Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to

Choices:
A. reduce the cost of the watch.
B. provide an energy source for the watch.
C. make the watch more attractive.
D. stop the watch from speeding up.

Prompt:
Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to
A. reduce the cost of the watch.
B. provide an energy source for the watch.
C. make the watch more attractive.
D. stop the watch from speeding up.
Answer:

Answer: 1

Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to

Choices:
A. reduce the cost of the watch.
B. stop the watch from speeding up.
C. provide an energy source for the watch.
D. make the watch more attractive.

Prompt:
Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to
A. reduce the cost of the watch.
B. stop the watch from speeding up.
C. provide an energy source for the watch.
D. make the watch more attractive.
Answer:

Answer: 2

Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to

Choices:
1. reduce the cost of the watch.
2. provide an energy source for the watch.
3. make the watch more attractive.
4. stop the watch from speeding up.

Prompt:
Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to
1. reduce the cost of the watch.
2. provide an energy source for the watch.
3. make the watch more attractive.
4. stop the watch from speeding up.
Answer:

Answer: 1

Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to

Choices:
O. reduce the cost of the watch.
B. provide an energy source for the watch.
V. make the watch more attractive.
R. stop the watch from speeding up.

Prompt:
Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to
O. reduce the cost of the watch.
B. provide an energy source for the watch.
V. make the watch more attractive.
R. stop the watch from speeding up.
Answer:

Answer: 1

Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to

Choices:
O. reduce the cost of the watch.
B. stop the watch from speeding up.
V. provide an energy source for the watch.
R. make the watch more attractive.

Prompt:
Question: A student examines a new watch design. The watch has a small solar cell on its face. The main function of the solar cell is to
O. reduce the cost of the watch.
B. stop the watch from speeding up.
V. provide an energy source for the watch.
R. make the watch more attractive.
Answer:

Answer: 2


Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?

Choices:
A. wide riverbeds
B. U-shaped valleys
C. underground caves
D. groundwater springs

Prompt:
Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?
A. wide riverbeds
B. U-shaped valleys
C. underground caves
D. groundwater springs
Answer:

Answer: 1

Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?

Choices:
A. wide riverbeds
B. underground caves
C. U-shaped valleys
D. groundwater springs

Prompt:
Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?
A. wide riverbeds
B. underground caves
C. U-shaped valleys
D. groundwater springs
Answer:

Answer: 2

Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?

Choices:
1. wide riverbeds
2. U-shaped valleys
3. underground caves
4. groundwater springs

Prompt:
Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?
1. wide riverbeds
2. U-shaped valleys
3. underground caves
4. groundwater springs
Answer:

Answer: 1

Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?

Choices:
W. wide riverbeds
Y. U-shaped valleys
Q. underground caves
T. groundwater springs

Prompt:
Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?
W. wide riverbeds
Y. U-shaped valleys
Q. underground caves
T. groundwater springs
Answer:

Answer: 1

Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?

Choices:
W. wide riverbeds
Y. underground caves
Q. U-shaped valleys
T. groundwater springs

Prompt:
Question: The presence of which of the following geological features provides the best evidence that glaciers once covered an area?
W. wide riverbeds
Y. underground caves
Q. U-shaped valleys
T. groundwater springs
Answer:

Answer: 2


Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?

Choices:
A. Burn their trash
B. Plant native plants
C. Feed leftover meals to deer
D. Drain automobile oil into the grass

Prompt:
Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?
A. Burn their trash
B. Plant native plants
C. Feed leftover meals to deer
D. Drain automobile oil into the grass
Answer:

Answer: 1

Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?

Choices:
A. Drain automobile oil into the grass
B. Burn their trash
C. Feed leftover meals to deer
D. Plant native plants

Prompt:
Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?
A. Drain automobile oil into the grass
B. Burn their trash
C. Feed leftover meals to deer
D. Plant native plants
Answer:

Answer: 3

Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?

Choices:
1. Burn their trash
2. Plant native plants
3. Feed leftover meals to deer
4. Drain automobile oil into the grass

Prompt:
Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?
1. Burn their trash
2. Plant native plants
3. Feed leftover meals to deer
4. Drain automobile oil into the grass
Answer:

Answer: 1

Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?

Choices:
A. Burn their trash
L. Plant native plants
E. Feed leftover meals to deer
H. Drain automobile oil into the grass

Prompt:
Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?
A. Burn their trash
L. Plant native plants
E. Feed leftover meals to deer
H. Drain automobile oil into the grass
Answer:

Answer: 1

Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?

Choices:
A. Drain automobile oil into the grass
L. Burn their trash
E. Feed leftover meals to deer
H. Plant native plants

Prompt:
Question: Which of these is a way the people of Virginia can help restore a natural ecosystem?
A. Drain automobile oil into the grass
L. Burn their trash
E. Feed leftover meals to deer
H. Plant native plants
Answer:

Answer: 3


Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?

Choices:
A. write a paragraph
B. make a line graph
C. develop a formula
D. create a table

Prompt:
Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?
A. write a paragraph
B. make a line graph
C. develop a formula
D. create a table
Answer:

Answer: 3

Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?

Choices:
A. make a line graph
B. create a table
C. develop a formula
D. write a paragraph

Prompt:
Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?
A. make a line graph
B. create a table
C. develop a formula
D. write a paragraph
Answer:

Answer: 1

Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?

Choices:
1. write a paragraph
2. make a line graph
3. develop a formula
4. create a table

Prompt:
Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?
1. write a paragraph
2. make a line graph
3. develop a formula
4. create a table
Answer:

Answer: 3

Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?

Choices:
R. write a paragraph
B. make a line graph
Q. develop a formula
U. create a table

Prompt:
Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?
R. write a paragraph
B. make a line graph
Q. develop a formula
U. create a table
Answer:

Answer: 3

Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?

Choices:
R. make a line graph
B. create a table
Q. develop a formula
U. write a paragraph

Prompt:
Question: A student wants to figure out how many calories are needed to perform various activities. A list of some everyday activities is made, and the number of calories burned during each activity is recorded. Which method is the best way for the student to display and evaluate the information?
R. make a line graph
B. create a table
Q. develop a formula
U. write a paragraph
Answer:

Answer: 1


Question: Sedimentary deposits formed from organic material tend to include a high amount of

Choices:
A. iron.
B. nickel.
C. carbon.
D. silicon.

Prompt:
Question: Sedimentary deposits formed from organic material tend to include a high amount of
A. iron.
B. nickel.
C. carbon.
D. silicon.
Answer:

Answer: 2

Question: Sedimentary deposits formed from organic material tend to include a high amount of

Choices:
A. nickel.
B. silicon.
C. iron.
D. carbon.

Prompt:
Question: Sedimentary deposits formed from organic material tend to include a high amount of
A. nickel.
B. silicon.
C. iron.
D. carbon.
Answer:

Answer: 3

Question: Sedimentary deposits formed from organic material tend to include a high amount of

Choices:
1. iron.
2. nickel.
3. carbon.
4. silicon.

Prompt:
Question: Sedimentary deposits formed from organic material tend to include a high amount of
1. iron.
2. nickel.
3. carbon.
4. silicon.
Answer:

Answer: 2

Question: Sedimentary deposits formed from organic material tend to include a high amount of

Choices:
L. iron.
D. nickel.
Z. carbon.
H. silicon.

Prompt:
Question: Sedimentary deposits formed from organic material tend to include a high amount of
L. iron.
D. nickel.
Z. carbon.
H. silicon.
Answer:

Answer: 2

Question: Sedimentary deposits formed from organic material tend to include a high amount of

Choices:
L. nickel.
D. silicon.
Z. iron.
H. carbon.

Prompt:
Question: Sedimentary deposits formed from organic material tend to include a high amount of
L. nickel.
D. silicon.
Z. iron.
H. carbon.
Answer:

Answer: 3


Question: According to the Big Bang Theory, which element most likely formed first?

