Question: Which factor will most likely cause a person to develop a fever?

Choices:
A. a leg muscle relaxing after exercise
B. a bacterial population in the bloodstream
C. several viral particles on the skin
D. carbohydrates being digested in the stomach

Prompt:
Question: Which factor will most likely cause a person to develop a fever?
A. a leg muscle relaxing after exercise
B. a bacterial population in the bloodstream
C. several viral particles on the skin
D. carbohydrates being digested in the stomach
Answer:

Answer: 1

Question: Which factor will most likely cause a person to develop a fever?

Choices:
A. a bacterial population in the bloodstream
B. several viral particles on the skin
C. carbohydrates being digested in the stomach
D. a leg muscle relaxing after exercise

Prompt:
Question: Which factor will most likely cause a person to develop a fever?
A. a bacterial population in the bloodstream
B. several viral particles on the skin
C. carbohydrates being digested in the stomach
D. a leg muscle relaxing after exercise
Answer:

Question: Which factor will most likely cause a person to develop a fever?

Choices:
1. a leg muscle relaxing after exercise
2. a bacterial population in the bloodstream
3. several viral particles on the skin
4. carbohydrates being digested in the stomach

Prompt:
Question: Which factor will most likely cause a person to develop a fever?
1. a leg muscle relaxing after exercise
2. a bacterial population in the bloodstream
3. several viral particles on the skin
4. carbohydrates being digested in the stomach
Answer:

Answer: 1

Question: Which factor will most likely cause a person to develop a fever?

Choices:
F. a leg muscle relaxing after exercise
K. a bacterial population in the bloodstream
T. several viral particles on the skin
N. carbohydrates being digested in the stomach

Prompt:
Question: Which factor will most likely cause a person to develop a fever?
F. a leg muscle relaxing after exercise
K. a bacterial population in the bloodstream
T. several viral particles on the skin
N. carbohydrates being digested in the stomach
Answer:

Answer: 1

Question: Which factor will most likely cause a person to develop a fever?

Choices:
F. a bacterial population in the bloodstream
K. several viral particles on the skin
T. carbohydrates being digested in the stomach
N. a leg muscle relaxing after exercise

Prompt:
Question: Which factor will most likely cause a person to develop a fever?
F. a bacterial population in the bloodstream
K. several viral particles on the skin
T. carbohydrates being digested in the stomach
N. a leg muscle relaxing after exercise
Answer:


Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?

Choices:
A. carbon dioxide
B. food
C. protection
D. water

Prompt:
Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?
A. carbon dioxide
B. food
C. protection
D. water
Answer:

Answer: 1

Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?

Choices:
A. water
B. protection
C. food
D. carbon dioxide

Prompt:
Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?
A. water
B. protection
C. food
D. carbon dioxide
Answer:

Answer: 2

Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?

Choices:
1. carbon dioxide
2. food
3. protection
4. water

Prompt:
Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?
1. carbon dioxide
2. food
3. protection
4. water
Answer:

Answer: 1

Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?

Choices:
X. carbon dioxide
K. food
U. protection
N. water

Prompt:
Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?
X. carbon dioxide
K. food
U. protection
N. water
Answer:

Answer: 1

Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?

Choices:
X. water
K. protection
U. food
N. carbon dioxide

Prompt:
Question: Lichens are symbiotic organisms made of green algae and fungi. What do the green algae supply to the fungi in this symbiotic relationship?
X. water
K. protection
U. food
N. carbon dioxide
Answer:

Answer: 2


Question: When a switch is used in an electrical circuit, the switch can

Choices:
A. cause the charge to build.
B. increase and decrease the voltage.
C. cause the current to change direction.
D. stop and start the flow of current.

Prompt:
Question: When a switch is used in an electrical circuit, the switch can
A. cause the charge to build.
B. increase and decrease the voltage.
C. cause the current to change direction.
D. stop and start the flow of current.
Answer:

Answer: 3

Question: When a switch is used in an electrical circuit, the switch can

Choices:
A. increase and decrease the voltage.
B. cause the charge to build.
C. stop and start the flow of current.
D. cause the current to change direction.

Prompt:
Question: When a switch is used in an electrical circuit, the switch can
A. increase and decrease the voltage.
B. cause the charge to build.
C. stop and start the flow of current.
D. cause the current to change direction.
Answer:

Answer: 2

Question: When a switch is used in an electrical circuit, the switch can

Choices:
1. cause the charge to build.
2. increase and decrease the voltage.
3. cause the current to change direction.
4. stop and start the flow of current.

Prompt:
Question: When a switch is used in an electrical circuit, the switch can
1. cause the charge to build.
2. increase and decrease the voltage.
3. cause the current to change direction.
4. stop and start the flow of current.
Answer:

Answer: 3

Question: When a switch is used in an electrical circuit, the switch can

Choices:
B. cause the charge to build.
V. increase and decrease the voltage.
X. cause the current to change direction.
P. stop and start the flow of current.

Prompt:
Question: When a switch is used in an electrical circuit, the switch can
B. cause the charge to build.
V. increase and decrease the voltage.
X. cause the current to change direction.
P. stop and start the flow of current.
Answer:

Answer: 3

Question: When a switch is used in an electrical circuit, the switch can

Choices:
B. increase and decrease the voltage.
V. cause the charge to build.
X. stop and start the flow of current.
P. cause the current to change direction.

Prompt:
Question: When a switch is used in an electrical circuit, the switch can
B. increase and decrease the voltage.
V. cause the charge to build.
X. stop and start the flow of current.
P. cause the current to change direction.
Answer:

Answer: 2


Question: Which of the following is an example of an assistive device?

Choices:
A. contact lens
B. motorcycle
C. raincoat
D. coffee pot

Prompt:
Question: Which of the following is an example of an assistive device?
A. contact lens
B. motorcycle
C. raincoat
D. coffee pot
Answer:

Question: Which of the following is an example of an assistive device?

Choices:
A. motorcycle
B. coffee pot
C. contact lens
D. raincoat

Prompt:
Question: Which of the following is an example of an assistive device?
A. motorcycle
B. coffee pot
C. contact lens
D. raincoat
Answer:

Answer: 2

Question: Which of the following is an example of an assistive device?

Choices:
1. contact lens
2. motorcycle
3. raincoat
4. coffee pot

Prompt:
Question: Which of the following is an example of an assistive device?
1. contact lens
2. motorcycle
3. raincoat
4. coffee pot
Answer:

Question: Which of the following is an example of an assistive device?

Choices:
G. contact lens
B. motorcycle
T. raincoat
O. coffee pot

Prompt:
Question: Which of the following is an example of an assistive device?
G. contact lens
B. motorcycle
T. raincoat
O. coffee pot
Answer:

Question: Which of the following is an example of an assistive device?

Choices:
G. motorcycle
B. coffee pot
T. contact lens
O. raincoat

Prompt:
Question: Which of the following is an example of an assistive device?
G. motorcycle
B. coffee pot
T. contact lens
O. raincoat
Answer:

Answer: 2


Question: Rocks are classified as igneous, metamorphic, or sedimentary according to

Choices:
A. their color
B. their shape
C. how they formed
D. the minerals they contain

Prompt:
Question: Rocks are classified as igneous, metamorphic, or sedimentary according to
A. their color
B. their shape
C. how they formed
D. the minerals they contain
Answer:

Answer: 2

Question: Rocks are classified as igneous, metamorphic, or sedimentary according to

Choices:
A. how they formed
B. their shape
C. the minerals they contain
D. their color

Prompt:
Question: Rocks are classified as igneous, metamorphic, or sedimentary according to
A. how they formed
B. their shape
C. the minerals they contain
D. their color
Answer:

Question: Rocks are classified as igneous, metamorphic, or sedimentary according to

Choices:
1. their color
2. their shape
3. how they formed
4. the minerals they contain

Prompt:
Question: Rocks are classified as igneous, metamorphic, or sedimentary according to
1. their color
2. their shape
3. how they formed
4. the minerals they contain
Answer:

Answer: 2

Question: Rocks are classified as igneous, metamorphic, or sedimentary according to

Choices:
G. their color
M. their shape
H. how they formed
C. the minerals they contain

Prompt:
Question: Rocks are classified as igneous, metamorphic, or sedimentary according to
G. their color
M. their shape
H. how they formed
C. the minerals they contain
Answer:

Answer: 2

Question: Rocks are classified as igneous, metamorphic, or sedimentary according to

Choices:
G. how they formed
M. their shape
H. the minerals they contain
C. their color

Prompt:
Question: Rocks are classified as igneous, metamorphic, or sedimentary according to
G. how they formed
M. their shape
H. the minerals they contain
C. their color
Answer:


Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate

Choices:
A. has a pleasant flavor.
B. is inexpensive to produce.
C. neutralizes digestive acid.
D. occurs naturally in the body.

