:
D. slowing the spread of disease.
C. speeding up the process of decay.
H. helping to distribute seeds.
Z. taking nonliving matter from the environment.

Prompt:
Question: Vultures are scavengers that most likely help ecosystems by quickly consuming dead organisms and
D. slowing the spread of disease.
C. speeding up the process of decay.
H. helping to distribute seeds.
Z. taking nonliving matter from the environment.
Answer:


Question: What is the process called when an acid and a base combine to produce water and salt?

Choices:
A. neutralization
B. dilution
C. titration
D. physical reaction

Prompt:
Question: What is the process called when an acid and a base combine to produce water and salt?
A. neutralization
B. dilution
C. titration
D. physical reaction
Answer:

Question: What is the process called when an acid and a base combine to produce water and salt?

Choices:
A. titration
B. neutralization
C. physical reaction
D. dilution

Prompt:
Question: What is the process called when an acid and a base combine to produce water and salt?
A. titration
B. neutralization
C. physical reaction
D. dilution
Answer:

Answer: 1

Question: What is the process called when an acid and a base combine to produce water and salt?

Choices:
1. neutralization
2. dilution
3. titration
4. physical reaction

Prompt:
Question: What is the process called when an acid and a base combine to produce water and salt?
1. neutralization
2. dilution
3. titration
4. physical reaction
Answer:

Question: What is the process called when an acid and a base combine to produce water and salt?

Choices:
H. neutralization
W. dilution
S. titration
O. physical reaction

Prompt:
Question: What is the process called when an acid and a base combine to produce water and salt?
H. neutralization
W. dilution
S. titration
O. physical reaction
Answer:

Question: What is the process called when an acid and a base combine to produce water and salt?

Choices:
H. titration
W. neutralization
S. physical reaction
O. dilution

Prompt:
Question: What is the process called when an acid and a base combine to produce water and salt?
H. titration
W. neutralization
S. physical reaction
O. dilution
Answer:

Answer: 1


Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?

Choices:
A. as an inhibitor of insulin production
B. as an enzyme that aids in digestion
C. as a catalyst for protein synthesis
D. as a receptor of fatty acid chains

Prompt:
Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?
A. as an inhibitor of insulin production
B. as an enzyme that aids in digestion
C. as a catalyst for protein synthesis
D. as a receptor of fatty acid chains
Answer:

Answer: 1

Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?

Choices:
A. as an enzyme that aids in digestion
B. as a receptor of fatty acid chains
C. as a catalyst for protein synthesis
D. as an inhibitor of insulin production

Prompt:
Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?
A. as an enzyme that aids in digestion
B. as a receptor of fatty acid chains
C. as a catalyst for protein synthesis
D. as an inhibitor of insulin production
Answer:

Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?

Choices:
1. as an inhibitor of insulin production
2. as an enzyme that aids in digestion
3. as a catalyst for protein synthesis
4. as a receptor of fatty acid chains

Prompt:
Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?
1. as an inhibitor of insulin production
2. as an enzyme that aids in digestion
3. as a catalyst for protein synthesis
4. as a receptor of fatty acid chains
Answer:

Answer: 1

Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?

Choices:
Y. as an inhibitor of insulin production
R. as an enzyme that aids in digestion
X. as a catalyst for protein synthesis
I. as a receptor of fatty acid chains

Prompt:
Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?
Y. as an inhibitor of insulin production
R. as an enzyme that aids in digestion
X. as a catalyst for protein synthesis
I. as a receptor of fatty acid chains
Answer:

Answer: 1

Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?

Choices:
Y. as an enzyme that aids in digestion
R. as a receptor of fatty acid chains
X. as a catalyst for protein synthesis
I. as an inhibitor of insulin production

Prompt:
Question: Amylase is a chemical that decomposes starch into maltose and dextrin. Which best describes the role of amylase in the human body?
Y. as an enzyme that aids in digestion
R. as a receptor of fatty acid chains
X. as a catalyst for protein synthesis
I. as an inhibitor of insulin production
Answer:


Question: Sound waves can pass through all of these except

Choices:
A. air.
B. steel.
C. water.
D. a vacuum.

Prompt:
Question: Sound waves can pass through all of these except
A. air.
B. steel.
C. water.
D. a vacuum.
Answer:

Answer: 3

Question: Sound waves can pass through all of these except

Choices:
A. a vacuum.
B. water.
C. air.
D. steel.

Prompt:
Question: Sound waves can pass through all of these except
A. a vacuum.
B. water.
C. air.
D. steel.
Answer:

Question: Sound waves can pass through all of these except

Choices:
1. air.
2. steel.
3. water.
4. a vacuum.

Prompt:
Question: Sound waves can pass through all of these except
1. air.
2. steel.
3. water.
4. a vacuum.
Answer:

Answer: 3

Question: Sound waves can pass through all of these except

Choices:
L. air.
T. steel.
A. water.
B. a vacuum.

Prompt:
Question: Sound waves can pass through all of these except
L. air.
T. steel.
A. water.
B. a vacuum.
Answer:

Answer: 3

Question: Sound waves can pass through all of these except

Choices:
L. a vacuum.
T. water.
A. air.
B. steel.

Prompt:
Question: Sound waves can pass through all of these except
L. a vacuum.
T. water.
A. air.
B. steel.
Answer:


Question: Why is it important to repeat an experiment several times?

Choices:
A. to use up all the materials
B. to give all the students the chance to participate
C. to collect more data to fit the hypothesis
D. to determine if the results are similar

Prompt:
Question: Why is it important to repeat an experiment several times?
A. to use up all the materials
B. to give all the students the chance to participate
C. to collect more data to fit the hypothesis
D. to determine if the results are similar
Answer:

Answer: 3

Question: Why is it important to repeat an experiment several times?

Choices:
A. to determine if the results are similar
B. to use up all the materials
C. to collect more data to fit the hypothesis
D. to give all the students the chance to participate

Prompt:
Question: Why is it important to repeat an experiment several times?
A. to determine if the results are similar
B. to use up all the materials
C. to collect more data to fit the hypothesis
D. to give all the students the chance to participate
Answer:

Question: Why is it important to repeat an experiment several times?

Choices:
1. to use up all the materials
2. to give all the students the chance to participate
3. to collect more data to fit the hypothesis
4. to determine if the results are similar

Prompt:
Question: Why is it important to repeat an experiment several times?
1. to use up all the materials
2. to give all the students the chance to participate
3. to collect more data to fit the hypothesis
4. to determine if the results are similar
Answer:

Answer: 3

Question: Why is it important to repeat an experiment several times?

Choices:
E. to use up all the materials
W. to give all the students the chance to participate
X. to collect more data to fit the hypothesis
S. to determine if the results are similar

Prompt:
Question: Why is it important to repeat an experiment several times?
E. to use up all the materials
W. to give all the students the chance to participate
X. to collect more data to fit the hypothesis
S. to determine if the results are similar
Answer:

Answer: 3

Question: Why is it important to repeat an experiment several times?

Choices:
E. to determine if the results are similar
W. to use up all the materials
X. to collect more data to fit the hypothesis
S. to give all the students the chance to participate

Prompt:
Question: Why is it important to repeat an experiment several times?
E. to determine if the results are similar
W. to use up all the materials
X. to collect more data to fit the hypothesis
S. to give all the students the chance to participate
Answer:


Question: Which force causes a marble to sink to the bottom of a glass of water?