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

Prompt:
Question: According to the Big Bang Theory, which element most likely formed first?
A. carbon dioxide
B. hydrogen
C. oxygen
D. nitrogen
Answer:

Answer: 1

Question: According to the Big Bang Theory, which element most likely formed first?

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

Prompt:
Question: According to the Big Bang Theory, which element most likely formed first?
A. oxygen
B. nitrogen
C. carbon dioxide
D. hydrogen
Answer:

Answer: 3

Question: According to the Big Bang Theory, which element most likely formed first?

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

Prompt:
Question: According to the Big Bang Theory, which element most likely formed first?
1. carbon dioxide
2. hydrogen
3. oxygen
4. nitrogen
Answer:

Answer: 1

Question: According to the Big Bang Theory, which element most likely formed first?

Choices:
C. carbon dioxide
G. hydrogen
W. oxygen
L. nitrogen

Prompt:
Question: According to the Big Bang Theory, which element most likely formed first?
C. carbon dioxide
G. hydrogen
W. oxygen
L. nitrogen
Answer:

Answer: 1

Question: According to the Big Bang Theory, which element most likely formed first?

Choices:
C. oxygen
G. nitrogen
W. carbon dioxide
L. hydrogen

Prompt:
Question: According to the Big Bang Theory, which element most likely formed first?
C. oxygen
G. nitrogen
W. carbon dioxide
L. hydrogen
Answer:

Answer: 3


Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?

Choices:
A. shape
B. size
C. speed
D. weight

Prompt:
Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?
A. shape
B. size
C. speed
D. weight
Answer:

Answer: 2

Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?

Choices:
A. size
B. shape
C. weight
D. speed

Prompt:
Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?
A. size
B. shape
C. weight
D. speed
Answer:

Answer: 3

Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?

Choices:
1. shape
2. size
3. speed
4. weight

Prompt:
Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?
1. shape
2. size
3. speed
4. weight
Answer:

Answer: 2

Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?

Choices:
K. shape
Y. size
O. speed
B. weight

Prompt:
Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?
K. shape
Y. size
O. speed
B. weight
Answer:

Answer: 2

Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?

Choices:
K. size
Y. shape
O. weight
B. speed

Prompt:
Question: Tim and Carla play catch with a ball. Which term describes the motion of a ball?
K. size
Y. shape
O. weight
B. speed
Answer:

Answer: 3


Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?

Choices:
A. net, gloves, specimen bags
B. beaker, calculator, graph paper
C. microscope, eye dropper, slides
D. measuring tape, thermometer, clipboard

Prompt:
Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?
A. net, gloves, specimen bags
B. beaker, calculator, graph paper
C. microscope, eye dropper, slides
D. measuring tape, thermometer, clipboard
Answer:

Answer: 2

Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?

Choices:
A. beaker, calculator, graph paper
B. net, gloves, specimen bags
C. measuring tape, thermometer, clipboard
D. microscope, eye dropper, slides

Prompt:
Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?
A. beaker, calculator, graph paper
B. net, gloves, specimen bags
C. measuring tape, thermometer, clipboard
D. microscope, eye dropper, slides
Answer:

Answer: 3

Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?

Choices:
1. net, gloves, specimen bags
2. beaker, calculator, graph paper
3. microscope, eye dropper, slides
4. measuring tape, thermometer, clipboard

Prompt:
Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?
1. net, gloves, specimen bags
2. beaker, calculator, graph paper
3. microscope, eye dropper, slides
4. measuring tape, thermometer, clipboard
Answer:

Answer: 2

Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?

Choices:
M. net, gloves, specimen bags
Y. beaker, calculator, graph paper
L. microscope, eye dropper, slides
J. measuring tape, thermometer, clipboard

Prompt:
Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?
M. net, gloves, specimen bags
Y. beaker, calculator, graph paper
L. microscope, eye dropper, slides
J. measuring tape, thermometer, clipboard
Answer:

Answer: 2

Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?

Choices:
M. beaker, calculator, graph paper
Y. net, gloves, specimen bags
L. measuring tape, thermometer, clipboard
J. microscope, eye dropper, slides

Prompt:
Question: Which set of equipment would be best to use when investigating what is found in a sample of pond water?
M. beaker, calculator, graph paper
Y. net, gloves, specimen bags
L. measuring tape, thermometer, clipboard
J. microscope, eye dropper, slides
Answer:

Answer: 3


Question: The Theory of Plate Tectonics revolutionized scientific thought because it

Choices:
A. explained the movement of oceanic and continental crusts.
B. demonstrated how tidal forces affect coastlines.
C. mapped the pattern and frequency of earthquakes.
D. explained the mineral differences between continents.

Prompt:
Question: The Theory of Plate Tectonics revolutionized scientific thought because it
A. explained the movement of oceanic and continental crusts.
B. demonstrated how tidal forces affect coastlines.
C. mapped the pattern and frequency of earthquakes.
D. explained the mineral differences between continents.
Answer:

Question: The Theory of Plate Tectonics revolutionized scientific thought because it

Choices:
A. mapped the pattern and frequency of earthquakes.
B. explained the movement of oceanic and continental crusts.
C. demonstrated how tidal forces affect coastlines.
D. explained the mineral differences between continents.

Prompt:
Question: The Theory of Plate Tectonics revolutionized scientific thought because it
A. mapped the pattern and frequency of earthquakes.
B. explained the movement of oceanic and continental crusts.
C. demonstrated how tidal forces affect coastlines.
D. explained the mineral differences between continents.
Answer:

Answer: 1

Question: The Theory of Plate Tectonics revolutionized scientific thought because it

Choices:
1. explained the movement of oceanic and continental crusts.
2. demonstrated how tidal forces affect coastlines.
3. mapped the pattern and frequency of earthquakes.
4. explained the mineral differences between continents.

Prompt:
Question: The Theory of Plate Tectonics revolutionized scientific thought because it
1. explained the movement of oceanic and continental crusts.
2. demonstrated how tidal forces affect coastlines.
3. mapped the pattern and frequency of earthquakes.
4. explained the mineral differences between continents.
Answer:

Question: The Theory of Plate Tectonics revolutionized scientific thought because it

Choices:
X. explained the movement of oceanic and continental crusts.
C. demonstrated how tidal forces affect coastlines.
D. mapped the pattern and frequency of earthquakes.
J. explained the mineral differences between continents.

Prompt:
Question: The Theory of Plate Tectonics revolutionized scientific thought because it
X. explained the movement of oceanic and continental crusts.
C. demonstrated how tidal forces affect coastlines.
D. mapped the pattern and frequency of earthquakes.
J. explained the mineral differences between continents.
Answer:

Question: The Theory of Plate Tectonics revolutionized scientific thought because it

Choices:
X. mapped the pattern and frequency of earthquakes.
C. explained the movement of oceanic and continental crusts.
D. demonstrated how tidal forces affect coastlines.
J. explained the mineral differences between continents.

Prompt:
Question: The Theory of Plate Tectonics revolutionized scientific thought because it
X. mapped the pattern and frequency of earthquakes.
C. explained the movement of oceanic and continental crusts.
D. demonstrated how tidal forces affect coastlines.
J. explained the mineral differences between continents.
Answer:

Answer: 1


Question: How does repeating an experiment improve the likelihood of obtaining accurate results?

Choices:
A. Data can be compared.
B. Time can be decreased.
C. Equipment can be added.
D. Procedures can be changed.

Prompt:
Question: How does repeating an experiment improve the likelihood of obtaining accurate results?
A. Data can be compared.
B. Time can be decreased.
C. Equipment can be added.
D. Procedures can be changed.
Answer:

Question: How does repeating an experiment improve the likelihood of obtaining accurate results?

Choices:
A. Equipment can be added.
B. Time can be decreased.
C. Procedures can be changed.
D. Data can be compared.

Prompt:
Question: How does repeating an experiment improve the likelihood of obtaining accurate results?
A. Equipment can be added.
B. Time can be decreased.
C. Procedures can be changed.
D. Data can be compared.
Answer:

Answer: 3

Question: How does repeating an experiment improve the likelihood of obtaining accurate results?