Prompt:
Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate
A. has a pleasant flavor.
B. is inexpensive to produce.
C. neutralizes digestive acid.
D. occurs naturally in the body.
Answer:

Answer: 2

Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate

Choices:
A. neutralizes digestive acid.
B. has a pleasant flavor.
C. occurs naturally in the body.
D. is inexpensive to produce.

Prompt:
Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate
A. neutralizes digestive acid.
B. has a pleasant flavor.
C. occurs naturally in the body.
D. is inexpensive to produce.
Answer:

Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate

Choices:
1. has a pleasant flavor.
2. is inexpensive to produce.
3. neutralizes digestive acid.
4. occurs naturally in the body.

Prompt:
Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate
1. has a pleasant flavor.
2. is inexpensive to produce.
3. neutralizes digestive acid.
4. occurs naturally in the body.
Answer:

Answer: 2

Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate

Choices:
Q. has a pleasant flavor.
M. is inexpensive to produce.
T. neutralizes digestive acid.
O. occurs naturally in the body.

Prompt:
Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate
Q. has a pleasant flavor.
M. is inexpensive to produce.
T. neutralizes digestive acid.
O. occurs naturally in the body.
Answer:

Answer: 2

Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate

Choices:
Q. neutralizes digestive acid.
M. has a pleasant flavor.
T. occurs naturally in the body.
O. is inexpensive to produce.

Prompt:
Question: A chewable calcium carbonate tablet is a common treatment for stomach discomfort. Calcium carbonate is most likely used as this type of medicine because calcium carbonate
Q. neutralizes digestive acid.
M. has a pleasant flavor.
T. occurs naturally in the body.
O. is inexpensive to produce.
Answer:


Question: Which two body systems are directly involved in movement?

Choices:
A. muscular and skeletal
B. digestive and muscular
C. skeletal and respiratory
D. respiratory and digestive

Prompt:
Question: Which two body systems are directly involved in movement?
A. muscular and skeletal
B. digestive and muscular
C. skeletal and respiratory
D. respiratory and digestive
Answer:

Question: Which two body systems are directly involved in movement?

Choices:
A. skeletal and respiratory
B. muscular and skeletal
C. digestive and muscular
D. respiratory and digestive

Prompt:
Question: Which two body systems are directly involved in movement?
A. skeletal and respiratory
B. muscular and skeletal
C. digestive and muscular
D. respiratory and digestive
Answer:

Answer: 1

Question: Which two body systems are directly involved in movement?

Choices:
1. muscular and skeletal
2. digestive and muscular
3. skeletal and respiratory
4. respiratory and digestive

Prompt:
Question: Which two body systems are directly involved in movement?
1. muscular and skeletal
2. digestive and muscular
3. skeletal and respiratory
4. respiratory and digestive
Answer:

Question: Which two body systems are directly involved in movement?

Choices:
S. muscular and skeletal
M. digestive and muscular
V. skeletal and respiratory
O. respiratory and digestive

Prompt:
Question: Which two body systems are directly involved in movement?
S. muscular and skeletal
M. digestive and muscular
V. skeletal and respiratory
O. respiratory and digestive
Answer:

Question: Which two body systems are directly involved in movement?

Choices:
S. skeletal and respiratory
M. muscular and skeletal
V. digestive and muscular
O. respiratory and digestive

Prompt:
Question: Which two body systems are directly involved in movement?
S. skeletal and respiratory
M. muscular and skeletal
V. digestive and muscular
O. respiratory and digestive
Answer:

Answer: 1


Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?

Choices:
A. boiling
B. melting
C. freezing
D. evaporating

Prompt:
Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?
A. boiling
B. melting
C. freezing
D. evaporating
Answer:

Answer: 2

Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?

Choices:
A. boiling
B. freezing
C. melting
D. evaporating

Prompt:
Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?
A. boiling
B. freezing
C. melting
D. evaporating
Answer:

Answer: 1

Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?

Choices:
1. boiling
2. melting
3. freezing
4. evaporating

Prompt:
Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?
1. boiling
2. melting
3. freezing
4. evaporating
Answer:

Answer: 2

Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?

Choices:
A. boiling
R. melting
S. freezing
G. evaporating

Prompt:
Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?
A. boiling
R. melting
S. freezing
G. evaporating
Answer:

Answer: 2

Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?

Choices:
A. boiling
R. freezing
S. melting
G. evaporating

Prompt:
Question: Which change in the state of water particles causes the particles to become arranged in a fixed position?
A. boiling
R. freezing
S. melting
G. evaporating
Answer:

Answer: 1


Question: Earth's core is primarily composed of which of the following materials?

Choices:
A. basalt
B. iron
C. magma
D. quartz

Prompt:
Question: Earth's core is primarily composed of which of the following materials?
A. basalt
B. iron
C. magma
D. quartz
Answer:

Answer: 1

Question: Earth's core is primarily composed of which of the following materials?

Choices:
A. iron
B. quartz
C. basalt
D. magma

Prompt:
Question: Earth's core is primarily composed of which of the following materials?
A. iron
B. quartz
C. basalt
D. magma
Answer:

Question: Earth's core is primarily composed of which of the following materials?

Choices:
1. basalt
2. iron
3. magma
4. quartz

Prompt:
Question: Earth's core is primarily composed of which of the following materials?
1. basalt
2. iron
3. magma
4. quartz
Answer:

Answer: 1

Question: Earth's core is primarily composed of which of the following materials?

Choices:
L. basalt
C. iron
R. magma
O. quartz

Prompt:
Question: Earth's core is primarily composed of which of the following materials?
L. basalt
C. iron
R. magma
O. quartz
Answer:

Answer: 1

Question: Earth's core is primarily composed of which of the following materials?

Choices:
L. iron
C. quartz
R. basalt
O. magma

Prompt:
Question: Earth's core is primarily composed of which of the following materials?
L. iron
C. quartz
R. basalt
O. magma
Answer:


Question: Which of the following events during meiosis contributes most to the variation within a species?

Choices:
A. pairing of chromosomes
B. creation of haploid gametes
C. segregation of alleles
D. separation of chromatids

Prompt:
Question: Which of the following events during meiosis contributes most to the variation within a species?
A. pairing of chromosomes
B. creation of haploid gametes
C. segregation of alleles
D. separation of chromatids
Answer:

Answer: 2

Question: Which of the following events during meiosis contributes most to the variation within a species?

Choices:
A. segregation of alleles
B. creation of haploid gametes
C. pairing of chromosomes
D. separation of chromatids

Prompt:
Question: Which of the following events during meiosis contributes most to the variation within a species?
A. segregation of alleles
B. creation of haploid gametes
C. pairing of chromosomes
D. separation of chromatids
Answer:

Question: Which of the following events during meiosis contributes most to the variation within a species?

Choices:
1. pairing of chromosomes
2. creation of haploid gametes
3. segregation of alleles
4. separation of chromatids

Prompt:
Question: Which of the following events during meiosis contributes most to the variation within a species?
1. pairing of chromosomes
2. creation of haploid gametes
3. segregation of alleles
4. separation of chromatids
Answer:

Answer: 2

Question: Which of the following events during meiosis contributes most to the variation within a species?

Choices:
O. pairing of chromosomes
Z. creation of haploid gametes
B. segregation of alleles
R. separation of chromatids

Prompt:
Question: Which of the following events during meiosis contributes most to the variation within a species?
O. pairing of chromosomes
Z. creation of haploid gametes
B. segregation of alleles
R. separation of chromatids
Answer:

Answer: 2

Question: Which of the following events during meiosis contributes most to the variation within a species?

