Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?

Choices:
A. sunlight and wind
B. sunlight and space
C. soil and pollen producers
D. pollen producers and space

Prompt:
Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?
A. sunlight and wind
B. sunlight and space
C. soil and pollen producers
D. pollen producers and space
Answer:

Answer: 1

Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?

Choices:
A. pollen producers and space
B. sunlight and wind
C. soil and pollen producers
D. sunlight and space

Prompt:
Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?
A. pollen producers and space
B. sunlight and wind
C. soil and pollen producers
D. sunlight and space
Answer:

Answer: 3

Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?

Choices:
1. sunlight and wind
2. sunlight and space
3. soil and pollen producers
4. pollen producers and space

Prompt:
Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?
1. sunlight and wind
2. sunlight and space
3. soil and pollen producers
4. pollen producers and space
Answer:

Answer: 1

Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?

Choices:
Y. sunlight and wind
S. sunlight and space
L. soil and pollen producers
I. pollen producers and space

Prompt:
Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?
Y. sunlight and wind
S. sunlight and space
L. soil and pollen producers
I. pollen producers and space
Answer:

Answer: 1

Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?

Choices:
Y. pollen producers and space
S. sunlight and wind
L. soil and pollen producers
I. sunlight and space

Prompt:
Question: In the forest, one type of tree produces special seeds. These seeds start to grow only after going through a fire. In the fire, the adult trees are destroyed. Which resources, needed for growth, are now available to the newly growing seeds?
Y. pollen producers and space
S. sunlight and wind
L. soil and pollen producers
I. sunlight and space
Answer:

Answer: 3


Question: Which is an example of a decomposer?

Choices:
A. a hawk
B. a mouse
C. a flower
D. a mushroom

Prompt:
Question: Which is an example of a decomposer?
A. a hawk
B. a mouse
C. a flower
D. a mushroom
Answer:

Answer: 3

Question: Which is an example of a decomposer?

Choices:
A. a hawk
B. a mouse
C. a mushroom
D. a flower

Prompt:
Question: Which is an example of a decomposer?
A. a hawk
B. a mouse
C. a mushroom
D. a flower
Answer:

Answer: 2

Question: Which is an example of a decomposer?

Choices:
1. a hawk
2. a mouse
3. a flower
4. a mushroom

Prompt:
Question: Which is an example of a decomposer?
1. a hawk
2. a mouse
3. a flower
4. a mushroom
Answer:

Answer: 3

Question: Which is an example of a decomposer?

Choices:
H. a hawk
Y. a mouse
T. a flower
V. a mushroom

Prompt:
Question: Which is an example of a decomposer?
H. a hawk
Y. a mouse
T. a flower
V. a mushroom
Answer:

Answer: 3

Question: Which is an example of a decomposer?

Choices:
H. a hawk
Y. a mouse
T. a mushroom
V. a flower

Prompt:
Question: Which is an example of a decomposer?
H. a hawk
Y. a mouse
T. a mushroom
V. a flower
Answer:

Answer: 2


Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?

Choices:
A. Sinks are empty.
B. Glassware is clean.
C. Eye protection is worn.
D. Electrical equipment is off.

Prompt:
Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?
A. Sinks are empty.
B. Glassware is clean.
C. Eye protection is worn.
D. Electrical equipment is off.
Answer:

Answer: 2

Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?

Choices:
A. Electrical equipment is off.
B. Glassware is clean.
C. Sinks are empty.
D. Eye protection is worn.

Prompt:
Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?
A. Electrical equipment is off.
B. Glassware is clean.
C. Sinks are empty.
D. Eye protection is worn.
Answer:

Answer: 3

Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?

Choices:
1. Sinks are empty.
2. Glassware is clean.
3. Eye protection is worn.
4. Electrical equipment is off.

Prompt:
Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?
1. Sinks are empty.
2. Glassware is clean.
3. Eye protection is worn.
4. Electrical equipment is off.
Answer:

Answer: 2

Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?

Choices:
Z. Sinks are empty.
R. Glassware is clean.
N. Eye protection is worn.
K. Electrical equipment is off.

Prompt:
Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?
Z. Sinks are empty.
R. Glassware is clean.
N. Eye protection is worn.
K. Electrical equipment is off.
Answer:

Answer: 2

Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?

Choices:
Z. Electrical equipment is off.
R. Glassware is clean.
N. Sinks are empty.
K. Eye protection is worn.