Choices:
1. Data can be compared.
2. Time can be decreased.
3. Equipment can be added.
4. Procedures can be changed.

Prompt:
Question: How does repeating an experiment improve the likelihood of obtaining accurate results?
1. Data can be compared.
2. Time can be decreased.
3. Equipment can be added.
4. Procedures can be changed.
Answer:

Question: How does repeating an experiment improve the likelihood of obtaining accurate results?

Choices:
F. Data can be compared.
N. Time can be decreased.
B. Equipment can be added.
P. Procedures can be changed.

Prompt:
Question: How does repeating an experiment improve the likelihood of obtaining accurate results?
F. Data can be compared.
N. Time can be decreased.
B. Equipment can be added.
P. Procedures can be changed.
Answer:

Question: How does repeating an experiment improve the likelihood of obtaining accurate results?

Choices:
F. Equipment can be added.
N. Time can be decreased.
B. Procedures can be changed.
P. Data can be compared.

Prompt:
Question: How does repeating an experiment improve the likelihood of obtaining accurate results?
F. Equipment can be added.
N. Time can be decreased.
B. Procedures can be changed.
P. Data can be compared.
Answer:

Answer: 3


Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?

Choices:
A. volume
B. specific heat
C. conductivity
D. chemical energy

Prompt:
Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?
A. volume
B. specific heat
C. conductivity
D. chemical energy
Answer:

Answer: 1

Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?

Choices:
A. specific heat
B. volume
C. conductivity
D. chemical energy

Prompt:
Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?
A. specific heat
B. volume
C. conductivity
D. chemical energy
Answer:

Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?

Choices:
1. volume
2. specific heat
3. conductivity
4. chemical energy

Prompt:
Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?
1. volume
2. specific heat
3. conductivity
4. chemical energy
Answer:

Answer: 1

Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?

Choices:
R. volume
G. specific heat
H. conductivity
W. chemical energy

Prompt:
Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?
R. volume
G. specific heat
H. conductivity
W. chemical energy
Answer:

Answer: 1

Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?

Choices:
R. specific heat
G. volume
H. conductivity
W. chemical energy

Prompt:
Question: One hundred grams of water and 100 grams of vegetable oil are heated in identical containers at 70°C for 5 minutes. Their temperatures at the end of 5 minutes are different due to the difference in which property?
R. specific heat
G. volume
H. conductivity
W. chemical energy
Answer:


Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?

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

Prompt:
Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?
A. spring
B. summer
C. fall
D. winter
Answer:

Answer: 1

Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?

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

Prompt:
Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?
A. spring
B. fall
C. summer
D. winter
Answer:

Answer: 2

Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?

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

Prompt:
Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?
1. spring
2. summer
3. fall
4. winter
Answer:

Answer: 1

Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?

Choices:
N. spring
A. summer
M. fall
Z. winter

Prompt:
Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?
N. spring
A. summer
M. fall
Z. winter
Answer:

Answer: 1

Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?

Choices:
N. spring
A. fall
M. summer
Z. winter

Prompt:
Question: There are MORE hours of sunlight in the Northern Hemisphere during which season?
N. spring
A. fall
M. summer
Z. winter
Answer:

Answer: 2


Question: Which force produces energy as heat?

Choices:
A. pull
B. gravity
C. friction
D. magnetic

Prompt:
Question: Which force produces energy as heat?
A. pull
B. gravity
C. friction
D. magnetic
Answer:

Answer: 2

Question: Which force produces energy as heat?

Choices:
A. friction
B. pull
C. magnetic
D. gravity

Prompt:
Question: Which force produces energy as heat?
A. friction
B. pull
C. magnetic
D. gravity
Answer:

Question: Which force produces energy as heat?

Choices:
1. pull
2. gravity
3. friction
4. magnetic

Prompt:
Question: Which force produces energy as heat?
1. pull
2. gravity
3. friction
4. magnetic
Answer:

Answer: 2

Question: Which force produces energy as heat?

Choices:
F. pull
Y. gravity
M. friction
E. magnetic

Prompt:
Question: Which force produces energy as heat?
F. pull
Y. gravity
M. friction
E. magnetic
Answer:

Answer: 2

Question: Which force produces energy as heat?

Choices:
F. friction
Y. pull
M. magnetic
E. gravity

Prompt:
Question: Which force produces energy as heat?
F. friction
Y. pull
M. magnetic
E. gravity
Answer:


Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?

Choices:
A. chemical and pollutant runoff into the ocean
B. average temperatures increased in the region
C. depletion of natural prey from the ecosystem
D. increased levels of carbon dioxide in the atmosphere

Prompt:
Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?
A. chemical and pollutant runoff into the ocean
B. average temperatures increased in the region
C. depletion of natural prey from the ecosystem
D. increased levels of carbon dioxide in the atmosphere
Answer:

Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?

Choices:
A. average temperatures increased in the region
B. increased levels of carbon dioxide in the atmosphere
C. chemical and pollutant runoff into the ocean
D. depletion of natural prey from the ecosystem

Prompt:
Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?
A. average temperatures increased in the region
B. increased levels of carbon dioxide in the atmosphere
C. chemical and pollutant runoff into the ocean
D. depletion of natural prey from the ecosystem
Answer:

Answer: 2

Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?

Choices:
1. chemical and pollutant runoff into the ocean
2. average temperatures increased in the region
3. depletion of natural prey from the ecosystem
4. increased levels of carbon dioxide in the atmosphere

Prompt:
Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?
1. chemical and pollutant runoff into the ocean
2. average temperatures increased in the region
3. depletion of natural prey from the ecosystem
4. increased levels of carbon dioxide in the atmosphere
Answer:

Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?

Choices:
W. chemical and pollutant runoff into the ocean
E. average temperatures increased in the region
T. depletion of natural prey from the ecosystem
H. increased levels of carbon dioxide in the atmosphere

Prompt:
Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?
W. chemical and pollutant runoff into the ocean
E. average temperatures increased in the region
T. depletion of natural prey from the ecosystem
H. increased levels of carbon dioxide in the atmosphere
Answer:

Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?

Choices:
W. average temperatures increased in the region
E. increased levels of carbon dioxide in the atmosphere
T. chemical and pollutant runoff into the ocean
H. depletion of natural prey from the ecosystem

Prompt:
Question: Biologists have discovered that the beluga whales of Canada's St. Lawrence River have the highest rates of cancer among animals. What is most likely the reason for this high incidence of cancer in these whales?
W. average temperatures increased in the region
E. increased levels of carbon dioxide in the atmosphere
T. chemical and pollutant runoff into the ocean
H. depletion of natural prey from the ecosystem
Answer:

Answer: 2


Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements

Choices:
A. have the same reactivity.
B. decrease in atomic mass.
C. increase in atomic number.
D. have the same number of electrons.

Prompt:
Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements
A. have the same reactivity.
B. decrease in atomic mass.
C. increase in atomic number.
D. have the same number of electrons.
Answer:

Answer: 2

Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements

Choices:
A. have the same reactivity.
B. decrease in atomic mass.
C. have the same number of electrons.
D. increase in atomic number.

Prompt:
Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements
A. have the same reactivity.
B. decrease in atomic mass.
C. have the same number of electrons.
D. increase in atomic number.
Answer:

Answer: 3

Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements

Choices:
1. have the same reactivity.
2. decrease in atomic mass.
3. increase in atomic number.
4. have the same number of electrons.

Prompt:
Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements
1. have the same reactivity.
2. decrease in atomic mass.
3. increase in atomic number.
4. have the same number of electrons.
Answer:

Answer: 2

Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements

Choices:
D. have the same reactivity.
A. decrease in atomic mass.
N. increase in atomic number.
O. have the same number of electrons.