Choices:
O. segregation of alleles
Z. creation of haploid gametes
B. pairing of chromosomes
R. separation of chromatids

Prompt:
Question: Which of the following events during meiosis contributes most to the variation within a species?
O. segregation of alleles
Z. creation of haploid gametes
B. pairing of chromosomes
R. separation of chromatids
Answer:


Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?

Choices:
A. plant decomposition
B. radioactive decay
C. water erosion
D. wind erosion

Prompt:
Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?
A. plant decomposition
B. radioactive decay
C. water erosion
D. wind erosion
Answer:

Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?

Choices:
A. radioactive decay
B. water erosion
C. plant decomposition
D. wind erosion

Prompt:
Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?
A. radioactive decay
B. water erosion
C. plant decomposition
D. wind erosion
Answer:

Answer: 2

Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?

Choices:
1. plant decomposition
2. radioactive decay
3. water erosion
4. wind erosion

Prompt:
Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?
1. plant decomposition
2. radioactive decay
3. water erosion
4. wind erosion
Answer:

Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?

Choices:
O. plant decomposition
R. radioactive decay
D. water erosion
E. wind erosion

Prompt:
Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?
O. plant decomposition
R. radioactive decay
D. water erosion
E. wind erosion
Answer:

Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?

Choices:
O. radioactive decay
R. water erosion
D. plant decomposition
E. wind erosion

Prompt:
Question: Which of the following was probably most important in the formation of dark, fertile soil that is good for farming?
O. radioactive decay
R. water erosion
D. plant decomposition
E. wind erosion
Answer:

Answer: 2


Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?

Choices:
A. heat
B. chemical
C. magnetic
D. light

Prompt:
Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?
A. heat
B. chemical
C. magnetic
D. light
Answer:

Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?

Choices:
A. magnetic
B. light
C. heat
D. chemical

Prompt:
Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?
A. magnetic
B. light
C. heat
D. chemical
Answer:

Answer: 2

Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?

Choices:
1. heat
2. chemical
3. magnetic
4. light

Prompt:
Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?
1. heat
2. chemical
3. magnetic
4. light
Answer:

Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?

Choices:
R. heat
F. chemical
E. magnetic
W. light

Prompt:
Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?
R. heat
F. chemical
E. magnetic
W. light
Answer:

Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?

Choices:
R. magnetic
F. light
E. heat
W. chemical

Prompt:
Question: When igneous rock is changed into metamorphic rock, which form of energy is this process?
R. magnetic
F. light
E. heat
W. chemical
Answer:

Answer: 2


Question: In humans, the digestion process begins in

Choices:
A. the intestine, with squeezing.
B. the mouth, with chewing and saliva.
C. the stomach, with churning and acid.
D. the esophagus, with pushing towards the stomach.

Prompt:
Question: In humans, the digestion process begins in
A. the intestine, with squeezing.
B. the mouth, with chewing and saliva.
C. the stomach, with churning and acid.
D. the esophagus, with pushing towards the stomach.
Answer:

Answer: 1

Question: In humans, the digestion process begins in

Choices:
A. the intestine, with squeezing.
B. the esophagus, with pushing towards the stomach.
C. the stomach, with churning and acid.
D. the mouth, with chewing and saliva.

Prompt:
Question: In humans, the digestion process begins in
A. the intestine, with squeezing.
B. the esophagus, with pushing towards the stomach.
C. the stomach, with churning and acid.
D. the mouth, with chewing and saliva.
Answer:

Answer: 3

Question: In humans, the digestion process begins in

Choices:
1. the intestine, with squeezing.
2. the mouth, with chewing and saliva.
3. the stomach, with churning and acid.
4. the esophagus, with pushing towards the stomach.

Prompt:
Question: In humans, the digestion process begins in
1. the intestine, with squeezing.
2. the mouth, with chewing and saliva.
3. the stomach, with churning and acid.
4. the esophagus, with pushing towards the stomach.
Answer:

Answer: 1

Question: In humans, the digestion process begins in

Choices:
W. the intestine, with squeezing.
O. the mouth, with chewing and saliva.
Y. the stomach, with churning and acid.
U. the esophagus, with pushing towards the stomach.

Prompt:
Question: In humans, the digestion process begins in
W. the intestine, with squeezing.
O. the mouth, with chewing and saliva.
Y. the stomach, with churning and acid.
U. the esophagus, with pushing towards the stomach.
Answer:

Answer: 1

Question: In humans, the digestion process begins in

Choices:
W. the intestine, with squeezing.
O. the esophagus, with pushing towards the stomach.
Y. the stomach, with churning and acid.
U. the mouth, with chewing and saliva.

Prompt:
Question: In humans, the digestion process begins in
W. the intestine, with squeezing.
O. the esophagus, with pushing towards the stomach.
Y. the stomach, with churning and acid.
U. the mouth, with chewing and saliva.
Answer:

Answer: 3


Question: Which of these items contains only a solution?

Choices:
A. a jar of pickles
B. a bottle of juice
C. a bag of peanuts
D. a can of mixed fruit

Prompt:
Question: Which of these items contains only a solution?
A. a jar of pickles
B. a bottle of juice
C. a bag of peanuts
D. a can of mixed fruit
Answer:

Answer: 1

Question: Which of these items contains only a solution?

Choices:
A. a bottle of juice
B. a can of mixed fruit
C. a jar of pickles
D. a bag of peanuts

Prompt:
Question: Which of these items contains only a solution?
A. a bottle of juice
B. a can of mixed fruit
C. a jar of pickles
D. a bag of peanuts
Answer:

Question: Which of these items contains only a solution?

Choices:
1. a jar of pickles
2. a bottle of juice
3. a bag of peanuts
4. a can of mixed fruit

Prompt:
Question: Which of these items contains only a solution?
1. a jar of pickles
2. a bottle of juice
3. a bag of peanuts
4. a can of mixed fruit
Answer:

Answer: 1

Question: Which of these items contains only a solution?

Choices:
Z. a jar of pickles
L. a bottle of juice
C. a bag of peanuts
V. a can of mixed fruit

Prompt:
Question: Which of these items contains only a solution?
Z. a jar of pickles
L. a bottle of juice
C. a bag of peanuts
V. a can of mixed fruit
Answer:

Answer: 1

Question: Which of these items contains only a solution?

Choices:
Z. a bottle of juice
L. a can of mixed fruit
C. a jar of pickles
V. a bag of peanuts

Prompt:
Question: Which of these items contains only a solution?
Z. a bottle of juice
L. a can of mixed fruit
C. a jar of pickles
V. a bag of peanuts
Answer:


Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?

Choices:
A. chemical weathering
B. mechanical weathering
C. water erosion
D. wind erosion

Prompt:
Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?
A. chemical weathering
B. mechanical weathering
C. water erosion
D. wind erosion
Answer:

Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?

Choices:
A. water erosion
B. chemical weathering
C. mechanical weathering
D. wind erosion

Prompt:
Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?
A. water erosion
B. chemical weathering
C. mechanical weathering
D. wind erosion
Answer:

Answer: 1

Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?

Choices:
1. chemical weathering
2. mechanical weathering
3. water erosion
4. wind erosion

Prompt:
Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?
1. chemical weathering
2. mechanical weathering
3. water erosion
4. wind erosion
Answer:

Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?

Choices:
M. chemical weathering
O. mechanical weathering
W. water erosion
C. wind erosion

Prompt:
Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?
M. chemical weathering
O. mechanical weathering
W. water erosion
C. wind erosion
Answer:

Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?

Choices:
M. water erosion
O. chemical weathering
W. mechanical weathering
C. wind erosion

Prompt:
Question: Many natural rock formations change color over time. In Utah, for example, iron oxidized and formed red, orange, and yellow rock. Which of the following is the cause of this change?
M. water erosion
O. chemical weathering
W. mechanical weathering
C. wind erosion
Answer:

Answer: 1


Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?

Choices:
A. It would be mostly light brown beetles.
B. It would be mostly dark green beetles.
C. It would be mostly carnivorous beetles.
D. It would be mostly very large beetles.