Choices:
A. gravity
B. friction
C. magnetism
D. electricity

Prompt:
Question: Which force causes a marble to sink to the bottom of a glass of water?
A. gravity
B. friction
C. magnetism
D. electricity
Answer:

Question: Which force causes a marble to sink to the bottom of a glass of water?

Choices:
A. friction
B. electricity
C. magnetism
D. gravity

Prompt:
Question: Which force causes a marble to sink to the bottom of a glass of water?
A. friction
B. electricity
C. magnetism
D. gravity
Answer:

Answer: 3

Question: Which force causes a marble to sink to the bottom of a glass of water?

Choices:
1. gravity
2. friction
3. magnetism
4. electricity

Prompt:
Question: Which force causes a marble to sink to the bottom of a glass of water?
1. gravity
2. friction
3. magnetism
4. electricity
Answer:

Question: Which force causes a marble to sink to the bottom of a glass of water?

Choices:
D. gravity
V. friction
C. magnetism
P. electricity

Prompt:
Question: Which force causes a marble to sink to the bottom of a glass of water?
D. gravity
V. friction
C. magnetism
P. electricity
Answer:

Question: Which force causes a marble to sink to the bottom of a glass of water?

Choices:
D. friction
V. electricity
C. magnetism
P. gravity

Prompt:
Question: Which force causes a marble to sink to the bottom of a glass of water?
D. friction
V. electricity
C. magnetism
P. gravity
Answer:

Answer: 3


Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?

Choices:
A. The mosquito larvae would take longer to become pupae.
B. The adult mosquitoes would have fewer places to lay eggs.
C. The adult mosquitoes would get fluids by feeding more often.
D. The mosquito larvae would use their breathing tubes to live on land.

Prompt:
Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?
A. The mosquito larvae would take longer to become pupae.
B. The adult mosquitoes would have fewer places to lay eggs.
C. The adult mosquitoes would get fluids by feeding more often.
D. The mosquito larvae would use their breathing tubes to live on land.
Answer:

Answer: 1

Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?

Choices:
A. The adult mosquitoes would get fluids by feeding more often.
B. The mosquito larvae would take longer to become pupae.
C. The adult mosquitoes would have fewer places to lay eggs.
D. The mosquito larvae would use their breathing tubes to live on land.

Prompt:
Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?
A. The adult mosquitoes would get fluids by feeding more often.
B. The mosquito larvae would take longer to become pupae.
C. The adult mosquitoes would have fewer places to lay eggs.
D. The mosquito larvae would use their breathing tubes to live on land.
Answer:

Answer: 2

Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?

Choices:
1. The mosquito larvae would take longer to become pupae.
2. The adult mosquitoes would have fewer places to lay eggs.
3. The adult mosquitoes would get fluids by feeding more often.
4. The mosquito larvae would use their breathing tubes to live on land.

Prompt:
Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?
1. The mosquito larvae would take longer to become pupae.
2. The adult mosquitoes would have fewer places to lay eggs.
3. The adult mosquitoes would get fluids by feeding more often.
4. The mosquito larvae would use their breathing tubes to live on land.
Answer:

Answer: 1

Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?

Choices:
R. The mosquito larvae would take longer to become pupae.
I. The adult mosquitoes would have fewer places to lay eggs.
A. The adult mosquitoes would get fluids by feeding more often.
C. The mosquito larvae would use their breathing tubes to live on land.

Prompt:
Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?
R. The mosquito larvae would take longer to become pupae.
I. The adult mosquitoes would have fewer places to lay eggs.
A. The adult mosquitoes would get fluids by feeding more often.
C. The mosquito larvae would use their breathing tubes to live on land.
Answer:

Answer: 1

Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?

Choices:
R. The adult mosquitoes would get fluids by feeding more often.
I. The mosquito larvae would take longer to become pupae.
A. The adult mosquitoes would have fewer places to lay eggs.
C. The mosquito larvae would use their breathing tubes to live on land.

Prompt:
Question: A mosquito is a type of flying insect that lays eggs in puddles or small pools of water. When larvae develop from eggs, the larvae come to the surface to get air through special breathing tubes. After one to two weeks, the larvae become pupae and then turn into adults. How would a dry summer affect a mosquito population?
R. The adult mosquitoes would get fluids by feeding more often.
I. The mosquito larvae would take longer to become pupae.
A. The adult mosquitoes would have fewer places to lay eggs.
C. The mosquito larvae would use their breathing tubes to live on land.
Answer:

Answer: 2


Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?

Choices:
A. blue
B. white
C. red
D. yellow

Prompt:
Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?
A. blue
B. white
C. red
D. yellow
Answer:

Answer: 3

Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?

Choices:
A. yellow
B. red
C. white
D. blue

Prompt:
Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?
A. yellow
B. red
C. white
D. blue
Answer:

Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?

Choices:
1. blue
2. white
3. red
4. yellow

Prompt:
Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?
1. blue
2. white
3. red
4. yellow
Answer:

Answer: 3

Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?

Choices:
O. blue
F. white
I. red
B. yellow

Prompt:
Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?
O. blue
F. white
I. red
B. yellow
Answer:

Answer: 3

Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?

Choices:
O. yellow
F. red
I. white
B. blue

Prompt:
Question: NASA's Kepler Mission has collected information about main-sequence stars with characteristics similar to the Sun. What is the most common color of these stars?
O. yellow
F. red
I. white
B. blue
Answer:


Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?

Choices:
A. A fever is an internal response to an external stimulus.
B. A fever is an internal response to an internal stimulus.
C. A fever is an external response to an external stimulus.
D. A fever is an external response to an internal stimulus.

Prompt:
Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?
A. A fever is an internal response to an external stimulus.
B. A fever is an internal response to an internal stimulus.
C. A fever is an external response to an external stimulus.
D. A fever is an external response to an internal stimulus.
Answer:

Answer: 1

Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?

Choices:
A. A fever is an external response to an external stimulus.
B. A fever is an external response to an internal stimulus.
C. A fever is an internal response to an external stimulus.
D. A fever is an internal response to an internal stimulus.

Prompt:
Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?
A. A fever is an external response to an external stimulus.
B. A fever is an external response to an internal stimulus.
C. A fever is an internal response to an external stimulus.
D. A fever is an internal response to an internal stimulus.
Answer:

Answer: 3

Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?

Choices:
1. A fever is an internal response to an external stimulus.
2. A fever is an internal response to an internal stimulus.
3. A fever is an external response to an external stimulus.
4. A fever is an external response to an internal stimulus.

Prompt:
Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?
1. A fever is an internal response to an external stimulus.
2. A fever is an internal response to an internal stimulus.
3. A fever is an external response to an external stimulus.
4. A fever is an external response to an internal stimulus.
Answer:

Answer: 1

Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?

Choices:
U. A fever is an internal response to an external stimulus.
G. A fever is an internal response to an internal stimulus.
V. A fever is an external response to an external stimulus.
J. A fever is an external response to an internal stimulus.

Prompt:
Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?
U. A fever is an internal response to an external stimulus.
G. A fever is an internal response to an internal stimulus.
V. A fever is an external response to an external stimulus.
J. A fever is an external response to an internal stimulus.
Answer:

Answer: 1

Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?

Choices:
U. A fever is an external response to an external stimulus.
G. A fever is an external response to an internal stimulus.
V. A fever is an internal response to an external stimulus.
J. A fever is an internal response to an internal stimulus.