Prompt:
Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements
D. have the same reactivity.
A. decrease in atomic mass.
N. increase in atomic number.
O. have the same number of electrons.
Answer:

Answer: 2

Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements

Choices:
D. have the same reactivity.
A. decrease in atomic mass.
N. have the same number of electrons.
O. increase in atomic number.

Prompt:
Question: Reading from left to right, elements in the same period on the Periodic Table of the Elements
D. have the same reactivity.
A. decrease in atomic mass.
N. have the same number of electrons.
O. increase in atomic number.
Answer:

Answer: 3


Question: A device that converts light energy into electricity used in many handheld calculators is a

Choices:
A. battery.
B. photocell.
C. photo generator.
D. photovoltaic cell.

Prompt:
Question: A device that converts light energy into electricity used in many handheld calculators is a
A. battery.
B. photocell.
C. photo generator.
D. photovoltaic cell.
Answer:

Answer: 3

Question: A device that converts light energy into electricity used in many handheld calculators is a

Choices:
A. photovoltaic cell.
B. photo generator.
C. battery.
D. photocell.

Prompt:
Question: A device that converts light energy into electricity used in many handheld calculators is a
A. photovoltaic cell.
B. photo generator.
C. battery.
D. photocell.
Answer:

Question: A device that converts light energy into electricity used in many handheld calculators is a

Choices:
1. battery.
2. photocell.
3. photo generator.
4. photovoltaic cell.

Prompt:
Question: A device that converts light energy into electricity used in many handheld calculators is a
1. battery.
2. photocell.
3. photo generator.
4. photovoltaic cell.
Answer:

Answer: 3

Question: A device that converts light energy into electricity used in many handheld calculators is a

Choices:
Y. battery.
X. photocell.
V. photo generator.
W. photovoltaic cell.

Prompt:
Question: A device that converts light energy into electricity used in many handheld calculators is a
Y. battery.
X. photocell.
V. photo generator.
W. photovoltaic cell.
Answer:

Answer: 3

Question: A device that converts light energy into electricity used in many handheld calculators is a

Choices:
Y. photovoltaic cell.
X. photo generator.
V. battery.
W. photocell.

Prompt:
Question: A device that converts light energy into electricity used in many handheld calculators is a
Y. photovoltaic cell.
X. photo generator.
V. battery.
W. photocell.
Answer:


Question: Which most accurately describes a circle (pie) graph?

Choices:
A. used to demonstrate change in temperature only
B. used to demonstrate change that is continuous
C. used to demonstrate change that is not continuous
D. used to describe how part of the data relates to all of the data

Prompt:
Question: Which most accurately describes a circle (pie) graph?
A. used to demonstrate change in temperature only
B. used to demonstrate change that is continuous
C. used to demonstrate change that is not continuous
D. used to describe how part of the data relates to all of the data
Answer:

Answer: 3

Question: Which most accurately describes a circle (pie) graph?

Choices:
A. used to describe how part of the data relates to all of the data
B. used to demonstrate change in temperature only
C. used to demonstrate change that is not continuous
D. used to demonstrate change that is continuous

Prompt:
Question: Which most accurately describes a circle (pie) graph?
A. used to describe how part of the data relates to all of the data
B. used to demonstrate change in temperature only
C. used to demonstrate change that is not continuous
D. used to demonstrate change that is continuous
Answer:

Question: Which most accurately describes a circle (pie) graph?

Choices:
1. used to demonstrate change in temperature only
2. used to demonstrate change that is continuous
3. used to demonstrate change that is not continuous
4. used to describe how part of the data relates to all of the data

Prompt:
Question: Which most accurately describes a circle (pie) graph?
1. used to demonstrate change in temperature only
2. used to demonstrate change that is continuous
3. used to demonstrate change that is not continuous
4. used to describe how part of the data relates to all of the data
Answer:

Answer: 3

Question: Which most accurately describes a circle (pie) graph?

Choices:
I. used to demonstrate change in temperature only
E. used to demonstrate change that is continuous
B. used to demonstrate change that is not continuous
D. used to describe how part of the data relates to all of the data

Prompt:
Question: Which most accurately describes a circle (pie) graph?
I. used to demonstrate change in temperature only
E. used to demonstrate change that is continuous
B. used to demonstrate change that is not continuous
D. used to describe how part of the data relates to all of the data
Answer:

Answer: 3

Question: Which most accurately describes a circle (pie) graph?

Choices:
I. used to describe how part of the data relates to all of the data
E. used to demonstrate change in temperature only
B. used to demonstrate change that is not continuous
D. used to demonstrate change that is continuous

Prompt:
Question: Which most accurately describes a circle (pie) graph?
I. used to describe how part of the data relates to all of the data
E. used to demonstrate change in temperature only
B. used to demonstrate change that is not continuous
D. used to demonstrate change that is continuous
Answer:


Question: Which organisms benefit in the relationship between bees and flowering plants?

Choices:
A. only the bees
B. only the flowering plants
C. both the bees and the flowering plants
D. neither the bees nor the flowering plants

Prompt:
Question: Which organisms benefit in the relationship between bees and flowering plants?
A. only the bees
B. only the flowering plants
C. both the bees and the flowering plants
D. neither the bees nor the flowering plants
Answer:

Answer: 2

Question: Which organisms benefit in the relationship between bees and flowering plants?

Choices:
A. both the bees and the flowering plants
B. neither the bees nor the flowering plants
C. only the bees
D. only the flowering plants

Prompt:
Question: Which organisms benefit in the relationship between bees and flowering plants?
A. both the bees and the flowering plants
B. neither the bees nor the flowering plants
C. only the bees
D. only the flowering plants
Answer:

Question: Which organisms benefit in the relationship between bees and flowering plants?

Choices:
1. only the bees
2. only the flowering plants
3. both the bees and the flowering plants
4. neither the bees nor the flowering plants

Prompt:
Question: Which organisms benefit in the relationship between bees and flowering plants?
1. only the bees
2. only the flowering plants
3. both the bees and the flowering plants
4. neither the bees nor the flowering plants
Answer:

Answer: 2

Question: Which organisms benefit in the relationship between bees and flowering plants?

Choices:
U. only the bees
W. only the flowering plants
B. both the bees and the flowering plants
Y. neither the bees nor the flowering plants

Prompt:
Question: Which organisms benefit in the relationship between bees and flowering plants?
U. only the bees
W. only the flowering plants
B. both the bees and the flowering plants
Y. neither the bees nor the flowering plants
Answer:

Answer: 2

Question: Which organisms benefit in the relationship between bees and flowering plants?

Choices:
U. both the bees and the flowering plants
W. neither the bees nor the flowering plants
B. only the bees
Y. only the flowering plants

Prompt:
Question: Which organisms benefit in the relationship between bees and flowering plants?
U. both the bees and the flowering plants
W. neither the bees nor the flowering plants
B. only the bees
Y. only the flowering plants
Answer:


Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?

Choices:
A. asteroids
B. meteorites
C. comets
D. moons

Prompt:
Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?
A. asteroids
B. meteorites
C. comets
D. moons
Answer:

Answer: 2

Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?

Choices:
A. moons
B. comets
C. meteorites
D. asteroids

Prompt:
Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?
A. moons
B. comets
C. meteorites
D. asteroids
Answer:

Answer: 1

Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?

Choices:
1. asteroids
2. meteorites
3. comets
4. moons

Prompt:
Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?
1. asteroids
2. meteorites
3. comets
4. moons
Answer:

Answer: 2

Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?

Choices:
X. asteroids
P. meteorites
C. comets
G. moons

Prompt:
Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?
X. asteroids
P. meteorites
C. comets
G. moons
Answer:

Answer: 2

Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?

Choices:
X. moons
P. comets
C. meteorites
G. asteroids

Prompt:
Question: The orbit of Earth is almost circular and has a period of about 365 days. Compared to the orbit of Earth, which of these objects usually have highly elliptical orbits and can have periods of over 1000 years?
X. moons
P. comets
C. meteorites
G. asteroids
Answer:

Answer: 1


Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?