Prompt:
Question: In the lab, students are working with substances that could cause burns. Which of these safety precautions is most important to follow?
Z. Electrical equipment is off.
R. Glassware is clean.
N. Sinks are empty.
K. Eye protection is worn.
Answer:

Answer: 3


Question: Which process moves an ion across a cell membrane against the concentration gradient?

Choices:
A. diffusion
B. exocytosis
C. facilitated diffusion
D. active transport

Prompt:
Question: Which process moves an ion across a cell membrane against the concentration gradient?
A. diffusion
B. exocytosis
C. facilitated diffusion
D. active transport
Answer:

Answer: 3

Question: Which process moves an ion across a cell membrane against the concentration gradient?

Choices:
A. diffusion
B. facilitated diffusion
C. active transport
D. exocytosis

Prompt:
Question: Which process moves an ion across a cell membrane against the concentration gradient?
A. diffusion
B. facilitated diffusion
C. active transport
D. exocytosis
Answer:

Answer: 2

Question: Which process moves an ion across a cell membrane against the concentration gradient?

Choices:
1. diffusion
2. exocytosis
3. facilitated diffusion
4. active transport

Prompt:
Question: Which process moves an ion across a cell membrane against the concentration gradient?
1. diffusion
2. exocytosis
3. facilitated diffusion
4. active transport
Answer:

Answer: 3

Question: Which process moves an ion across a cell membrane against the concentration gradient?

Choices:
Q. diffusion
W. exocytosis
J. facilitated diffusion
C. active transport

Prompt:
Question: Which process moves an ion across a cell membrane against the concentration gradient?
Q. diffusion
W. exocytosis
J. facilitated diffusion
C. active transport
Answer:

Answer: 3

Question: Which process moves an ion across a cell membrane against the concentration gradient?

Choices:
Q. diffusion
W. facilitated diffusion
J. active transport
C. exocytosis

Prompt:
Question: Which process moves an ion across a cell membrane against the concentration gradient?
Q. diffusion
W. facilitated diffusion
J. active transport
C. exocytosis
Answer:

Answer: 2


Question: Which would most likely be the characteristic of an object with a small volume and large mass?

Choices:
A. high density
B. low pressure
C. low viscosity
D. high temperature

Prompt:
Question: Which would most likely be the characteristic of an object with a small volume and large mass?
A. high density
B. low pressure
C. low viscosity
D. high temperature
Answer:

Question: Which would most likely be the characteristic of an object with a small volume and large mass?

Choices:
A. low pressure
B. high density
C. high temperature
D. low viscosity

Prompt:
Question: Which would most likely be the characteristic of an object with a small volume and large mass?
A. low pressure
B. high density
C. high temperature
D. low viscosity
Answer:

Answer: 1

Question: Which would most likely be the characteristic of an object with a small volume and large mass?

Choices:
1. high density
2. low pressure
3. low viscosity
4. high temperature

Prompt:
Question: Which would most likely be the characteristic of an object with a small volume and large mass?
1. high density
2. low pressure
3. low viscosity
4. high temperature
Answer:

Question: Which would most likely be the characteristic of an object with a small volume and large mass?

Choices:
D. high density
F. low pressure
Z. low viscosity
G. high temperature

Prompt:
Question: Which would most likely be the characteristic of an object with a small volume and large mass?
D. high density
F. low pressure
Z. low viscosity
G. high temperature
Answer:

Question: Which would most likely be the characteristic of an object with a small volume and large mass?

Choices:
D. low pressure
F. high density
Z. high temperature
G. low viscosity

Prompt:
Question: Which would most likely be the characteristic of an object with a small volume and large mass?
D. low pressure
F. high density
Z. high temperature
G. low viscosity
Answer:

Answer: 1


Question: Which of these describes a small range in the electromagnetic spectrum?

Choices:
A. gravity
B. radiation
C. electricity
D. light

Prompt:
Question: Which of these describes a small range in the electromagnetic spectrum?
A. gravity
B. radiation
C. electricity
D. light
Answer:

Answer: 3

Question: Which of these describes a small range in the electromagnetic spectrum?

Choices:
A. light
B. radiation
C. gravity
D. electricity

Prompt:
Question: Which of these describes a small range in the electromagnetic spectrum?
A. light
B. radiation
C. gravity
D. electricity
Answer:

Question: Which of these describes a small range in the electromagnetic spectrum?