Prompt:
Question: A fever is a response to a disease-causing agent infecting the body. Raising one's body temperature changes the shape of enzymes in the agent so it cannot reproduce. Which statement best describes a fever?
U. A fever is an external response to an external stimulus.
G. A fever is an external response to an internal stimulus.
V. A fever is an internal response to an external stimulus.
J. A fever is an internal response to an internal stimulus.
Answer:

Answer: 3


Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?

Choices:
A. the direction of the road
B. the direction of the forces
C. the weight of the two people
D. the weight of the automobile

Prompt:
Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?
A. the direction of the road
B. the direction of the forces
C. the weight of the two people
D. the weight of the automobile
Answer:

Answer: 1

Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?

Choices:
A. the weight of the two people
B. the direction of the road
C. the direction of the forces
D. the weight of the automobile

Prompt:
Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?
A. the weight of the two people
B. the direction of the road
C. the direction of the forces
D. the weight of the automobile
Answer:

Answer: 2

Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?

Choices:
1. the direction of the road
2. the direction of the forces
3. the weight of the two people
4. the weight of the automobile

Prompt:
Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?
1. the direction of the road
2. the direction of the forces
3. the weight of the two people
4. the weight of the automobile
Answer:

Answer: 1

Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?

Choices:
U. the direction of the road
Q. the direction of the forces
X. the weight of the two people
F. the weight of the automobile

Prompt:
Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?
U. the direction of the road
Q. the direction of the forces
X. the weight of the two people
F. the weight of the automobile
Answer:

Answer: 1

Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?

Choices:
U. the weight of the two people
Q. the direction of the road
X. the direction of the forces
F. the weight of the automobile

Prompt:
Question: Two people are pushing a car. One person is pushing with a force of 450 N and the other person is pushing with a force of 300 N. What information is needed to determine the net force applied to the car by the people?
U. the weight of the two people
Q. the direction of the road
X. the direction of the forces
F. the weight of the automobile
Answer:

Answer: 2


Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?

Choices:
A. as a hypothesis
B. as a conclusion
C. as a theory
D. as a statement

Prompt:
Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?
A. as a hypothesis
B. as a conclusion
C. as a theory
D. as a statement
Answer:

Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?

Choices:
A. as a statement
B. as a conclusion
C. as a theory
D. as a hypothesis

Prompt:
Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?
A. as a statement
B. as a conclusion
C. as a theory
D. as a hypothesis
Answer:

Answer: 3

Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?

Choices:
1. as a hypothesis
2. as a conclusion
3. as a theory
4. as a statement

Prompt:
Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?
1. as a hypothesis
2. as a conclusion
3. as a theory
4. as a statement
Answer:

Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?

Choices:
Q. as a hypothesis
M. as a conclusion
R. as a theory
G. as a statement

Prompt:
Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?
Q. as a hypothesis
M. as a conclusion
R. as a theory
G. as a statement
Answer:

Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?

Choices:
Q. as a statement
M. as a conclusion
R. as a theory
G. as a hypothesis

Prompt:
Question: A student proposes the rate of increase in a plant's mass will be proportional to the length of light exposure per day when all other variables are constant. How should this proposal be classified?
Q. as a statement
M. as a conclusion
R. as a theory
G. as a hypothesis
Answer:

Answer: 3


Question: Approximately how many times will Earth rotate during one revolution around the Sun?

Choices:
A. 1
B. 28
C. 365
D. 1440

Prompt:
Question: Approximately how many times will Earth rotate during one revolution around the Sun?
A. 1
B. 28
C. 365
D. 1440
Answer:

Answer: 2

Question: Approximately how many times will Earth rotate during one revolution around the Sun?

Choices:
A. 1
B. 1440
C. 28
D. 365

Prompt:
Question: Approximately how many times will Earth rotate during one revolution around the Sun?
A. 1
B. 1440
C. 28
D. 365
Answer:

Answer: 3

Question: Approximately how many times will Earth rotate during one revolution around the Sun?

Choices:
1. 1
2. 28
3. 365
4. 1440

Prompt:
Question: Approximately how many times will Earth rotate during one revolution around the Sun?
1. 1
2. 28
3. 365
4. 1440
Answer:

Answer: 2

Question: Approximately how many times will Earth rotate during one revolution around the Sun?

Choices:
V. 1
D. 28
H. 365
S. 1440

Prompt:
Question: Approximately how many times will Earth rotate during one revolution around the Sun?
V. 1
D. 28
H. 365
S. 1440
Answer:

Answer: 2

Question: Approximately how many times will Earth rotate during one revolution around the Sun?

Choices:
V. 1
D. 1440
H. 28
S. 365

Prompt:
Question: Approximately how many times will Earth rotate during one revolution around the Sun?
V. 1
D. 1440
H. 28
S. 365
Answer:

Answer: 3


Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it

Choices:
A. reflects the sunlight
B. absorbs heat
C. causes evaporation
D. conducts electricity

Prompt:
Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it
A. reflects the sunlight
B. absorbs heat
C. causes evaporation
D. conducts electricity
Answer:

Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it

Choices:
A. causes evaporation
B. conducts electricity
C. absorbs heat
D. reflects the sunlight

Prompt:
Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it
A. causes evaporation
B. conducts electricity
C. absorbs heat
D. reflects the sunlight
Answer:

Answer: 3

Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it

Choices:
1. reflects the sunlight
2. absorbs heat
3. causes evaporation
4. conducts electricity

Prompt:
Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it
1. reflects the sunlight
2. absorbs heat
3. causes evaporation
4. conducts electricity
Answer:

Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it

Choices:
B. reflects the sunlight
E. absorbs heat
G. causes evaporation
K. conducts electricity

Prompt:
Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it
B. reflects the sunlight
E. absorbs heat
G. causes evaporation
K. conducts electricity
Answer:

Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it

Choices:
B. causes evaporation
E. conducts electricity
G. absorbs heat
K. reflects the sunlight

Prompt:
Question: A shiny aluminum screen can be placed on the windshield of a parked car. This screen helps to keep the car cool because it
B. causes evaporation
E. conducts electricity
G. absorbs heat
K. reflects the sunlight
Answer:

Answer: 3


Question: Which property of an object can be described as smooth?

Choices:
A. color
B. odor
C. size
D. texture

Prompt:
Question: Which property of an object can be described as smooth?
A. color
B. odor
C. size
D. texture
Answer:

Answer: 3

Question: Which property of an object can be described as smooth?

Choices:
A. odor
B. texture
C. size
D. color

Prompt:
Question: Which property of an object can be described as smooth?
A. odor
B. texture
C. size
D. color
Answer:

Answer: 1

Question: Which property of an object can be described as smooth?

Choices:
1. color
2. odor
3. size
4. texture

Prompt:
Question: Which property of an object can be described as smooth?
1. color
2. odor
3. size
4. texture
Answer:

Answer: 3

Question: Which property of an object can be described as smooth?

Choices:
Z. color
X. odor
D. size
J. texture

Prompt:
Question: Which property of an object can be described as smooth?
Z. color
X. odor
D. size
J. texture
Answer:

Answer: 3

Question: Which property of an object can be described as smooth?

Choices:
Z. odor
X. texture
D. size
J. color

Prompt:
Question: Which property of an object can be described as smooth?
Z. odor
X. texture
D. size
J. color
Answer:

Answer: 1


Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?