Choices:
A. The theory addresses an Earth-science topic.
B. The theory may change if new evidence emerges.
C. The theory explains a number of related observations.
D. The theory can be evaluated by a single-variable experiment.

Prompt:
Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?
A. The theory addresses an Earth-science topic.
B. The theory may change if new evidence emerges.
C. The theory explains a number of related observations.
D. The theory can be evaluated by a single-variable experiment.
Answer:

Answer: 2

Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?

Choices:
A. The theory may change if new evidence emerges.
B. The theory explains a number of related observations.
C. The theory addresses an Earth-science topic.
D. The theory can be evaluated by a single-variable experiment.

Prompt:
Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?
A. The theory may change if new evidence emerges.
B. The theory explains a number of related observations.
C. The theory addresses an Earth-science topic.
D. The theory can be evaluated by a single-variable experiment.
Answer:

Answer: 1

Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?

Choices:
1. The theory addresses an Earth-science topic.
2. The theory may change if new evidence emerges.
3. The theory explains a number of related observations.
4. The theory can be evaluated by a single-variable experiment.

Prompt:
Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?
1. The theory addresses an Earth-science topic.
2. The theory may change if new evidence emerges.
3. The theory explains a number of related observations.
4. The theory can be evaluated by a single-variable experiment.
Answer:

Answer: 2

Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?

Choices:
S. The theory addresses an Earth-science topic.
Q. The theory may change if new evidence emerges.
Z. The theory explains a number of related observations.
C. The theory can be evaluated by a single-variable experiment.

Prompt:
Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?
S. The theory addresses an Earth-science topic.
Q. The theory may change if new evidence emerges.
Z. The theory explains a number of related observations.
C. The theory can be evaluated by a single-variable experiment.
Answer:

Answer: 2

Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?

Choices:
S. The theory may change if new evidence emerges.
Q. The theory explains a number of related observations.
Z. The theory addresses an Earth-science topic.
C. The theory can be evaluated by a single-variable experiment.

Prompt:
Question: How is the theory of plate tectonics different from a hypothesis regarding a certain aspect of plate movement?
S. The theory may change if new evidence emerges.
Q. The theory explains a number of related observations.
Z. The theory addresses an Earth-science topic.
C. The theory can be evaluated by a single-variable experiment.
Answer:

Answer: 1


Question: A large quantity of heavy rain falling in a short time period will most likely

Choices:
A. reduce the amount of nutrients in the soil.
B. increase the number of minerals in the soil.
C. reduce oxygen levels in the soil.
D. increase the temperature of the soil.

Prompt:
Question: A large quantity of heavy rain falling in a short time period will most likely
A. reduce the amount of nutrients in the soil.
B. increase the number of minerals in the soil.
C. reduce oxygen levels in the soil.
D. increase the temperature of the soil.
Answer:

Question: A large quantity of heavy rain falling in a short time period will most likely

Choices:
A. increase the temperature of the soil.
B. increase the number of minerals in the soil.
C. reduce oxygen levels in the soil.
D. reduce the amount of nutrients in the soil.

Prompt:
Question: A large quantity of heavy rain falling in a short time period will most likely
A. increase the temperature of the soil.
B. increase the number of minerals in the soil.
C. reduce oxygen levels in the soil.
D. reduce the amount of nutrients in the soil.
Answer:

Answer: 3

Question: A large quantity of heavy rain falling in a short time period will most likely

Choices:
1. reduce the amount of nutrients in the soil.
2. increase the number of minerals in the soil.
3. reduce oxygen levels in the soil.
4. increase the temperature of the soil.

Prompt:
Question: A large quantity of heavy rain falling in a short time period will most likely
1. reduce the amount of nutrients in the soil.
2. increase the number of minerals in the soil.
3. reduce oxygen levels in the soil.
4. increase the temperature of the soil.
Answer:

Question: A large quantity of heavy rain falling in a short time period will most likely

Choices:
V. reduce the amount of nutrients in the soil.
K. increase the number of minerals in the soil.
M. reduce oxygen levels in the soil.
S. increase the temperature of the soil.

Prompt:
Question: A large quantity of heavy rain falling in a short time period will most likely
V. reduce the amount of nutrients in the soil.
K. increase the number of minerals in the soil.
M. reduce oxygen levels in the soil.
S. increase the temperature of the soil.
Answer:

Question: A large quantity of heavy rain falling in a short time period will most likely

Choices:
V. increase the temperature of the soil.
K. increase the number of minerals in the soil.
M. reduce oxygen levels in the soil.
S. reduce the amount of nutrients in the soil.

Prompt:
Question: A large quantity of heavy rain falling in a short time period will most likely
V. increase the temperature of the soil.
K. increase the number of minerals in the soil.
M. reduce oxygen levels in the soil.
S. reduce the amount of nutrients in the soil.
Answer:

Answer: 3


Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?

Choices:
A. the development of thinner wires
B. the invention of lithium batteries
C. mass production of pacemaker parts
D. reducing the cost of producing pacemakers

Prompt:
Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?
A. the development of thinner wires
B. the invention of lithium batteries
C. mass production of pacemaker parts
D. reducing the cost of producing pacemakers
Answer:

Answer: 1

Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?

Choices:
A. the development of thinner wires
B. reducing the cost of producing pacemakers
C. the invention of lithium batteries
D. mass production of pacemaker parts

Prompt:
Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?
A. the development of thinner wires
B. reducing the cost of producing pacemakers
C. the invention of lithium batteries
D. mass production of pacemaker parts
Answer:

Answer: 2

Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?

Choices:
1. the development of thinner wires
2. the invention of lithium batteries
3. mass production of pacemaker parts
4. reducing the cost of producing pacemakers

Prompt:
Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?
1. the development of thinner wires
2. the invention of lithium batteries
3. mass production of pacemaker parts
4. reducing the cost of producing pacemakers
Answer:

Answer: 1

Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?

Choices:
K. the development of thinner wires
E. the invention of lithium batteries
I. mass production of pacemaker parts
U. reducing the cost of producing pacemakers

Prompt:
Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?
K. the development of thinner wires
E. the invention of lithium batteries
I. mass production of pacemaker parts
U. reducing the cost of producing pacemakers
Answer:

Answer: 1

Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?

Choices:
K. the development of thinner wires
E. reducing the cost of producing pacemakers
I. the invention of lithium batteries
U. mass production of pacemaker parts

Prompt:
Question: An artificial pacemaker is a device that regulates the beat of the heart by an electrical stimulus. Some early pacemakers were powered by batteries and were worn externally with wires passing through the skin to the surface of the heart. Modern pacemakers are now much smaller and are implanted surgically. Which most likely has increased the lifespan and effectiveness of artificial pacemakers?
K. the development of thinner wires
E. reducing the cost of producing pacemakers
I. the invention of lithium batteries
U. mass production of pacemaker parts
Answer:

Answer: 2


Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?

Choices:
A. The density of helium is less than the density of air.
B. The air resistance lifts the balloon up.
C. There is no gravity acting on the helium balloons.
D. The wind blows the balloon upward.

Prompt:
Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?
A. The density of helium is less than the density of air.
B. The air resistance lifts the balloon up.
C. There is no gravity acting on the helium balloons.
D. The wind blows the balloon upward.
Answer:

Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?

Choices:
A. The wind blows the balloon upward.
B. The air resistance lifts the balloon up.
C. There is no gravity acting on the helium balloons.
D. The density of helium is less than the density of air.

Prompt:
Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?
A. The wind blows the balloon upward.
B. The air resistance lifts the balloon up.
C. There is no gravity acting on the helium balloons.
D. The density of helium is less than the density of air.
Answer:

Answer: 3

Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?

Choices:
1. The density of helium is less than the density of air.
2. The air resistance lifts the balloon up.
3. There is no gravity acting on the helium balloons.
4. The wind blows the balloon upward.

Prompt:
Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?
1. The density of helium is less than the density of air.
2. The air resistance lifts the balloon up.
3. There is no gravity acting on the helium balloons.
4. The wind blows the balloon upward.
Answer:

Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?