Prompt:
Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?
A. It would be mostly light brown beetles.
B. It would be mostly dark green beetles.
C. It would be mostly carnivorous beetles.
D. It would be mostly very large beetles.
Answer:

Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?

Choices:
A. It would be mostly dark green beetles.
B. It would be mostly carnivorous beetles.
C. It would be mostly very large beetles.
D. It would be mostly light brown beetles.

Prompt:
Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?
A. It would be mostly dark green beetles.
B. It would be mostly carnivorous beetles.
C. It would be mostly very large beetles.
D. It would be mostly light brown beetles.
Answer:

Answer: 3

Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?

Choices:
1. It would be mostly light brown beetles.
2. It would be mostly dark green beetles.
3. It would be mostly carnivorous beetles.
4. It would be mostly very large beetles.

Prompt:
Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?
1. It would be mostly light brown beetles.
2. It would be mostly dark green beetles.
3. It would be mostly carnivorous beetles.
4. It would be mostly very large beetles.
Answer:

Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?

Choices:
I. It would be mostly light brown beetles.
F. It would be mostly dark green beetles.
O. It would be mostly carnivorous beetles.
J. It would be mostly very large beetles.

Prompt:
Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?
I. It would be mostly light brown beetles.
F. It would be mostly dark green beetles.
O. It would be mostly carnivorous beetles.
J. It would be mostly very large beetles.
Answer:

Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?

Choices:
I. It would be mostly dark green beetles.
F. It would be mostly carnivorous beetles.
O. It would be mostly very large beetles.
J. It would be mostly light brown beetles.

Prompt:
Question: A population of small, plant-eating beetles lives in a forest. About half of the beetles are light brown and the others are dark green. If years of drought cause the area to become dry with few trees, what would the beetle population most likely look like after several generations?
I. It would be mostly dark green beetles.
F. It would be mostly carnivorous beetles.
O. It would be mostly very large beetles.
J. It would be mostly light brown beetles.
Answer:

Answer: 3


Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of

Choices:
A. days.
B. weeks.
C. months.
D. years.

Prompt:
Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of
A. days.
B. weeks.
C. months.
D. years.
Answer:

Answer: 3

Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of

Choices:
A. weeks.
B. years.
C. months.
D. days.

Prompt:
Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of
A. weeks.
B. years.
C. months.
D. days.
Answer:

Answer: 1

Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of

Choices:
1. days.
2. weeks.
3. months.
4. years.

Prompt:
Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of
1. days.
2. weeks.
3. months.
4. years.
Answer:

Answer: 3

Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of

Choices:
R. days.
S. weeks.
O. months.
Y. years.

Prompt:
Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of
R. days.
S. weeks.
O. months.
Y. years.
Answer:

Answer: 3

Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of

Choices:
R. weeks.
S. years.
O. months.
Y. days.

Prompt:
Question: A scientist wanting to document a change in a river's flow pattern should observe a river over a period of
R. weeks.
S. years.
O. months.
Y. days.
Answer:

Answer: 1


Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing

Choices:
A. air pollution.
B. heat pollution.
C. noise pollution.
D. light pollution.

Prompt:
Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing
A. air pollution.
B. heat pollution.
C. noise pollution.
D. light pollution.
Answer:

Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing

Choices:
A. heat pollution.
B. noise pollution.
C. light pollution.
D. air pollution.

Prompt:
Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing
A. heat pollution.
B. noise pollution.
C. light pollution.
D. air pollution.
Answer:

Answer: 3

Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing

Choices:
1. air pollution.
2. heat pollution.
3. noise pollution.
4. light pollution.

Prompt:
Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing
1. air pollution.
2. heat pollution.
3. noise pollution.
4. light pollution.
Answer:

Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing

Choices:
H. air pollution.
X. heat pollution.
V. noise pollution.
C. light pollution.

Prompt:
Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing
H. air pollution.
X. heat pollution.
V. noise pollution.
C. light pollution.
Answer:

Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing

Choices:
H. heat pollution.
X. noise pollution.
V. light pollution.
C. air pollution.

Prompt:
Question: Automobile engines built today are designed to be gas efficient. Gas-efficient engines most likely affect a city by reducing
H. heat pollution.
X. noise pollution.
V. light pollution.
C. air pollution.
Answer:

Answer: 3


Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?

Choices:
A. an increased loudness of sound
B. a reflection of sound
C. an increased frequency of sound
D. a refraction of sound

Prompt:
Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?
A. an increased loudness of sound
B. a reflection of sound
C. an increased frequency of sound
D. a refraction of sound
Answer:

Answer: 1

Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?

Choices:
A. a reflection of sound
B. an increased frequency of sound
C. a refraction of sound
D. an increased loudness of sound

Prompt:
Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?
A. a reflection of sound
B. an increased frequency of sound
C. a refraction of sound
D. an increased loudness of sound
Answer:

Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?

Choices:
1. an increased loudness of sound
2. a reflection of sound
3. an increased frequency of sound
4. a refraction of sound

Prompt:
Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?
1. an increased loudness of sound
2. a reflection of sound
3. an increased frequency of sound
4. a refraction of sound
Answer:

Answer: 1

Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?

Choices:
W. an increased loudness of sound
K. a reflection of sound
S. an increased frequency of sound
Y. a refraction of sound

Prompt:
Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?
W. an increased loudness of sound
K. a reflection of sound
S. an increased frequency of sound
Y. a refraction of sound
Answer:

Answer: 1

Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?

Choices:
W. a reflection of sound
K. an increased frequency of sound
S. a refraction of sound
Y. an increased loudness of sound

Prompt:
Question: A student in an empty classroom shouts, "Hello!" Which best explains what the student hears after the shout?
W. a reflection of sound
K. an increased frequency of sound
S. a refraction of sound
Y. an increased loudness of sound
Answer:


Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?

Choices:
A. chemical
B. nuclear
C. magnetic
D. electrical

Prompt:
Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?
A. chemical
B. nuclear
C. magnetic
D. electrical
Answer:

Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?

Choices:
A. nuclear
B. chemical
C. magnetic
D. electrical

Prompt:
Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?
A. nuclear
B. chemical
C. magnetic
D. electrical
Answer:

Answer: 1

Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?

Choices:
1. chemical
2. nuclear
3. magnetic
4. electrical

Prompt:
Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?
1. chemical
2. nuclear
3. magnetic
4. electrical
Answer:

Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?

Choices:
F. chemical
C. nuclear
N. magnetic
H. electrical

Prompt:
Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?
F. chemical
C. nuclear
N. magnetic
H. electrical
Answer:

Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?

Choices:
F. nuclear
C. chemical
N. magnetic
H. electrical

Prompt:
Question: Which type of energy in gasoline is transformed into mechanical energy in a motorcycle engine?
F. nuclear
C. chemical
N. magnetic
H. electrical
Answer:

Answer: 1


Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?

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

Prompt:
Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?
A. conduction
B. convection
C. radiation
D. transformation
Answer:

Answer: 2

Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?

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

Prompt:
Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?
A. convection
B. conduction
C. transformation
D. radiation
Answer:

Answer: 3

Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?

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

Prompt:
Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?
1. conduction
2. convection
3. radiation
4. transformation
Answer:

Answer: 2

Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?

Choices:
H. conduction
F. convection
Z. radiation
G. transformation

Prompt:
Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?
H. conduction
F. convection
Z. radiation
G. transformation
Answer:

Answer: 2

Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?

Choices:
H. convection
F. conduction
Z. transformation
G. radiation

Prompt:
Question: A student standing near a campfire feels warmer as the fire grows. Which process most likely transfers heat from the campfire to the student?
H. convection
F. conduction
Z. transformation
G. radiation
Answer:

Answer: 3


Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?

Choices:
A. both red
B. both white
C. one red and one white
D. one white and one pink

Prompt:
Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?
A. both red
B. both white
C. one red and one white
D. one white and one pink
Answer:

Answer: 1

Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?

Choices:
A. both red
B. one white and one pink
C. one red and one white
D. both white

Prompt:
Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?
A. both red
B. one white and one pink
C. one red and one white
D. both white
Answer:

Answer: 3

Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?

Choices:
1. both red
2. both white
3. one red and one white
4. one white and one pink

Prompt:
Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?
1. both red
2. both white
3. one red and one white
4. one white and one pink
Answer:

Answer: 1

Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?