Choices:
A. carbon dioxide (CO2) and hydrogen (H2)
B. oxygen (O2) and carbon dioxide (CO2)
C. carbon dioxide (CO2) and water (H2O)
D. oxygen (O2) and water (H2O)

Prompt:
Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?
A. carbon dioxide (CO2) and hydrogen (H2)
B. oxygen (O2) and carbon dioxide (CO2)
C. carbon dioxide (CO2) and water (H2O)
D. oxygen (O2) and water (H2O)
Answer:

Answer: 2

Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?

Choices:
A. carbon dioxide (CO2) and water (H2O)
B. oxygen (O2) and carbon dioxide (CO2)
C. carbon dioxide (CO2) and hydrogen (H2)
D. oxygen (O2) and water (H2O)

Prompt:
Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?
A. carbon dioxide (CO2) and water (H2O)
B. oxygen (O2) and carbon dioxide (CO2)
C. carbon dioxide (CO2) and hydrogen (H2)
D. oxygen (O2) and water (H2O)
Answer:

Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?

Choices:
1. carbon dioxide (CO2) and hydrogen (H2)
2. oxygen (O2) and carbon dioxide (CO2)
3. carbon dioxide (CO2) and water (H2O)
4. oxygen (O2) and water (H2O)

Prompt:
Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?
1. carbon dioxide (CO2) and hydrogen (H2)
2. oxygen (O2) and carbon dioxide (CO2)
3. carbon dioxide (CO2) and water (H2O)
4. oxygen (O2) and water (H2O)
Answer:

Answer: 2

Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?

Choices:
M. carbon dioxide (CO2) and hydrogen (H2)
L. oxygen (O2) and carbon dioxide (CO2)
N. carbon dioxide (CO2) and water (H2O)
X. oxygen (O2) and water (H2O)

Prompt:
Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?
M. carbon dioxide (CO2) and hydrogen (H2)
L. oxygen (O2) and carbon dioxide (CO2)
N. carbon dioxide (CO2) and water (H2O)
X. oxygen (O2) and water (H2O)
Answer:

Answer: 2

Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?

Choices:
M. carbon dioxide (CO2) and water (H2O)
L. oxygen (O2) and carbon dioxide (CO2)
N. carbon dioxide (CO2) and hydrogen (H2)
X. oxygen (O2) and water (H2O)

Prompt:
Question: During photosynthesis, plants absorb light energy from the Sun and convert it into chemical energy in the form of glucose. Which compounds combine in the presence of sunlight to form glucose?
M. carbon dioxide (CO2) and water (H2O)
L. oxygen (O2) and carbon dioxide (CO2)
N. carbon dioxide (CO2) and hydrogen (H2)
X. oxygen (O2) and water (H2O)
Answer:


Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?

Choices:
A. What is the composition of the cell walls?
B. Is a cell membrane also present?
C. Can any substances pass through the cell walls?
D. Do the cell walls help the cell to survive?

Prompt:
Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?
A. What is the composition of the cell walls?
B. Is a cell membrane also present?
C. Can any substances pass through the cell walls?
D. Do the cell walls help the cell to survive?
Answer:

Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?

Choices:
A. Can any substances pass through the cell walls?
B. What is the composition of the cell walls?
C. Do the cell walls help the cell to survive?
D. Is a cell membrane also present?

Prompt:
Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?
A. Can any substances pass through the cell walls?
B. What is the composition of the cell walls?
C. Do the cell walls help the cell to survive?
D. Is a cell membrane also present?
Answer:

Answer: 1

Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?

Choices:
1. What is the composition of the cell walls?
2. Is a cell membrane also present?
3. Can any substances pass through the cell walls?
4. Do the cell walls help the cell to survive?

Prompt:
Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?
1. What is the composition of the cell walls?
2. Is a cell membrane also present?
3. Can any substances pass through the cell walls?
4. Do the cell walls help the cell to survive?
Answer:

Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?

Choices:
M. What is the composition of the cell walls?
C. Is a cell membrane also present?
Z. Can any substances pass through the cell walls?
L. Do the cell walls help the cell to survive?

Prompt:
Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?
M. What is the composition of the cell walls?
C. Is a cell membrane also present?
Z. Can any substances pass through the cell walls?
L. Do the cell walls help the cell to survive?
Answer:

Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?

Choices:
M. Can any substances pass through the cell walls?
C. What is the composition of the cell walls?
Z. Do the cell walls help the cell to survive?
L. Is a cell membrane also present?

Prompt:
Question: A researcher is viewing a cell that has cell walls. To best narrow down the taxonomic group from which the cell belongs, which question should a researcher ask?
M. Can any substances pass through the cell walls?
C. What is the composition of the cell walls?
Z. Do the cell walls help the cell to survive?
L. Is a cell membrane also present?
Answer:

Answer: 1


Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?

Choices:
A. The emigration rate will decrease.
B. The competition rate will decrease.
C. The birth rate will increase.
D. The death rate will increase.

Prompt:
Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?
A. The emigration rate will decrease.
B. The competition rate will decrease.
C. The birth rate will increase.
D. The death rate will increase.
Answer:

Answer: 3

Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?

Choices:
A. The emigration rate will decrease.
B. The competition rate will decrease.
C. The death rate will increase.
D. The birth rate will increase.

Prompt:
Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?
A. The emigration rate will decrease.
B. The competition rate will decrease.
C. The death rate will increase.
D. The birth rate will increase.
Answer:

Answer: 2

Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?

Choices:
1. The emigration rate will decrease.
2. The competition rate will decrease.
3. The birth rate will increase.
4. The death rate will increase.

Prompt:
Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?
1. The emigration rate will decrease.
2. The competition rate will decrease.
3. The birth rate will increase.
4. The death rate will increase.
Answer:

Answer: 3

Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?

Choices:
Q. The emigration rate will decrease.
K. The competition rate will decrease.
Z. The birth rate will increase.
X. The death rate will increase.

Prompt:
Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?
Q. The emigration rate will decrease.
K. The competition rate will decrease.
Z. The birth rate will increase.
X. The death rate will increase.
Answer:

Answer: 3

Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?

Choices:
Q. The emigration rate will decrease.
K. The competition rate will decrease.
Z. The death rate will increase.
X. The birth rate will increase.

Prompt:
Question: Which of the following best explains what will occur when a population grows larger than the carrying capacity of its environment?
Q. The emigration rate will decrease.
K. The competition rate will decrease.
Z. The death rate will increase.
X. The birth rate will increase.
Answer:

Answer: 2


Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?

Choices:
A. They will be squeezed out onto deltas.
B. They will recrystallize into new rock.
C. They will become part of Earth's outer core.
D. They will melt in magma chambers.

Prompt:
Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?
A. They will be squeezed out onto deltas.
B. They will recrystallize into new rock.
C. They will become part of Earth's outer core.
D. They will melt in magma chambers.
Answer:

Answer: 1

Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?

Choices:
A. They will be squeezed out onto deltas.
B. They will melt in magma chambers.
C. They will recrystallize into new rock.
D. They will become part of Earth's outer core.

Prompt:
Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?
A. They will be squeezed out onto deltas.
B. They will melt in magma chambers.
C. They will recrystallize into new rock.
D. They will become part of Earth's outer core.
Answer:

Answer: 2

Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?

Choices:
1. They will be squeezed out onto deltas.
2. They will recrystallize into new rock.
3. They will become part of Earth's outer core.
4. They will melt in magma chambers.