Choices:
Y. The density of helium is less than the density of air.
N. The air resistance lifts the balloon up.
V. There is no gravity acting on the helium balloons.
J. The wind blows the balloon upward.

Prompt:
Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?
Y. The density of helium is less than the density of air.
N. The air resistance lifts the balloon up.
V. There is no gravity acting on the helium balloons.
J. The wind blows the balloon upward.
Answer:

Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?

Choices:
Y. The wind blows the balloon upward.
N. The air resistance lifts the balloon up.
V. There is no gravity acting on the helium balloons.
J. The density of helium is less than the density of air.

Prompt:
Question: A balloon filled with helium gas is set free and starts to move upward. Which of the following best explains why the helium balloon moves upward?
Y. The wind blows the balloon upward.
N. The air resistance lifts the balloon up.
V. There is no gravity acting on the helium balloons.
J. The density of helium is less than the density of air.
Answer:

Answer: 3


Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?

Choices:
A. eating and moving
B. moving and digesting
C. digesting and excreting
D. excreting and eating

Prompt:
Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?
A. eating and moving
B. moving and digesting
C. digesting and excreting
D. excreting and eating
Answer:

Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?

Choices:
A. digesting and excreting
B. excreting and eating
C. eating and moving
D. moving and digesting

Prompt:
Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?
A. digesting and excreting
B. excreting and eating
C. eating and moving
D. moving and digesting
Answer:

Answer: 2

Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?

Choices:
1. eating and moving
2. moving and digesting
3. digesting and excreting
4. excreting and eating

Prompt:
Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?
1. eating and moving
2. moving and digesting
3. digesting and excreting
4. excreting and eating
Answer:

Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?

Choices:
L. eating and moving
M. moving and digesting
S. digesting and excreting
P. excreting and eating

Prompt:
Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?
L. eating and moving
M. moving and digesting
S. digesting and excreting
P. excreting and eating
Answer:

Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?

Choices:
L. digesting and excreting
M. excreting and eating
S. eating and moving
P. moving and digesting

Prompt:
Question: Oscar and Andre used a microscope to observe a sample of pond water and drew an example of each type of organism they saw. Then they compared their drawings. They discovered that their drawings of a euglena and a paramecium were alike, but their amoeba drawings had very different shapes. What are two things that Oscar's amoeba could have been doing that made his drawing look different from Andre's?
L. digesting and excreting
M. excreting and eating
S. eating and moving
P. moving and digesting
Answer:

Answer: 2


Question: The reading on a barometer rises when the air

Choices:
A. pressure increases.
B. pressure decreases.
C. speed increases.
D. speed decreases.

Prompt:
Question: The reading on a barometer rises when the air
A. pressure increases.
B. pressure decreases.
C. speed increases.
D. speed decreases.
Answer:

Question: The reading on a barometer rises when the air

Choices:
A. pressure decreases.
B. speed decreases.
C. speed increases.
D. pressure increases.

Prompt:
Question: The reading on a barometer rises when the air
A. pressure decreases.
B. speed decreases.
C. speed increases.
D. pressure increases.
Answer:

Answer: 3

Question: The reading on a barometer rises when the air

Choices:
1. pressure increases.
2. pressure decreases.
3. speed increases.
4. speed decreases.

Prompt:
Question: The reading on a barometer rises when the air
1. pressure increases.
2. pressure decreases.
3. speed increases.
4. speed decreases.
Answer:

Question: The reading on a barometer rises when the air

Choices:
G. pressure increases.
D. pressure decreases.
R. speed increases.
M. speed decreases.

Prompt:
Question: The reading on a barometer rises when the air
G. pressure increases.
D. pressure decreases.
R. speed increases.
M. speed decreases.
Answer:

Question: The reading on a barometer rises when the air

Choices:
G. pressure decreases.
D. speed decreases.
R. speed increases.
M. pressure increases.

Prompt:
Question: The reading on a barometer rises when the air
G. pressure decreases.
D. speed decreases.
R. speed increases.
M. pressure increases.
Answer:

Answer: 3


Question: Which of the following processes is responsible for changing liquid water into water vapor?

Choices:
A. photosynthesis
B. condensation
C. evaporation
D. precipitation

Prompt:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
A. photosynthesis
B. condensation
C. evaporation
D. precipitation
Answer:

Answer: 2

Question: Which of the following processes is responsible for changing liquid water into water vapor?

Choices:
A. evaporation
B. condensation
C. photosynthesis
D. precipitation

Prompt:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
A. evaporation
B. condensation
C. photosynthesis
D. precipitation
Answer:

Question: Which of the following processes is responsible for changing liquid water into water vapor?

Choices:
1. photosynthesis
2. condensation
3. evaporation
4. precipitation

Prompt:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
1. photosynthesis
2. condensation
3. evaporation
4. precipitation
Answer:

Answer: 2

Question: Which of the following processes is responsible for changing liquid water into water vapor?

Choices:
P. photosynthesis
A. condensation
M. evaporation
V. precipitation

Prompt:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
P. photosynthesis
A. condensation
M. evaporation
V. precipitation
Answer:

Answer: 2

Question: Which of the following processes is responsible for changing liquid water into water vapor?

Choices:
P. evaporation
A. condensation
M. photosynthesis
V. precipitation

Prompt:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
P. evaporation
A. condensation
M. photosynthesis
V. precipitation
Answer:


Question: In an atom, protons plus neutrons make up the atom's

Choices:
A. electric charge.
B. atomic mass.
C. atomic number.
D. electron number.

Prompt:
Question: In an atom, protons plus neutrons make up the atom's
A. electric charge.
B. atomic mass.
C. atomic number.
D. electron number.
Answer:

Answer: 1

Question: In an atom, protons plus neutrons make up the atom's

Choices:
A. electric charge.
B. atomic number.
C. electron number.
D. atomic mass.

Prompt:
Question: In an atom, protons plus neutrons make up the atom's
A. electric charge.
B. atomic number.
C. electron number.
D. atomic mass.
Answer:

Answer: 3

Question: In an atom, protons plus neutrons make up the atom's

Choices:
1. electric charge.
2. atomic mass.
3. atomic number.
4. electron number.

Prompt:
Question: In an atom, protons plus neutrons make up the atom's
1. electric charge.
2. atomic mass.
3. atomic number.
4. electron number.
Answer:

Answer: 1

Question: In an atom, protons plus neutrons make up the atom's

Choices:
B. electric charge.
H. atomic mass.
I. atomic number.
J. electron number.

Prompt:
Question: In an atom, protons plus neutrons make up the atom's
B. electric charge.
H. atomic mass.
I. atomic number.
J. electron number.
Answer:

Answer: 1

Question: In an atom, protons plus neutrons make up the atom's

Choices:
B. electric charge.
H. atomic number.
I. electron number.
J. atomic mass.

Prompt:
Question: In an atom, protons plus neutrons make up the atom's
B. electric charge.
H. atomic number.
I. electron number.
J. atomic mass.
Answer:

Answer: 3


Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a

Choices:
A. magnetic field.
B. gravitational field.
C. steel sphere.
D. copper sphere.

Prompt:
Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a
A. magnetic field.
B. gravitational field.
C. steel sphere.
D. copper sphere.
Answer:

Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a

Choices:
A. copper sphere.
B. magnetic field.
C. gravitational field.
D. steel sphere.

Prompt:
Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a
A. copper sphere.
B. magnetic field.
C. gravitational field.
D. steel sphere.
Answer:

Answer: 1

Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a

Choices:
1. magnetic field.
2. gravitational field.
3. steel sphere.
4. copper sphere.

Prompt:
Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a
1. magnetic field.
2. gravitational field.
3. steel sphere.
4. copper sphere.
Answer:

Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a

Choices:
A. magnetic field.
E. gravitational field.
Y. steel sphere.
D. copper sphere.