Choices:
M. both red
R. both white
V. one red and one white
Y. one white and one pink

Prompt:
Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?
M. both red
R. both white
V. one red and one white
Y. one white and one pink
Answer:

Answer: 1

Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?

Choices:
M. both red
R. one white and one pink
V. one red and one white
Y. both white

Prompt:
Question: In snapdragon plants, red flowers are dominant to white flowers. When red-flowered plants are crossed with white-flowered plants, pink flowers are produced. If a researcher wants to produce plants with only white flowers, what color should the parent plants be?
M. both red
R. one white and one pink
V. one red and one white
Y. both white
Answer:

Answer: 3


Question: Scientists use the term "light year" to describe

Choices:
A. how fast light travels in space.
B. the distance light travels in one year.
C. how large the diameters of different stars are.
D. the time it takes the Sun to move through the galaxy.

Prompt:
Question: Scientists use the term "light year" to describe
A. how fast light travels in space.
B. the distance light travels in one year.
C. how large the diameters of different stars are.
D. the time it takes the Sun to move through the galaxy.
Answer:

Answer: 1

Question: Scientists use the term "light year" to describe

Choices:
A. how large the diameters of different stars are.
B. the time it takes the Sun to move through the galaxy.
C. the distance light travels in one year.
D. how fast light travels in space.

Prompt:
Question: Scientists use the term "light year" to describe
A. how large the diameters of different stars are.
B. the time it takes the Sun to move through the galaxy.
C. the distance light travels in one year.
D. how fast light travels in space.
Answer:

Answer: 2

Question: Scientists use the term "light year" to describe

Choices:
1. how fast light travels in space.
2. the distance light travels in one year.
3. how large the diameters of different stars are.
4. the time it takes the Sun to move through the galaxy.

Prompt:
Question: Scientists use the term "light year" to describe
1. how fast light travels in space.
2. the distance light travels in one year.
3. how large the diameters of different stars are.
4. the time it takes the Sun to move through the galaxy.
Answer:

Answer: 1

Question: Scientists use the term "light year" to describe

Choices:
K. how fast light travels in space.
H. the distance light travels in one year.
U. how large the diameters of different stars are.
Q. the time it takes the Sun to move through the galaxy.

Prompt:
Question: Scientists use the term "light year" to describe
K. how fast light travels in space.
H. the distance light travels in one year.
U. how large the diameters of different stars are.
Q. the time it takes the Sun to move through the galaxy.
Answer:

Answer: 1

Question: Scientists use the term "light year" to describe

Choices:
K. how large the diameters of different stars are.
H. the time it takes the Sun to move through the galaxy.
U. the distance light travels in one year.
Q. how fast light travels in space.

Prompt:
Question: Scientists use the term "light year" to describe
K. how large the diameters of different stars are.
H. the time it takes the Sun to move through the galaxy.
U. the distance light travels in one year.
Q. how fast light travels in space.
Answer:

Answer: 2


Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?

Choices:
A. convergent
B. subduction
C. transform
D. divergent

Prompt:
Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?
A. convergent
B. subduction
C. transform
D. divergent
Answer:

Answer: 3

Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?

Choices:
A. divergent
B. convergent
C. subduction
D. transform

Prompt:
Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?
A. divergent
B. convergent
C. subduction
D. transform
Answer:

Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?

Choices:
1. convergent
2. subduction
3. transform
4. divergent

Prompt:
Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?
1. convergent
2. subduction
3. transform
4. divergent
Answer:

Answer: 3

Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?

Choices:
M. convergent
E. subduction
V. transform
X. divergent

Prompt:
Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?
M. convergent
E. subduction
V. transform
X. divergent
Answer:

Answer: 3

Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?

Choices:
M. divergent
E. convergent
V. subduction
X. transform

Prompt:
Question: Plate movement can form different features on Earth. The movement of tectonic plates can be both a constructive and a destructive force. At which type of plate boundary is new crust formed?
M. divergent
E. convergent
V. subduction
X. transform
Answer:


Question: Which group of organisms can show significant trait changes in the shortest period of time?

Choices:
A. bacteria
B. birds
C. fish
D. reptiles

Prompt:
Question: Which group of organisms can show significant trait changes in the shortest period of time?
A. bacteria
B. birds
C. fish
D. reptiles
Answer:

Question: Which group of organisms can show significant trait changes in the shortest period of time?

Choices:
A. reptiles
B. fish
C. bacteria
D. birds

Prompt:
Question: Which group of organisms can show significant trait changes in the shortest period of time?
A. reptiles
B. fish
C. bacteria
D. birds
Answer:

Answer: 2

Question: Which group of organisms can show significant trait changes in the shortest period of time?

Choices:
1. bacteria
2. birds
3. fish
4. reptiles

Prompt:
Question: Which group of organisms can show significant trait changes in the shortest period of time?
1. bacteria
2. birds
3. fish
4. reptiles
Answer:

Question: Which group of organisms can show significant trait changes in the shortest period of time?

Choices:
M. bacteria
T. birds
P. fish
A. reptiles

Prompt:
Question: Which group of organisms can show significant trait changes in the shortest period of time?
M. bacteria
T. birds
P. fish
A. reptiles
Answer:

Question: Which group of organisms can show significant trait changes in the shortest period of time?

Choices:
M. reptiles
T. fish
P. bacteria
A. birds

Prompt:
Question: Which group of organisms can show significant trait changes in the shortest period of time?
M. reptiles
T. fish
P. bacteria
A. birds
Answer:

Answer: 2


Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?

Choices:
A. to attract bees for pollination
B. to create flower arrangements
C. to protect the tree from disease
D. to feed migratory birds

Prompt:
Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?
A. to attract bees for pollination
B. to create flower arrangements
C. to protect the tree from disease
D. to feed migratory birds
Answer:

Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?

Choices:
A. to feed migratory birds
B. to attract bees for pollination
C. to protect the tree from disease
D. to create flower arrangements

Prompt:
Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?
A. to feed migratory birds
B. to attract bees for pollination
C. to protect the tree from disease
D. to create flower arrangements
Answer:

Answer: 1

Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?

Choices:
1. to attract bees for pollination
2. to create flower arrangements
3. to protect the tree from disease
4. to feed migratory birds

Prompt:
Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?
1. to attract bees for pollination
2. to create flower arrangements
3. to protect the tree from disease
4. to feed migratory birds
Answer:

Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?

Choices:
K. to attract bees for pollination
C. to create flower arrangements
T. to protect the tree from disease
W. to feed migratory birds

Prompt:
Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?
K. to attract bees for pollination
C. to create flower arrangements
T. to protect the tree from disease
W. to feed migratory birds
Answer:

Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?

Choices:
K. to feed migratory birds
C. to attract bees for pollination
T. to protect the tree from disease
W. to create flower arrangements

Prompt:
Question: Peach trees have sweet-smelling blossoms and produce rich fruit. What is the main purpose of the flowers of a peach tree?
K. to feed migratory birds
C. to attract bees for pollination
T. to protect the tree from disease
W. to create flower arrangements
Answer:

Answer: 1


Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?

Choices:
A. tree rings
B. pollen samples
C. harvest production
D. carbon dating

Prompt:
Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?
A. tree rings
B. pollen samples
C. harvest production
D. carbon dating
Answer:

Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?

Choices:
A. carbon dating
B. pollen samples
C. tree rings
D. harvest production

Prompt:
Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?
A. carbon dating
B. pollen samples
C. tree rings
D. harvest production
Answer:

Answer: 2

Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?

Choices:
1. tree rings
2. pollen samples
3. harvest production
4. carbon dating

Prompt:
Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?
1. tree rings
2. pollen samples
3. harvest production
4. carbon dating
Answer:

Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?

Choices:
O. tree rings
U. pollen samples
Q. harvest production
B. carbon dating

Prompt:
Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?
O. tree rings
U. pollen samples
Q. harvest production
B. carbon dating
Answer:

Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?

Choices:
O. carbon dating
U. pollen samples
Q. tree rings
B. harvest production

Prompt:
Question: A group of students are researching changes in climate in their region. Which of these would best provide evidence of changes in temperature and rainfall over a period of years?
O. carbon dating
U. pollen samples
Q. tree rings
B. harvest production
Answer:

Answer: 2


Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?