Prompt:
Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?
1. They will be squeezed out onto deltas.
2. They will recrystallize into new rock.
3. They will become part of Earth's outer core.
4. They will melt in magma chambers.
Answer:

Answer: 1

Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?

Choices:
N. They will be squeezed out onto deltas.
D. They will recrystallize into new rock.
Y. They will become part of Earth's outer core.
L. They will melt in magma chambers.

Prompt:
Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?
N. They will be squeezed out onto deltas.
D. They will recrystallize into new rock.
Y. They will become part of Earth's outer core.
L. They will melt in magma chambers.
Answer:

Answer: 1

Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?

Choices:
N. They will be squeezed out onto deltas.
D. They will melt in magma chambers.
Y. They will recrystallize into new rock.
L. They will become part of Earth's outer core.

Prompt:
Question: Oceans have many layers of sediments. These layers become compacted when they are buried under other layers of sediments. Which is most likely to happen to the deepest layers?
N. They will be squeezed out onto deltas.
D. They will melt in magma chambers.
Y. They will recrystallize into new rock.
L. They will become part of Earth's outer core.
Answer:

Answer: 2


Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?

Choices:
A. They make small objects easier to see.
B. They make distant objects appear closer.
C. They reduce the glare from shiny objects.
D. The improve the brightness of dim objects.

Prompt:
Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?
A. They make small objects easier to see.
B. They make distant objects appear closer.
C. They reduce the glare from shiny objects.
D. The improve the brightness of dim objects.
Answer:

Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?

Choices:
A. The improve the brightness of dim objects.
B. They make distant objects appear closer.
C. They make small objects easier to see.
D. They reduce the glare from shiny objects.

Prompt:
Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?
A. The improve the brightness of dim objects.
B. They make distant objects appear closer.
C. They make small objects easier to see.
D. They reduce the glare from shiny objects.
Answer:

Answer: 2

Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?

Choices:
1. They make small objects easier to see.
2. They make distant objects appear closer.
3. They reduce the glare from shiny objects.
4. The improve the brightness of dim objects.

Prompt:
Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?
1. They make small objects easier to see.
2. They make distant objects appear closer.
3. They reduce the glare from shiny objects.
4. The improve the brightness of dim objects.
Answer:

Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?

Choices:
G. They make small objects easier to see.
T. They make distant objects appear closer.
V. They reduce the glare from shiny objects.
I. The improve the brightness of dim objects.

Prompt:
Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?
G. They make small objects easier to see.
T. They make distant objects appear closer.
V. They reduce the glare from shiny objects.
I. The improve the brightness of dim objects.
Answer:

Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?

Choices:
G. The improve the brightness of dim objects.
T. They make distant objects appear closer.
V. They make small objects easier to see.
I. They reduce the glare from shiny objects.

Prompt:
Question: The first microscopes were built in the 1600s. Microscopes have improved since then, but still perform the same job. How do microscopes most help scientists?
G. The improve the brightness of dim objects.
T. They make distant objects appear closer.
V. They make small objects easier to see.
I. They reduce the glare from shiny objects.
Answer:

Answer: 2


Question: What do plants take from the air that helps them make food?

Choices:
A. oxygen
B. nitrogen
C. carbon dioxide
D. hydrogen peroxide

Prompt:
Question: What do plants take from the air that helps them make food?
A. oxygen
B. nitrogen
C. carbon dioxide
D. hydrogen peroxide
Answer:

Answer: 2

Question: What do plants take from the air that helps them make food?

Choices:
A. nitrogen
B. hydrogen peroxide
C. oxygen
D. carbon dioxide

Prompt:
Question: What do plants take from the air that helps them make food?
A. nitrogen
B. hydrogen peroxide
C. oxygen
D. carbon dioxide
Answer:

Answer: 3

Question: What do plants take from the air that helps them make food?

Choices:
1. oxygen
2. nitrogen
3. carbon dioxide
4. hydrogen peroxide

Prompt:
Question: What do plants take from the air that helps them make food?
1. oxygen
2. nitrogen
3. carbon dioxide
4. hydrogen peroxide
Answer:

Answer: 2

Question: What do plants take from the air that helps them make food?

Choices:
J. oxygen
M. nitrogen
U. carbon dioxide
B. hydrogen peroxide

Prompt:
Question: What do plants take from the air that helps them make food?
J. oxygen
M. nitrogen
U. carbon dioxide
B. hydrogen peroxide
Answer:

Answer: 2

Question: What do plants take from the air that helps them make food?

Choices:
J. nitrogen
M. hydrogen peroxide
U. oxygen
B. carbon dioxide

Prompt:
Question: What do plants take from the air that helps them make food?
J. nitrogen
M. hydrogen peroxide
U. oxygen
B. carbon dioxide
Answer:

Answer: 3


Question: When a person sees something, what carries the message from the eyes to the brain?

Choices:
A. arteries
B. glands
C. muscles
D. nerves
E. veins

Prompt:
Question: When a person sees something, what carries the message from the eyes to the brain?
A. arteries
B. glands
C. muscles
D. nerves
E. veins
Answer:

Answer: 3

Question: When a person sees something, what carries the message from the eyes to the brain?

Choices:
A. nerves
B. arteries
C. veins
D. glands
E. muscles

Prompt:
Question: When a person sees something, what carries the message from the eyes to the brain?
A. nerves
B. arteries
C. veins
D. glands
E. muscles
Answer:

Question: When a person sees something, what carries the message from the eyes to the brain?

Choices:
1. arteries
2. glands
3. muscles
4. nerves
5. veins

Prompt:
Question: When a person sees something, what carries the message from the eyes to the brain?
1. arteries
2. glands
3. muscles
4. nerves
5. veins
Answer:

Answer: 3

Question: When a person sees something, what carries the message from the eyes to the brain?

Choices:
X. arteries
N. glands
U. muscles
Q. nerves
B. veins

Prompt:
Question: When a person sees something, what carries the message from the eyes to the brain?
X. arteries
N. glands
U. muscles
Q. nerves
B. veins
Answer:

Answer: 3

Question: When a person sees something, what carries the message from the eyes to the brain?

Choices:
X. nerves
N. arteries
U. veins
Q. glands
B. muscles

Prompt:
Question: When a person sees something, what carries the message from the eyes to the brain?
X. nerves
N. arteries
U. veins
Q. glands
B. muscles
Answer:


Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?

Choices:
A. availability of plants
B. concentration of bacteria
C. quality of water
D. number of consumers

Prompt:
Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?
A. availability of plants
B. concentration of bacteria
C. quality of water
D. number of consumers
Answer:

Answer: 2

Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?

Choices:
A. concentration of bacteria
B. quality of water
C. availability of plants
D. number of consumers

Prompt:
Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?
A. concentration of bacteria
B. quality of water
C. availability of plants
D. number of consumers
Answer:

Answer: 1

Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?

Choices:
1. availability of plants
2. concentration of bacteria
3. quality of water
4. number of consumers

Prompt:
Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?
1. availability of plants
2. concentration of bacteria
3. quality of water
4. number of consumers
Answer:

Answer: 2

Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?

Choices:
T. availability of plants
H. concentration of bacteria
Q. quality of water
J. number of consumers

Prompt:
Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?
T. availability of plants
H. concentration of bacteria
Q. quality of water
J. number of consumers
Answer:

Answer: 2

Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?