Prompt:
Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a
A. magnetic field.
E. gravitational field.
Y. steel sphere.
D. copper sphere.
Answer:

Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a

Choices:
A. copper sphere.
E. magnetic field.
Y. gravitational field.
D. steel sphere.

Prompt:
Question: A generator converts mechanical energy to electrical energy by using a conducting metal loop turning in a
A. copper sphere.
E. magnetic field.
Y. gravitational field.
D. steel sphere.
Answer:

Answer: 1


Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?

Choices:
A. The deer would find shelter in a different habitat.
B. The deer would wait for the forest to grow back.
C. The deer would move to another forest area.
D. The deer would change the type of foods they eat.

Prompt:
Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?
A. The deer would find shelter in a different habitat.
B. The deer would wait for the forest to grow back.
C. The deer would move to another forest area.
D. The deer would change the type of foods they eat.
Answer:

Answer: 2

Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?

Choices:
A. The deer would move to another forest area.
B. The deer would change the type of foods they eat.
C. The deer would find shelter in a different habitat.
D. The deer would wait for the forest to grow back.

Prompt:
Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?
A. The deer would move to another forest area.
B. The deer would change the type of foods they eat.
C. The deer would find shelter in a different habitat.
D. The deer would wait for the forest to grow back.
Answer:

Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?

Choices:
1. The deer would find shelter in a different habitat.
2. The deer would wait for the forest to grow back.
3. The deer would move to another forest area.
4. The deer would change the type of foods they eat.

Prompt:
Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?
1. The deer would find shelter in a different habitat.
2. The deer would wait for the forest to grow back.
3. The deer would move to another forest area.
4. The deer would change the type of foods they eat.
Answer:

Answer: 2

Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?

Choices:
N. The deer would find shelter in a different habitat.
H. The deer would wait for the forest to grow back.
B. The deer would move to another forest area.
R. The deer would change the type of foods they eat.

Prompt:
Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?
N. The deer would find shelter in a different habitat.
H. The deer would wait for the forest to grow back.
B. The deer would move to another forest area.
R. The deer would change the type of foods they eat.
Answer:

Answer: 2

Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?

Choices:
N. The deer would move to another forest area.
H. The deer would change the type of foods they eat.
B. The deer would find shelter in a different habitat.
R. The deer would wait for the forest to grow back.

Prompt:
Question: Deer live in forest for shelter. If the forest was cut down, which situation would most likely happen?
N. The deer would move to another forest area.
H. The deer would change the type of foods they eat.
B. The deer would find shelter in a different habitat.
R. The deer would wait for the forest to grow back.
Answer:


Question: Which physical property is important to have in a material used in cookware?

Choices:
A. poor conductor of heat
B. good conductor of heat
C. low flexibility
D. high flexibility

Prompt:
Question: Which physical property is important to have in a material used in cookware?
A. poor conductor of heat
B. good conductor of heat
C. low flexibility
D. high flexibility
Answer:

Answer: 1

Question: Which physical property is important to have in a material used in cookware?

Choices:
A. good conductor of heat
B. low flexibility
C. high flexibility
D. poor conductor of heat

Prompt:
Question: Which physical property is important to have in a material used in cookware?
A. good conductor of heat
B. low flexibility
C. high flexibility
D. poor conductor of heat
Answer:

Question: Which physical property is important to have in a material used in cookware?

Choices:
1. poor conductor of heat
2. good conductor of heat
3. low flexibility
4. high flexibility

Prompt:
Question: Which physical property is important to have in a material used in cookware?
1. poor conductor of heat
2. good conductor of heat
3. low flexibility
4. high flexibility
Answer:

Answer: 1

Question: Which physical property is important to have in a material used in cookware?

Choices:
C. poor conductor of heat
Z. good conductor of heat
O. low flexibility
G. high flexibility

Prompt:
Question: Which physical property is important to have in a material used in cookware?
C. poor conductor of heat
Z. good conductor of heat
O. low flexibility
G. high flexibility
Answer:

Answer: 1

Question: Which physical property is important to have in a material used in cookware?

Choices:
C. good conductor of heat
Z. low flexibility
O. high flexibility
G. poor conductor of heat

Prompt:
Question: Which physical property is important to have in a material used in cookware?
C. good conductor of heat
Z. low flexibility
O. high flexibility
G. poor conductor of heat
Answer:


Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?

Choices:
A. The offspring have half the amount of genetic material as the parents.
B. The offspring contain genetic material from both parents.
C. The female offspring contain only genes from the mother.
D. The male offspring contain only genes from the father.

Prompt:
Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?
A. The offspring have half the amount of genetic material as the parents.
B. The offspring contain genetic material from both parents.
C. The female offspring contain only genes from the mother.
D. The male offspring contain only genes from the father.
Answer:

Answer: 1

Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?

Choices:
A. The male offspring contain only genes from the father.
B. The female offspring contain only genes from the mother.
C. The offspring contain genetic material from both parents.
D. The offspring have half the amount of genetic material as the parents.

Prompt:
Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?
A. The male offspring contain only genes from the father.
B. The female offspring contain only genes from the mother.
C. The offspring contain genetic material from both parents.
D. The offspring have half the amount of genetic material as the parents.
Answer:

Answer: 2

Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?

Choices:
1. The offspring have half the amount of genetic material as the parents.
2. The offspring contain genetic material from both parents.
3. The female offspring contain only genes from the mother.
4. The male offspring contain only genes from the father.

Prompt:
Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?
1. The offspring have half the amount of genetic material as the parents.
2. The offspring contain genetic material from both parents.
3. The female offspring contain only genes from the mother.
4. The male offspring contain only genes from the father.
Answer:

Answer: 1

Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?

Choices:
X. The offspring have half the amount of genetic material as the parents.
V. The offspring contain genetic material from both parents.
H. The female offspring contain only genes from the mother.
Z. The male offspring contain only genes from the father.

Prompt:
Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?
X. The offspring have half the amount of genetic material as the parents.
V. The offspring contain genetic material from both parents.
H. The female offspring contain only genes from the mother.
Z. The male offspring contain only genes from the father.
Answer:

Answer: 1

Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?

Choices:
X. The male offspring contain only genes from the father.
V. The female offspring contain only genes from the mother.
H. The offspring contain genetic material from both parents.
Z. The offspring have half the amount of genetic material as the parents.

Prompt:
Question: Which sentence describes a characteristic of offspring produced by sexual reproduction?
X. The male offspring contain only genes from the father.
V. The female offspring contain only genes from the mother.
H. The offspring contain genetic material from both parents.
Z. The offspring have half the amount of genetic material as the parents.
Answer:

Answer: 2


Question: What is involved in creating genetically modified bacteria?

Choices:
A. allowing them to reproduce freely
B. changing their food source
C. using biotechnology techniques
D. growing them on selected plants

Prompt:
Question: What is involved in creating genetically modified bacteria?
A. allowing them to reproduce freely
B. changing their food source
C. using biotechnology techniques
D. growing them on selected plants
Answer:

Answer: 2

Question: What is involved in creating genetically modified bacteria?

Choices:
A. changing their food source
B. using biotechnology techniques
C. growing them on selected plants
D. allowing them to reproduce freely

Prompt:
Question: What is involved in creating genetically modified bacteria?
A. changing their food source
B. using biotechnology techniques
C. growing them on selected plants
D. allowing them to reproduce freely
Answer:

Answer: 1

Question: What is involved in creating genetically modified bacteria?

Choices:
1. allowing them to reproduce freely
2. changing their food source
3. using biotechnology techniques
4. growing them on selected plants

Prompt:
Question: What is involved in creating genetically modified bacteria?
1. allowing them to reproduce freely
2. changing their food source
3. using biotechnology techniques
4. growing them on selected plants
Answer:

Answer: 2

Question: What is involved in creating genetically modified bacteria?