Choices:
A. apply a cold ice pack
B. raise the injured area
C. apply pressure to stop bleeding
D. wash the area with warm, soapy water

Prompt:
Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?
A. apply a cold ice pack
B. raise the injured area
C. apply pressure to stop bleeding
D. wash the area with warm, soapy water
Answer:

Answer: 3

Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?

Choices:
A. apply a cold ice pack
B. apply pressure to stop bleeding
C. wash the area with warm, soapy water
D. raise the injured area

Prompt:
Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?
A. apply a cold ice pack
B. apply pressure to stop bleeding
C. wash the area with warm, soapy water
D. raise the injured area
Answer:

Answer: 2

Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?

Choices:
1. apply a cold ice pack
2. raise the injured area
3. apply pressure to stop bleeding
4. wash the area with warm, soapy water

Prompt:
Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?
1. apply a cold ice pack
2. raise the injured area
3. apply pressure to stop bleeding
4. wash the area with warm, soapy water
Answer:

Answer: 3

Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?

Choices:
H. apply a cold ice pack
C. raise the injured area
Q. apply pressure to stop bleeding
A. wash the area with warm, soapy water

Prompt:
Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?
H. apply a cold ice pack
C. raise the injured area
Q. apply pressure to stop bleeding
A. wash the area with warm, soapy water
Answer:

Answer: 3

Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?

Choices:
H. apply a cold ice pack
C. apply pressure to stop bleeding
Q. wash the area with warm, soapy water
A. raise the injured area

Prompt:
Question: Which of these would help to prevent infections from occurring in small cuts and scrapes?
H. apply a cold ice pack
C. apply pressure to stop bleeding
Q. wash the area with warm, soapy water
A. raise the injured area
Answer:

Answer: 2


Question: Which best describes why winds at the beach change direction between day and night?

Choices:
A. because the temperatures over land and over water change
B. because warm air over land sinks and stays in place over land
C. because cool air rises and is replaced by warm air from the ocean
D. because cool air sinks and stays in place over land

Prompt:
Question: Which best describes why winds at the beach change direction between day and night?
A. because the temperatures over land and over water change
B. because warm air over land sinks and stays in place over land
C. because cool air rises and is replaced by warm air from the ocean
D. because cool air sinks and stays in place over land
Answer:

Question: Which best describes why winds at the beach change direction between day and night?

Choices:
A. because cool air rises and is replaced by warm air from the ocean
B. because the temperatures over land and over water change
C. because cool air sinks and stays in place over land
D. because warm air over land sinks and stays in place over land

Prompt:
Question: Which best describes why winds at the beach change direction between day and night?
A. because cool air rises and is replaced by warm air from the ocean
B. because the temperatures over land and over water change
C. because cool air sinks and stays in place over land
D. because warm air over land sinks and stays in place over land
Answer:

Answer: 1

Question: Which best describes why winds at the beach change direction between day and night?

Choices:
1. because the temperatures over land and over water change
2. because warm air over land sinks and stays in place over land
3. because cool air rises and is replaced by warm air from the ocean
4. because cool air sinks and stays in place over land

Prompt:
Question: Which best describes why winds at the beach change direction between day and night?
1. because the temperatures over land and over water change
2. because warm air over land sinks and stays in place over land
3. because cool air rises and is replaced by warm air from the ocean
4. because cool air sinks and stays in place over land
Answer:

Question: Which best describes why winds at the beach change direction between day and night?

Choices:
A. because the temperatures over land and over water change
S. because warm air over land sinks and stays in place over land
X. because cool air rises and is replaced by warm air from the ocean
Z. because cool air sinks and stays in place over land

Prompt:
Question: Which best describes why winds at the beach change direction between day and night?
A. because the temperatures over land and over water change
S. because warm air over land sinks and stays in place over land
X. because cool air rises and is replaced by warm air from the ocean
Z. because cool air sinks and stays in place over land
Answer:

Question: Which best describes why winds at the beach change direction between day and night?

Choices:
A. because cool air rises and is replaced by warm air from the ocean
S. because the temperatures over land and over water change
X. because cool air sinks and stays in place over land
Z. because warm air over land sinks and stays in place over land

Prompt:
Question: Which best describes why winds at the beach change direction between day and night?
A. because cool air rises and is replaced by warm air from the ocean
S. because the temperatures over land and over water change
X. because cool air sinks and stays in place over land
Z. because warm air over land sinks and stays in place over land
Answer:

Answer: 1


Question: Soil erosion can be best prevented by

Choices:
A. removing grass from the steepest slope.
B. building terraces into the sides of a slope.
C. heavily watering the vegetation on the slope.
D. increasing the slope of the land by adding more soil.

Prompt:
Question: Soil erosion can be best prevented by
A. removing grass from the steepest slope.
B. building terraces into the sides of a slope.
C. heavily watering the vegetation on the slope.
D. increasing the slope of the land by adding more soil.
Answer:

Answer: 1

Question: Soil erosion can be best prevented by

Choices:
A. building terraces into the sides of a slope.
B. heavily watering the vegetation on the slope.
C. removing grass from the steepest slope.
D. increasing the slope of the land by adding more soil.

Prompt:
Question: Soil erosion can be best prevented by
A. building terraces into the sides of a slope.
B. heavily watering the vegetation on the slope.
C. removing grass from the steepest slope.
D. increasing the slope of the land by adding more soil.
Answer:

Question: Soil erosion can be best prevented by

Choices:
1. removing grass from the steepest slope.
2. building terraces into the sides of a slope.
3. heavily watering the vegetation on the slope.
4. increasing the slope of the land by adding more soil.

Prompt:
Question: Soil erosion can be best prevented by
1. removing grass from the steepest slope.
2. building terraces into the sides of a slope.
3. heavily watering the vegetation on the slope.
4. increasing the slope of the land by adding more soil.
Answer:

Answer: 1

Question: Soil erosion can be best prevented by

Choices:
P. removing grass from the steepest slope.
Y. building terraces into the sides of a slope.
U. heavily watering the vegetation on the slope.
B. increasing the slope of the land by adding more soil.

Prompt:
Question: Soil erosion can be best prevented by
P. removing grass from the steepest slope.
Y. building terraces into the sides of a slope.
U. heavily watering the vegetation on the slope.
B. increasing the slope of the land by adding more soil.
Answer:

Answer: 1

Question: Soil erosion can be best prevented by

Choices:
P. building terraces into the sides of a slope.
Y. heavily watering the vegetation on the slope.
U. removing grass from the steepest slope.
B. increasing the slope of the land by adding more soil.

Prompt:
Question: Soil erosion can be best prevented by
P. building terraces into the sides of a slope.
Y. heavily watering the vegetation on the slope.
U. removing grass from the steepest slope.
B. increasing the slope of the land by adding more soil.
Answer:


Question: Which of the following properties provides the BEST way to identify a mineral?

Choices:
A. hardness
B. shape
C. size
D. temperature

Prompt:
Question: Which of the following properties provides the BEST way to identify a mineral?
A. hardness
B. shape
C. size
D. temperature
Answer:

Question: Which of the following properties provides the BEST way to identify a mineral?

Choices:
A. shape
B. temperature
C. size
D. hardness

Prompt:
Question: Which of the following properties provides the BEST way to identify a mineral?
A. shape
B. temperature
C. size
D. hardness
Answer:

Answer: 3

Question: Which of the following properties provides the BEST way to identify a mineral?

Choices:
1. hardness
2. shape
3. size
4. temperature

Prompt:
Question: Which of the following properties provides the BEST way to identify a mineral?
1. hardness
2. shape
3. size
4. temperature
Answer:

Question: Which of the following properties provides the BEST way to identify a mineral?

Choices:
P. hardness
M. shape
Y. size
J. temperature

Prompt:
Question: Which of the following properties provides the BEST way to identify a mineral?
P. hardness
M. shape
Y. size
J. temperature
Answer:

Question: Which of the following properties provides the BEST way to identify a mineral?