Choices:
T. concentration of bacteria
H. quality of water
Q. availability of plants
J. number of consumers

Prompt:
Question: Which of the following is an abiotic factor that can influence the quantity of fish a pond can support?
T. concentration of bacteria
H. quality of water
Q. availability of plants
J. number of consumers
Answer:

Answer: 1


Question: The islands in the mid-Pacific Ocean region were formed by

Choices:
A. land subsidence.
B. deposition from currents.
C. wind and water erosion.
D. volcanic activity.

Prompt:
Question: The islands in the mid-Pacific Ocean region were formed by
A. land subsidence.
B. deposition from currents.
C. wind and water erosion.
D. volcanic activity.
Answer:

Answer: 3

Question: The islands in the mid-Pacific Ocean region were formed by

Choices:
A. land subsidence.
B. wind and water erosion.
C. volcanic activity.
D. deposition from currents.

Prompt:
Question: The islands in the mid-Pacific Ocean region were formed by
A. land subsidence.
B. wind and water erosion.
C. volcanic activity.
D. deposition from currents.
Answer:

Answer: 2

Question: The islands in the mid-Pacific Ocean region were formed by

Choices:
1. land subsidence.
2. deposition from currents.
3. wind and water erosion.
4. volcanic activity.

Prompt:
Question: The islands in the mid-Pacific Ocean region were formed by
1. land subsidence.
2. deposition from currents.
3. wind and water erosion.
4. volcanic activity.
Answer:

Answer: 3

Question: The islands in the mid-Pacific Ocean region were formed by

Choices:
Y. land subsidence.
M. deposition from currents.
E. wind and water erosion.
W. volcanic activity.

Prompt:
Question: The islands in the mid-Pacific Ocean region were formed by
Y. land subsidence.
M. deposition from currents.
E. wind and water erosion.
W. volcanic activity.
Answer:

Answer: 3

Question: The islands in the mid-Pacific Ocean region were formed by

Choices:
Y. land subsidence.
M. wind and water erosion.
E. volcanic activity.
W. deposition from currents.

Prompt:
Question: The islands in the mid-Pacific Ocean region were formed by
Y. land subsidence.
M. wind and water erosion.
E. volcanic activity.
W. deposition from currents.
Answer:

Answer: 2


Question: Which term identifies a single unit of hereditary information?

Choices:
A. egg cell
B. sperm cell
C. nucleus
D. gene

Prompt:
Question: Which term identifies a single unit of hereditary information?
A. egg cell
B. sperm cell
C. nucleus
D. gene
Answer:

Answer: 3

Question: Which term identifies a single unit of hereditary information?

Choices:
A. sperm cell
B. nucleus
C. gene
D. egg cell

Prompt:
Question: Which term identifies a single unit of hereditary information?
A. sperm cell
B. nucleus
C. gene
D. egg cell
Answer:

Answer: 2

Question: Which term identifies a single unit of hereditary information?

Choices:
1. egg cell
2. sperm cell
3. nucleus
4. gene

Prompt:
Question: Which term identifies a single unit of hereditary information?
1. egg cell
2. sperm cell
3. nucleus
4. gene
Answer:

Answer: 3

Question: Which term identifies a single unit of hereditary information?

Choices:
O. egg cell
E. sperm cell
Q. nucleus
R. gene

Prompt:
Question: Which term identifies a single unit of hereditary information?
O. egg cell
E. sperm cell
Q. nucleus
R. gene
Answer:

Answer: 3

Question: Which term identifies a single unit of hereditary information?

Choices:
O. sperm cell
E. nucleus
Q. gene
R. egg cell

Prompt:
Question: Which term identifies a single unit of hereditary information?
O. sperm cell
E. nucleus
Q. gene
R. egg cell
Answer:

Answer: 2


Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?

Choices:
A. smell
B. taste
C. sight
D. sound

Prompt:
Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?
A. smell
B. taste
C. sight
D. sound
Answer:

Answer: 3

Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?

Choices:
A. smell
B. taste
C. sound
D. sight

Prompt:
Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?
A. smell
B. taste
C. sound
D. sight
Answer:

Answer: 2

Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?

Choices:
1. smell
2. taste
3. sight
4. sound

Prompt:
Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?
1. smell
2. taste
3. sight
4. sound
Answer:

Answer: 3

Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?

Choices:
X. smell
C. taste
G. sight
H. sound

Prompt:
Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?
X. smell
C. taste
G. sight
H. sound
Answer:

Answer: 3

Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?

Choices:
X. smell
C. taste
G. sound
H. sight

Prompt:
Question: A mother hen clucks loudly when danger is near and her chicks quickly gather around her. Which sense helps the chicks receive this warning about danger from their mother?
X. smell
C. taste
G. sound
H. sight
Answer:

Answer: 2


Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?

Choices:
A. to fight off predators
B. to produce a toxin that makes them taste bad
C. to lay hundreds of eggs so a few will survive
D. to dig a hole and hide from predators

Prompt:
Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?
A. to fight off predators
B. to produce a toxin that makes them taste bad
C. to lay hundreds of eggs so a few will survive
D. to dig a hole and hide from predators
Answer:

Answer: 2

Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?

Choices:
A. to lay hundreds of eggs so a few will survive
B. to produce a toxin that makes them taste bad
C. to fight off predators
D. to dig a hole and hide from predators

Prompt:
Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?
A. to lay hundreds of eggs so a few will survive
B. to produce a toxin that makes them taste bad
C. to fight off predators
D. to dig a hole and hide from predators
Answer:

Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?

Choices:
1. to fight off predators
2. to produce a toxin that makes them taste bad
3. to lay hundreds of eggs so a few will survive
4. to dig a hole and hide from predators

Prompt:
Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?
1. to fight off predators
2. to produce a toxin that makes them taste bad
3. to lay hundreds of eggs so a few will survive
4. to dig a hole and hide from predators
Answer:

Answer: 2

Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?

Choices:
K. to fight off predators
U. to produce a toxin that makes them taste bad
Z. to lay hundreds of eggs so a few will survive
L. to dig a hole and hide from predators

Prompt:
Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?
K. to fight off predators
U. to produce a toxin that makes them taste bad
Z. to lay hundreds of eggs so a few will survive
L. to dig a hole and hide from predators
Answer:

Answer: 2

Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?

Choices:
K. to lay hundreds of eggs so a few will survive
U. to produce a toxin that makes them taste bad
Z. to fight off predators
L. to dig a hole and hide from predators

Prompt:
Question: Newly hatched turtles are easy prey for other animals. What is an important ability turtles have for better survival of their offspring?
K. to lay hundreds of eggs so a few will survive
U. to produce a toxin that makes them taste bad
Z. to fight off predators
L. to dig a hole and hide from predators
Answer:


Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?

Choices:
A. providing structural support to muscles
B. carrying oxygen to cells
C. getting energy from food
D. sending messages to the brain

Prompt:
Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?
A. providing structural support to muscles
B. carrying oxygen to cells
C. getting energy from food
D. sending messages to the brain
Answer:

Answer: 1

Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?

Choices:
A. carrying oxygen to cells
B. getting energy from food
C. sending messages to the brain
D. providing structural support to muscles

Prompt:
Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?
A. carrying oxygen to cells
B. getting energy from food
C. sending messages to the brain
D. providing structural support to muscles
Answer:

Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?