Choices:
E. allowing them to reproduce freely
D. changing their food source
S. using biotechnology techniques
L. growing them on selected plants

Prompt:
Question: What is involved in creating genetically modified bacteria?
E. allowing them to reproduce freely
D. changing their food source
S. using biotechnology techniques
L. growing them on selected plants
Answer:

Answer: 2

Question: What is involved in creating genetically modified bacteria?

Choices:
E. changing their food source
D. using biotechnology techniques
S. growing them on selected plants
L. allowing them to reproduce freely

Prompt:
Question: What is involved in creating genetically modified bacteria?
E. changing their food source
D. using biotechnology techniques
S. growing them on selected plants
L. allowing them to reproduce freely
Answer:

Answer: 1


Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?

Choices:
A. eyes
B. heart
C. lungs
D. tail

Prompt:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
A. eyes
B. heart
C. lungs
D. tail
Answer:

Answer: 2

Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?

Choices:
A. tail
B. lungs
C. eyes
D. heart

Prompt:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
A. tail
B. lungs
C. eyes
D. heart
Answer:

Answer: 1

Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?

Choices:
1. eyes
2. heart
3. lungs
4. tail

Prompt:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
1. eyes
2. heart
3. lungs
4. tail
Answer:

Answer: 2

Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?

Choices:
J. eyes
E. heart
A. lungs
S. tail

Prompt:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
J. eyes
E. heart
A. lungs
S. tail
Answer:

Answer: 2

Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?

Choices:
J. tail
E. lungs
A. eyes
S. heart

Prompt:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
J. tail
E. lungs
A. eyes
S. heart
Answer:

Answer: 1


Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?

Choices:
A. fan
B. oil
C. gasoline
D. battery

Prompt:
Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?
A. fan
B. oil
C. gasoline
D. battery
Answer:

Answer: 1

Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?

Choices:
A. gasoline
B. battery
C. oil
D. fan

Prompt:
Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?
A. gasoline
B. battery
C. oil
D. fan
Answer:

Answer: 2

Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?

Choices:
1. fan
2. oil
3. gasoline
4. battery

Prompt:
Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?
1. fan
2. oil
3. gasoline
4. battery
Answer:

Answer: 1

Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?

Choices:
Q. fan
I. oil
K. gasoline
C. battery

Prompt:
Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?
Q. fan
I. oil
K. gasoline
C. battery
Answer:

Answer: 1

Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?

Choices:
Q. gasoline
I. battery
K. oil
C. fan

Prompt:
Question: One cause of heat in a car engine is caused by friction between parts. Which of these reduces the amount of heat produced by friction?
Q. gasoline
I. battery
K. oil
C. fan
Answer:

Answer: 2


Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?

Choices:
A. respiratory system
B. circulatory system
C. nervous system
D. skeletal system

Prompt:
Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?
A. respiratory system
B. circulatory system
C. nervous system
D. skeletal system
Answer:

Answer: 1

Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?

Choices:
A. nervous system
B. respiratory system
C. skeletal system
D. circulatory system

Prompt:
Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?
A. nervous system
B. respiratory system
C. skeletal system
D. circulatory system
Answer:

Answer: 3

Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?

Choices:
1. respiratory system
2. circulatory system
3. nervous system
4. skeletal system

Prompt:
Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?
1. respiratory system
2. circulatory system
3. nervous system
4. skeletal system
Answer:

Answer: 1

Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?

Choices:
T. respiratory system
Y. circulatory system
Q. nervous system
A. skeletal system

Prompt:
Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?
T. respiratory system
Y. circulatory system
Q. nervous system
A. skeletal system
Answer:

Answer: 1

Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?

Choices:
T. nervous system
Y. respiratory system
Q. skeletal system
A. circulatory system

Prompt:
Question: The primary functions of the digestive system are to break down food, absorb nutrients and excrete wastes. Once food is absorbed, what system is responsible for carrying the nutrients to the body cells?
T. nervous system
Y. respiratory system
Q. skeletal system
A. circulatory system
Answer:

Answer: 3


Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

Choices:
A. Water droplets that formed from cooled water vapor in your breath
B. Carbon dioxide that you are breathing out from your lungs
C. Oxygen that you are breathing out from your lungs
D. Cooled nitrogen in the air around you

Prompt:
Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?
A. Water droplets that formed from cooled water vapor in your breath
B. Carbon dioxide that you are breathing out from your lungs
C. Oxygen that you are breathing out from your lungs
D. Cooled nitrogen in the air around you
Answer:

Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

Choices:
A. Oxygen that you are breathing out from your lungs
B. Carbon dioxide that you are breathing out from your lungs
C. Water droplets that formed from cooled water vapor in your breath
D. Cooled nitrogen in the air around you

Prompt:
Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?
A. Oxygen that you are breathing out from your lungs
B. Carbon dioxide that you are breathing out from your lungs
C. Water droplets that formed from cooled water vapor in your breath
D. Cooled nitrogen in the air around you
Answer:

Answer: 2

Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

Choices:
1. Water droplets that formed from cooled water vapor in your breath
2. Carbon dioxide that you are breathing out from your lungs
3. Oxygen that you are breathing out from your lungs
4. Cooled nitrogen in the air around you

Prompt:
Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?
1. Water droplets that formed from cooled water vapor in your breath
2. Carbon dioxide that you are breathing out from your lungs
3. Oxygen that you are breathing out from your lungs
4. Cooled nitrogen in the air around you
Answer:

Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

Choices:
V. Water droplets that formed from cooled water vapor in your breath
P. Carbon dioxide that you are breathing out from your lungs
O. Oxygen that you are breathing out from your lungs
C. Cooled nitrogen in the air around you

Prompt:
Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?
V. Water droplets that formed from cooled water vapor in your breath
P. Carbon dioxide that you are breathing out from your lungs
O. Oxygen that you are breathing out from your lungs
C. Cooled nitrogen in the air around you
Answer:

Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

Choices:
V. Oxygen that you are breathing out from your lungs
P. Carbon dioxide that you are breathing out from your lungs
O. Water droplets that formed from cooled water vapor in your breath
C. Cooled nitrogen in the air around you

Prompt:
Question: If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?
V. Oxygen that you are breathing out from your lungs
P. Carbon dioxide that you are breathing out from your lungs
O. Water droplets that formed from cooled water vapor in your breath
C. Cooled nitrogen in the air around you
Answer:

Answer: 2


Question: The surface of the Moon is made up of

Choices:
A. craters, highlands, and flat areas
B. swirling gases
C. large bodies of water
D. a mixture of gases and water

Prompt:
Question: The surface of the Moon is made up of
A. craters, highlands, and flat areas
B. swirling gases
C. large bodies of water
D. a mixture of gases and water
Answer:

Question: The surface of the Moon is made up of

Choices:
A. a mixture of gases and water
B. craters, highlands, and flat areas
C. large bodies of water
D. swirling gases

Prompt:
Question: The surface of the Moon is made up of
A. a mixture of gases and water
B. craters, highlands, and flat areas
C. large bodies of water
D. swirling gases
Answer:

Answer: 1

Question: The surface of the Moon is made up of

Choices:
1. craters, highlands, and flat areas
2. swirling gases
3. large bodies of water
4. a mixture of gases and water

Prompt:
Question: The surface of the Moon is made up of
1. craters, highlands, and flat areas
2. swirling gases
3. large bodies of water
4. a mixture of gases and water
Answer:

Question: The surface of the Moon is made up of

Choices:
T. craters, highlands, and flat areas
R. swirling gases
C. large bodies of water
J. a mixture of gases and water

Prompt:
Question: The surface of the Moon is made up of
T. craters, highlands, and flat areas
R. swirling gases
C. large bodies of water
J. a mixture of gases and water
Answer:

Question: The surface of the Moon is made up of

Choices:
T. a mixture of gases and water
R. craters, highlands, and flat areas
C. large bodies of water
J. swirling gases

Prompt:
Question: The surface of the Moon is made up of
T. a mixture of gases and water
R. craters, highlands, and flat areas
C. large bodies of water
J. swirling gases
Answer:

Answer: 1