Choices:
P. shape
M. temperature
Y. size
J. hardness

Prompt:
Question: Which of the following properties provides the BEST way to identify a mineral?
P. shape
M. temperature
Y. size
J. hardness
Answer:

Answer: 3


Question: Which sequence represents the order of development for many plants?

Choices:
A. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
B. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
C. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
D. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit

Prompt:
Question: Which sequence represents the order of development for many plants?
A. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
B. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
C. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
D. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
Answer:

Question: Which sequence represents the order of development for many plants?

Choices:
A. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
B. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
C. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
D. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows

Prompt:
Question: Which sequence represents the order of development for many plants?
A. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
B. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
C. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
D. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
Answer:

Answer: 1

Question: Which sequence represents the order of development for many plants?

Choices:
1. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
2. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
3. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
4. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit

Prompt:
Question: Which sequence represents the order of development for many plants?
1. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
2. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
3. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
4. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
Answer:

Question: Which sequence represents the order of development for many plants?

Choices:
J. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
A. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
P. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
W. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit

Prompt:
Question: Which sequence represents the order of development for many plants?
J. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
A. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
P. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
W. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
Answer:

Question: Which sequence represents the order of development for many plants?

Choices:
J. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
A. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
P. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
W. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows

Prompt:
Question: Which sequence represents the order of development for many plants?
J. seed is dispersed -> plant grows -> seed germinates -> seed develops inside fruit
A. seed develops inside fruit -> seed is dispersed -> seed germinates -> plant grows
P. seed germinates -> plant grows -> seed is dispersed -> seed develops inside fruit
W. seed is dispersed -> seed develops inside fruit -> seed germinates -> plant grows
Answer:

Answer: 1


Question: When ice cream is left out of a freezer, the ice cream changes from a ___.

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

Prompt:
Question: When ice cream is left out of a freezer, the ice cream changes from a ___.
A. solid to a gas
B. gas to a liquid
C. solid to a liquid
D. liquid to a gas
Answer:

Answer: 2

Question: When ice cream is left out of a freezer, the ice cream changes from a ___.

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

Prompt:
Question: When ice cream is left out of a freezer, the ice cream changes from a ___.
A. liquid to a gas
B. solid to a liquid
C. solid to a gas
D. gas to a liquid
Answer:

Answer: 1

Question: When ice cream is left out of a freezer, the ice cream changes from a ___.

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

Prompt:
Question: When ice cream is left out of a freezer, the ice cream changes from a ___.
1. solid to a gas
2. gas to a liquid
3. solid to a liquid
4. liquid to a gas
Answer:

Answer: 2

Question: When ice cream is left out of a freezer, the ice cream changes from a ___.

Choices:
C. solid to a gas
M. gas to a liquid
Y. solid to a liquid
I. liquid to a gas

Prompt:
Question: When ice cream is left out of a freezer, the ice cream changes from a ___.
C. solid to a gas
M. gas to a liquid
Y. solid to a liquid
I. liquid to a gas
Answer:

Answer: 2

Question: When ice cream is left out of a freezer, the ice cream changes from a ___.

Choices:
C. liquid to a gas
M. solid to a liquid
Y. solid to a gas
I. gas to a liquid

Prompt:
Question: When ice cream is left out of a freezer, the ice cream changes from a ___.
C. liquid to a gas
M. solid to a liquid
Y. solid to a gas
I. gas to a liquid
Answer:

Answer: 1


Question: Which equipment will best separate a mixture of iron filings and black pepper?

Choices:
A. magnet
B. filter paper
C. triple-beam balance
D. voltmeter

Prompt:
Question: Which equipment will best separate a mixture of iron filings and black pepper?
A. magnet
B. filter paper
C. triple-beam balance
D. voltmeter
Answer:

Question: Which equipment will best separate a mixture of iron filings and black pepper?

Choices:
A. voltmeter
B. triple-beam balance
C. filter paper
D. magnet

Prompt:
Question: Which equipment will best separate a mixture of iron filings and black pepper?
A. voltmeter
B. triple-beam balance
C. filter paper
D. magnet
Answer:

Answer: 3

Question: Which equipment will best separate a mixture of iron filings and black pepper?

Choices:
1. magnet
2. filter paper
3. triple-beam balance
4. voltmeter

Prompt:
Question: Which equipment will best separate a mixture of iron filings and black pepper?
1. magnet
2. filter paper
3. triple-beam balance
4. voltmeter
Answer:

Question: Which equipment will best separate a mixture of iron filings and black pepper?

Choices:
C. magnet
M. filter paper
Y. triple-beam balance
T. voltmeter

Prompt:
Question: Which equipment will best separate a mixture of iron filings and black pepper?
C. magnet
M. filter paper
Y. triple-beam balance
T. voltmeter
Answer:

Question: Which equipment will best separate a mixture of iron filings and black pepper?

Choices:
C. voltmeter
M. triple-beam balance
Y. filter paper
T. magnet

Prompt:
Question: Which equipment will best separate a mixture of iron filings and black pepper?
C. voltmeter
M. triple-beam balance
Y. filter paper
T. magnet
Answer:

Answer: 3


Question: Which characteristic is shared by all cells?

Choices:
A. They need energy.
B. They reproduce sexually.
C. They make their own food.
D. They move from place to place.

Prompt:
Question: Which characteristic is shared by all cells?
A. They need energy.
B. They reproduce sexually.
C. They make their own food.
D. They move from place to place.
Answer:

Question: Which characteristic is shared by all cells?

Choices:
A. They reproduce sexually.
B. They need energy.
C. They move from place to place.
D. They make their own food.

Prompt:
Question: Which characteristic is shared by all cells?
A. They reproduce sexually.
B. They need energy.
C. They move from place to place.
D. They make their own food.
Answer:

Answer: 1

Question: Which characteristic is shared by all cells?

Choices:
1. They need energy.
2. They reproduce sexually.
3. They make their own food.
4. They move from place to place.

Prompt:
Question: Which characteristic is shared by all cells?
1. They need energy.
2. They reproduce sexually.
3. They make their own food.
4. They move from place to place.
Answer:

Question: Which characteristic is shared by all cells?

Choices:
N. They need energy.
C. They reproduce sexually.
G. They make their own food.
M. They move from place to place.

Prompt:
Question: Which characteristic is shared by all cells?
N. They need energy.
C. They reproduce sexually.
G. They make their own food.
M. They move from place to place.
Answer:

Question: Which characteristic is shared by all cells?

Choices:
N. They reproduce sexually.
C. They need energy.
G. They move from place to place.
M. They make their own food.

Prompt:
Question: Which characteristic is shared by all cells?
N. They reproduce sexually.
C. They need energy.
G. They move from place to place.
M. They make their own food.
Answer:

Answer: 1


Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?

Choices:
A. birds with long, probing beaks
B. birds with thick, strong beaks
C. birds with thin, short beaks
D. birds with large, pouch beaks

Prompt:
Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?
A. birds with long, probing beaks
B. birds with thick, strong beaks
C. birds with thin, short beaks
D. birds with large, pouch beaks
Answer:

Answer: 1

Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?

Choices:
A. birds with thin, short beaks
B. birds with long, probing beaks
C. birds with thick, strong beaks
D. birds with large, pouch beaks

Prompt:
Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?
A. birds with thin, short beaks
B. birds with long, probing beaks
C. birds with thick, strong beaks
D. birds with large, pouch beaks
Answer:

Answer: 2

Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?

Choices:
1. birds with long, probing beaks
2. birds with thick, strong beaks
3. birds with thin, short beaks
4. birds with large, pouch beaks

Prompt:
Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?
1. birds with long, probing beaks
2. birds with thick, strong beaks
3. birds with thin, short beaks
4. birds with large, pouch beaks
Answer:

Answer: 1

Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?

Choices:
A. birds with long, probing beaks
F. birds with thick, strong beaks
Q. birds with thin, short beaks
B. birds with large, pouch beaks

Prompt:
Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?
A. birds with long, probing beaks
F. birds with thick, strong beaks
Q. birds with thin, short beaks
B. birds with large, pouch beaks
Answer:

Answer: 1

Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?