Choices:
1. providing structural support to muscles
2. carrying oxygen to cells
3. getting energy from food
4. sending messages to the brain

Prompt:
Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?
1. providing structural support to muscles
2. carrying oxygen to cells
3. getting energy from food
4. sending messages to the brain
Answer:

Answer: 1

Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?

Choices:
Z. providing structural support to muscles
C. carrying oxygen to cells
T. getting energy from food
P. sending messages to the brain

Prompt:
Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?
Z. providing structural support to muscles
C. carrying oxygen to cells
T. getting energy from food
P. sending messages to the brain
Answer:

Answer: 1

Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?

Choices:
Z. carrying oxygen to cells
C. getting energy from food
T. sending messages to the brain
P. providing structural support to muscles

Prompt:
Question: Mr. Mendoza's class studied different body systems. What is an important function of the circulatory system?
Z. carrying oxygen to cells
C. getting energy from food
T. sending messages to the brain
P. providing structural support to muscles
Answer:


Question: Which example shows a new substance being formed?

Choices:
A. a candle burning
B. a shoelace being tied
C. a pipe being cut in half
D. a block of ice melting

Prompt:
Question: Which example shows a new substance being formed?
A. a candle burning
B. a shoelace being tied
C. a pipe being cut in half
D. a block of ice melting
Answer:

Question: Which example shows a new substance being formed?

Choices:
A. a pipe being cut in half
B. a candle burning
C. a shoelace being tied
D. a block of ice melting

Prompt:
Question: Which example shows a new substance being formed?
A. a pipe being cut in half
B. a candle burning
C. a shoelace being tied
D. a block of ice melting
Answer:

Answer: 1

Question: Which example shows a new substance being formed?

Choices:
1. a candle burning
2. a shoelace being tied
3. a pipe being cut in half
4. a block of ice melting

Prompt:
Question: Which example shows a new substance being formed?
1. a candle burning
2. a shoelace being tied
3. a pipe being cut in half
4. a block of ice melting
Answer:

Question: Which example shows a new substance being formed?

Choices:
C. a candle burning
P. a shoelace being tied
Z. a pipe being cut in half
F. a block of ice melting

Prompt:
Question: Which example shows a new substance being formed?
C. a candle burning
P. a shoelace being tied
Z. a pipe being cut in half
F. a block of ice melting
Answer:

Question: Which example shows a new substance being formed?

Choices:
C. a pipe being cut in half
P. a candle burning
Z. a shoelace being tied
F. a block of ice melting

Prompt:
Question: Which example shows a new substance being formed?
C. a pipe being cut in half
P. a candle burning
Z. a shoelace being tied
F. a block of ice melting
Answer:

Answer: 1


Question: What do all mammals have in common that distinguishes them from birds?

Choices:
A. eyes
B. fur
C. a brain
D. a heart

Prompt:
Question: What do all mammals have in common that distinguishes them from birds?
A. eyes
B. fur
C. a brain
D. a heart
Answer:

Answer: 1

Question: What do all mammals have in common that distinguishes them from birds?

Choices:
A. a heart
B. eyes
C. a brain
D. fur

Prompt:
Question: What do all mammals have in common that distinguishes them from birds?
A. a heart
B. eyes
C. a brain
D. fur
Answer:

Answer: 3

Question: What do all mammals have in common that distinguishes them from birds?

Choices:
1. eyes
2. fur
3. a brain
4. a heart

Prompt:
Question: What do all mammals have in common that distinguishes them from birds?
1. eyes
2. fur
3. a brain
4. a heart
Answer:

Answer: 1

Question: What do all mammals have in common that distinguishes them from birds?

Choices:
J. eyes
A. fur
W. a brain
E. a heart

Prompt:
Question: What do all mammals have in common that distinguishes them from birds?
J. eyes
A. fur
W. a brain
E. a heart
Answer:

Answer: 1

Question: What do all mammals have in common that distinguishes them from birds?

Choices:
J. a heart
A. eyes
W. a brain
E. fur

Prompt:
Question: What do all mammals have in common that distinguishes them from birds?
J. a heart
A. eyes
W. a brain
E. fur
Answer:

Answer: 3


Question: Grooves running down the sides of a riverbank are most likely caused by

Choices:
A. wind.
B. rocks.
C. leaves.
D. rainwater.

Prompt:
Question: Grooves running down the sides of a riverbank are most likely caused by
A. wind.
B. rocks.
C. leaves.
D. rainwater.
Answer:

Answer: 3

Question: Grooves running down the sides of a riverbank are most likely caused by

Choices:
A. leaves.
B. rocks.
C. rainwater.
D. wind.

Prompt:
Question: Grooves running down the sides of a riverbank are most likely caused by
A. leaves.
B. rocks.
C. rainwater.
D. wind.
Answer:

Answer: 2

Question: Grooves running down the sides of a riverbank are most likely caused by

Choices:
1. wind.
2. rocks.
3. leaves.
4. rainwater.

Prompt:
Question: Grooves running down the sides of a riverbank are most likely caused by
1. wind.
2. rocks.
3. leaves.
4. rainwater.
Answer:

Answer: 3

Question: Grooves running down the sides of a riverbank are most likely caused by

Choices:
Q. wind.
O. rocks.
B. leaves.
J. rainwater.

Prompt:
Question: Grooves running down the sides of a riverbank are most likely caused by
Q. wind.
O. rocks.
B. leaves.
J. rainwater.
Answer:

Answer: 3

Question: Grooves running down the sides of a riverbank are most likely caused by

Choices:
Q. leaves.
O. rocks.
B. rainwater.
J. wind.

Prompt:
Question: Grooves running down the sides of a riverbank are most likely caused by
Q. leaves.
O. rocks.
B. rainwater.
J. wind.
Answer:

Answer: 2


Question: Which of the following best describes a mineral?

Choices:
A. a solid natural material with a crystal structure
B. a material that was once living but has decayed
C. a liquid chemical used to make soil more fertile
D. a nutrient produced by plants that other organisms need

Prompt:
Question: Which of the following best describes a mineral?
A. a solid natural material with a crystal structure
B. a material that was once living but has decayed
C. a liquid chemical used to make soil more fertile
D. a nutrient produced by plants that other organisms need
Answer:

Question: Which of the following best describes a mineral?

Choices:
A. a nutrient produced by plants that other organisms need
B. a solid natural material with a crystal structure
C. a liquid chemical used to make soil more fertile
D. a material that was once living but has decayed

Prompt:
Question: Which of the following best describes a mineral?
A. a nutrient produced by plants that other organisms need
B. a solid natural material with a crystal structure
C. a liquid chemical used to make soil more fertile
D. a material that was once living but has decayed
Answer:

Answer: 1

Question: Which of the following best describes a mineral?

Choices:
1. a solid natural material with a crystal structure
2. a material that was once living but has decayed
3. a liquid chemical used to make soil more fertile
4. a nutrient produced by plants that other organisms need

Prompt:
Question: Which of the following best describes a mineral?
1. a solid natural material with a crystal structure
2. a material that was once living but has decayed
3. a liquid chemical used to make soil more fertile
4. a nutrient produced by plants that other organisms need
Answer:

Question: Which of the following best describes a mineral?

Choices:
C. a solid natural material with a crystal structure
E. a material that was once living but has decayed
K. a liquid chemical used to make soil more fertile
T. a nutrient produced by plants that other organisms need

Prompt:
Question: Which of the following best describes a mineral?
C. a solid natural material with a crystal structure
E. a material that was once living but has decayed
K. a liquid chemical used to make soil more fertile
T. a nutrient produced by plants that other organisms need
Answer:

Question: Which of the following best describes a mineral?

Choices:
C. a nutrient produced by plants that other organisms need
E. a solid natural material with a crystal structure
K. a liquid chemical used to make soil more fertile
T. a material that was once living but has decayed

Prompt:
Question: Which of the following best describes a mineral?
C. a nutrient produced by plants that other organisms need
E. a solid natural material with a crystal structure
K. a liquid chemical used to make soil more fertile
T. a material that was once living but has decayed
Answer:

Answer: 1


Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?

Choices:
A. seaweed
B. turtle
C. dolphin
D. crab

Prompt:
Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?
A. seaweed
B. turtle
C. dolphin
D. crab
Answer:

Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?

Choices:
A. crab
B. seaweed
C. turtle
D. dolphin

Prompt:
Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?
A. crab
B. seaweed
C. turtle
D. dolphin
Answer:

Answer: 1

Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?

Choices:
1. seaweed
2. turtle
3. dolphin
4. crab

Prompt:
Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?
1. seaweed
2. turtle
3. dolphin
4. crab
Answer:

Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?

Choices:
B. seaweed
V. turtle
M. dolphin
F. crab

Prompt:
Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?
B. seaweed
V. turtle
M. dolphin
F. crab
Answer:

Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?

Choices:
B. crab
V. seaweed
M. turtle
F. dolphin

Prompt:
Question: Plankton are tiny ocean organisms. The role of one type of plankton is to use the energy from the Sun to produce food that other animals eat. Which organism has the same role in the ocean as this type of plankton?
B. crab
V. seaweed
M. turtle
F. dolphin
Answer:

Answer: 1


Question: How many times does the Moon rotate on its axis during a lunar month?

Choices:
A. one
B. two
C. three
D. four

Prompt:
Question: How many times does the Moon rotate on its axis during a lunar month?
A. one
B. two
C. three
D. four
Answer:

Question: How many times does the Moon rotate on its axis during a lunar month?

Choices:
A. four
B. three
C. two
D. one

Prompt:
Question: How many times does the Moon rotate on its axis during a lunar month?
A. four
B. three
C. two
D. one
Answer:

Answer: 3

Question: How many times does the Moon rotate on its axis during a lunar month?

Choices:
1. one
2. two
3. three
4. four

Prompt:
Question: How many times does the Moon rotate on its axis during a lunar month?
1. one
2. two
3. three
4. four
Answer:

Question: How many times does the Moon rotate on its axis during a lunar month?

Choices:
O. one
X. two
H. three
P. four

Prompt:
Question: How many times does the Moon rotate on its axis during a lunar month?
O. one
X. two
H. three
P. four
Answer:

Question: How many times does the Moon rotate on its axis during a lunar month?

Choices:
O. four
X. three
H. two
P. one

Prompt:
Question: How many times does the Moon rotate on its axis during a lunar month?
O. four
X. three
H. two
P. one
Answer:

Answer: 3


Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?

Choices:
A. Heavy rainfall increases soil erosion.
B. Melting glaciers cause sea levels to rise.
C. Cold temperatures cause rocks to weather.
D. Drought conditions increase competition among consumers.

Prompt:
Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?
A. Heavy rainfall increases soil erosion.
B. Melting glaciers cause sea levels to rise.
C. Cold temperatures cause rocks to weather.
D. Drought conditions increase competition among consumers.
Answer:

Answer: 3

Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?

Choices:
A. Heavy rainfall increases soil erosion.
B. Drought conditions increase competition among consumers.
C. Melting glaciers cause sea levels to rise.
D. Cold temperatures cause rocks to weather.

Prompt:
Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?
A. Heavy rainfall increases soil erosion.
B. Drought conditions increase competition among consumers.
C. Melting glaciers cause sea levels to rise.
D. Cold temperatures cause rocks to weather.
Answer:

Answer: 1

Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?

Choices:
1. Heavy rainfall increases soil erosion.
2. Melting glaciers cause sea levels to rise.
3. Cold temperatures cause rocks to weather.
4. Drought conditions increase competition among consumers.

Prompt:
Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?
1. Heavy rainfall increases soil erosion.
2. Melting glaciers cause sea levels to rise.
3. Cold temperatures cause rocks to weather.
4. Drought conditions increase competition among consumers.
Answer:

Answer: 3

Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?

Choices:
G. Heavy rainfall increases soil erosion.
I. Melting glaciers cause sea levels to rise.
P. Cold temperatures cause rocks to weather.
Z. Drought conditions increase competition among consumers.

Prompt:
Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?
G. Heavy rainfall increases soil erosion.
I. Melting glaciers cause sea levels to rise.
P. Cold temperatures cause rocks to weather.
Z. Drought conditions increase competition among consumers.
Answer:

Answer: 3

Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?

Choices:
G. Heavy rainfall increases soil erosion.
I. Drought conditions increase competition among consumers.
P. Melting glaciers cause sea levels to rise.
Z. Cold temperatures cause rocks to weather.

Prompt:
Question: Changes to abiotic factors in an environment can impact biotic factors. Which statement is the BEST example of this situation?
G. Heavy rainfall increases soil erosion.
I. Drought conditions increase competition among consumers.
P. Melting glaciers cause sea levels to rise.
Z. Cold temperatures cause rocks to weather.
Answer:

Answer: 1


Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?

Choices:
A. Particles are heated by the Sun.
B. Particles are melted together by magma.
C. Particles are compressed into layers.
D. Particles are changed into liquids.

Prompt:
Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?
A. Particles are heated by the Sun.
B. Particles are melted together by magma.
C. Particles are compressed into layers.
D. Particles are changed into liquids.
Answer:

Answer: 2

Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?

Choices:
A. Particles are changed into liquids.
B. Particles are compressed into layers.
C. Particles are melted together by magma.
D. Particles are heated by the Sun.

Prompt:
Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?
A. Particles are changed into liquids.
B. Particles are compressed into layers.
C. Particles are melted together by magma.
D. Particles are heated by the Sun.
Answer:

Answer: 1

Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?

Choices:
1. Particles are heated by the Sun.
2. Particles are melted together by magma.
3. Particles are compressed into layers.
4. Particles are changed into liquids.

Prompt:
Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?
1. Particles are heated by the Sun.
2. Particles are melted together by magma.
3. Particles are compressed into layers.
4. Particles are changed into liquids.
Answer:

Answer: 2

Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?

Choices:
E. Particles are heated by the Sun.
A. Particles are melted together by magma.
S. Particles are compressed into layers.
Y. Particles are changed into liquids.

Prompt:
Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?
E. Particles are heated by the Sun.
A. Particles are melted together by magma.
S. Particles are compressed into layers.
Y. Particles are changed into liquids.
Answer:

Answer: 2

Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?

Choices:
E. Particles are changed into liquids.
A. Particles are compressed into layers.
S. Particles are melted together by magma.
Y. Particles are heated by the Sun.

Prompt:
Question: There are several different types of rock. Each type of rock is formed under different conditions. How are sedimentary rocks, such as shale and sandstone, formed?
E. Particles are changed into liquids.
A. Particles are compressed into layers.
S. Particles are melted together by magma.
Y. Particles are heated by the Sun.
Answer:

Answer: 1