Choices:
A. birds with thin, short beaks
F. birds with long, probing beaks
Q. birds with thick, strong beaks
B. birds with large, pouch beaks

Prompt:
Question: On a small, isolated island, a hurricane destroyed all the trees that produced a large, hard-shelled nut. Which bird population would most likely decrease?
A. birds with thin, short beaks
F. birds with long, probing beaks
Q. birds with thick, strong beaks
B. birds with large, pouch beaks
Answer:

Answer: 2


Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?

Choices:
A. Both have undergone similar mutations.
B. Both descended from a common ancestor.
C. Both reacted similarly to environmental pressures.
D. Both spread out from the same geographical region.

Prompt:
Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?
A. Both have undergone similar mutations.
B. Both descended from a common ancestor.
C. Both reacted similarly to environmental pressures.
D. Both spread out from the same geographical region.
Answer:

Answer: 1

Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?

Choices:
A. Both spread out from the same geographical region.
B. Both have undergone similar mutations.
C. Both descended from a common ancestor.
D. Both reacted similarly to environmental pressures.

Prompt:
Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?
A. Both spread out from the same geographical region.
B. Both have undergone similar mutations.
C. Both descended from a common ancestor.
D. Both reacted similarly to environmental pressures.
Answer:

Answer: 2

Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?

Choices:
1. Both have undergone similar mutations.
2. Both descended from a common ancestor.
3. Both reacted similarly to environmental pressures.
4. Both spread out from the same geographical region.

Prompt:
Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?
1. Both have undergone similar mutations.
2. Both descended from a common ancestor.
3. Both reacted similarly to environmental pressures.
4. Both spread out from the same geographical region.
Answer:

Answer: 1

Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?

Choices:
P. Both have undergone similar mutations.
H. Both descended from a common ancestor.
A. Both reacted similarly to environmental pressures.
R. Both spread out from the same geographical region.

Prompt:
Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?
P. Both have undergone similar mutations.
H. Both descended from a common ancestor.
A. Both reacted similarly to environmental pressures.
R. Both spread out from the same geographical region.
Answer:

Answer: 1

Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?

Choices:
P. Both spread out from the same geographical region.
H. Both have undergone similar mutations.
A. Both descended from a common ancestor.
R. Both reacted similarly to environmental pressures.

Prompt:
Question: A cow and a frog have similar bone structures in their forelimbs. Both have phalanges, radius, ulna, and humerus bones. However, the cow and frog are animals with very different life cycles from each other. Which most likely describes why the body structures of these animals are so similar?
P. Both spread out from the same geographical region.
H. Both have undergone similar mutations.
A. Both descended from a common ancestor.
R. Both reacted similarly to environmental pressures.
Answer:

Answer: 2


Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning

Choices:
A. cell membrane.
B. endoplasmic reticulum.
C. Golgi body.
D. nuclear envelope.

Prompt:
Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning
A. cell membrane.
B. endoplasmic reticulum.
C. Golgi body.
D. nuclear envelope.
Answer:

Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning

Choices:
A. Golgi body.
B. cell membrane.
C. nuclear envelope.
D. endoplasmic reticulum.

Prompt:
Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning
A. Golgi body.
B. cell membrane.
C. nuclear envelope.
D. endoplasmic reticulum.
Answer:

Answer: 1

Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning

Choices:
1. cell membrane.
2. endoplasmic reticulum.
3. Golgi body.
4. nuclear envelope.

Prompt:
Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning
1. cell membrane.
2. endoplasmic reticulum.
3. Golgi body.
4. nuclear envelope.
Answer:

Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning

Choices:
O. cell membrane.
L. endoplasmic reticulum.
I. Golgi body.
T. nuclear envelope.

Prompt:
Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning
O. cell membrane.
L. endoplasmic reticulum.
I. Golgi body.
T. nuclear envelope.
Answer:

Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning

Choices:
O. Golgi body.
L. cell membrane.
I. nuclear envelope.
T. endoplasmic reticulum.

Prompt:
Question: A cell that is unable to import substances required to process chemical energy is most likely a result of a malfunctioning
O. Golgi body.
L. cell membrane.
I. nuclear envelope.
T. endoplasmic reticulum.
Answer:

Answer: 1


Question: Which best describes all unicellular organisms?

Choices:
A. Every cell is round.
B. Every cell can make food.
C. Every cell can move on its own.
D. Every cell performs all life functions.

Prompt:
Question: Which best describes all unicellular organisms?
A. Every cell is round.
B. Every cell can make food.
C. Every cell can move on its own.
D. Every cell performs all life functions.
Answer:

Answer: 3

Question: Which best describes all unicellular organisms?

Choices:
A. Every cell performs all life functions.
B. Every cell can make food.
C. Every cell is round.
D. Every cell can move on its own.

Prompt:
Question: Which best describes all unicellular organisms?
A. Every cell performs all life functions.
B. Every cell can make food.
C. Every cell is round.
D. Every cell can move on its own.
Answer:

Question: Which best describes all unicellular organisms?

Choices:
1. Every cell is round.
2. Every cell can make food.
3. Every cell can move on its own.
4. Every cell performs all life functions.

Prompt:
Question: Which best describes all unicellular organisms?
1. Every cell is round.
2. Every cell can make food.
3. Every cell can move on its own.
4. Every cell performs all life functions.
Answer:

Answer: 3

Question: Which best describes all unicellular organisms?

Choices:
R. Every cell is round.
F. Every cell can make food.
T. Every cell can move on its own.
B. Every cell performs all life functions.

Prompt:
Question: Which best describes all unicellular organisms?
R. Every cell is round.
F. Every cell can make food.
T. Every cell can move on its own.
B. Every cell performs all life functions.
Answer:

Answer: 3

Question: Which best describes all unicellular organisms?

Choices:
R. Every cell performs all life functions.
F. Every cell can make food.
T. Every cell is round.
B. Every cell can move on its own.

Prompt:
Question: Which best describes all unicellular organisms?
R. Every cell performs all life functions.
F. Every cell can make food.
T. Every cell is round.
B. Every cell can move on its own.
Answer:


Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?

Choices:
A. Particles travel from right to left along the wave.
B. Particles travel from left to right along the wave.
C. Particles move back and forth parallel to the wave.
D. Particles move back and forth perpendicular to the wave.

Prompt:
Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?
A. Particles travel from right to left along the wave.
B. Particles travel from left to right along the wave.
C. Particles move back and forth parallel to the wave.
D. Particles move back and forth perpendicular to the wave.
Answer:

Answer: 3

Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?

Choices:
A. Particles travel from right to left along the wave.
B. Particles move back and forth parallel to the wave.
C. Particles move back and forth perpendicular to the wave.
D. Particles travel from left to right along the wave.

Prompt:
Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?
A. Particles travel from right to left along the wave.
B. Particles move back and forth parallel to the wave.
C. Particles move back and forth perpendicular to the wave.
D. Particles travel from left to right along the wave.
Answer:

Answer: 2

Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?

Choices:
1. Particles travel from right to left along the wave.
2. Particles travel from left to right along the wave.
3. Particles move back and forth parallel to the wave.
4. Particles move back and forth perpendicular to the wave.

Prompt:
Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?
1. Particles travel from right to left along the wave.
2. Particles travel from left to right along the wave.
3. Particles move back and forth parallel to the wave.
4. Particles move back and forth perpendicular to the wave.
Answer:

Answer: 3

Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?

Choices:
G. Particles travel from right to left along the wave.
J. Particles travel from left to right along the wave.
P. Particles move back and forth parallel to the wave.
X. Particles move back and forth perpendicular to the wave.

Prompt:
Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?
G. Particles travel from right to left along the wave.
J. Particles travel from left to right along the wave.
P. Particles move back and forth parallel to the wave.
X. Particles move back and forth perpendicular to the wave.
Answer:

Answer: 3

Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?

Choices:
G. Particles travel from right to left along the wave.
J. Particles move back and forth parallel to the wave.
P. Particles move back and forth perpendicular to the wave.
X. Particles travel from left to right along the wave.

Prompt:
Question: When a transverse wave passes from right to left through a medium, what happens to the particles of the medium?
G. Particles travel from right to left along the wave.
J. Particles move back and forth parallel to the wave.
P. Particles move back and forth perpendicular to the wave.
X. Particles travel from left to right along the wave.
Answer:

Answer: 2