Choices:
1. gravity
2. radiation
3. electricity
4. light

Prompt:
Question: Which of these describes a small range in the electromagnetic spectrum?
1. gravity
2. radiation
3. electricity
4. light
Answer:

Answer: 3

Question: Which of these describes a small range in the electromagnetic spectrum?

Choices:
W. gravity
I. radiation
N. electricity
V. light

Prompt:
Question: Which of these describes a small range in the electromagnetic spectrum?
W. gravity
I. radiation
N. electricity
V. light
Answer:

Answer: 3

Question: Which of these describes a small range in the electromagnetic spectrum?

Choices:
W. light
I. radiation
N. gravity
V. electricity

Prompt:
Question: Which of these describes a small range in the electromagnetic spectrum?
W. light
I. radiation
N. gravity
V. electricity
Answer:


Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a

Choices:
A. hypothesis.
B. theory.
C. law.
D. fact.

Prompt:
Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a
A. hypothesis.
B. theory.
C. law.
D. fact.
Answer:

Answer: 1

Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a

Choices:
A. theory.
B. hypothesis.
C. fact.
D. law.

Prompt:
Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a
A. theory.
B. hypothesis.
C. fact.
D. law.
Answer:

Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a

Choices:
1. hypothesis.
2. theory.
3. law.
4. fact.

Prompt:
Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a
1. hypothesis.
2. theory.
3. law.
4. fact.
Answer:

Answer: 1

Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a

Choices:
H. hypothesis.
A. theory.
B. law.
Q. fact.

Prompt:
Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a
H. hypothesis.
A. theory.
B. law.
Q. fact.
Answer:

Answer: 1

Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a

Choices:
H. theory.
A. hypothesis.
B. fact.
Q. law.

Prompt:
Question: An idea that the universe originated with an explosion is supported by repeated observations of light from distant galaxies traveling away from Earth. An idea that has been tested repeatedly and is supported by repeated results is most likely a
H. theory.
A. hypothesis.
B. fact.
Q. law.
Answer:


Question: Natural selection cannot occur without

Choices:
A. competition for unlimited resources.
B. gradual warming of Earth.
C. genetic variation in species.
D. asexual reproduction in species.

Prompt:
Question: Natural selection cannot occur without
A. competition for unlimited resources.
B. gradual warming of Earth.
C. genetic variation in species.
D. asexual reproduction in species.
Answer:

Answer: 2

Question: Natural selection cannot occur without

Choices:
A. genetic variation in species.
B. gradual warming of Earth.
C. competition for unlimited resources.
D. asexual reproduction in species.

Prompt:
Question: Natural selection cannot occur without
A. genetic variation in species.
B. gradual warming of Earth.
C. competition for unlimited resources.
D. asexual reproduction in species.
Answer:

Question: Natural selection cannot occur without

Choices:
1. competition for unlimited resources.
2. gradual warming of Earth.
3. genetic variation in species.
4. asexual reproduction in species.

Prompt:
Question: Natural selection cannot occur without
1. competition for unlimited resources.
2. gradual warming of Earth.
3. genetic variation in species.
4. asexual reproduction in species.
Answer:

Answer: 2

Question: Natural selection cannot occur without

Choices:
D. competition for unlimited resources.
A. gradual warming of Earth.
T. genetic variation in species.
J. asexual reproduction in species.

Prompt:
Question: Natural selection cannot occur without
D. competition for unlimited resources.
A. gradual warming of Earth.
T. genetic variation in species.
J. asexual reproduction in species.
Answer:

Answer: 2

Question: Natural selection cannot occur without

Choices:
D. genetic variation in species.
A. gradual warming of Earth.
T. competition for unlimited resources.
J. asexual reproduction in species.

Prompt:
Question: Natural selection cannot occur without
D. genetic variation in species.
A. gradual warming of Earth.
T. competition for unlimited resources.
J. asexual reproduction in species.
Answer:


Question: In which of these investigations would pictures from a camera be most useful?

Choices:
A. studying bird calls
B. studying exothermic reactions
C. studying the growth of plants
D. studying the diffusion of molecules

Prompt:
Question: In which of these investigations would pictures from a camera be most useful?
A. studying bird calls
B. studying exothermic reactions
C. studying the growth of plants
D. studying the diffusion of molecules
Answer:

Answer: 2

Question: In which of these investigations would pictures from a camera be most useful?

Choices:
A. studying exothermic reactions
B. studying the growth of plants
C. studying bird calls
D. studying the diffusion of molecules

Prompt:
Question: In which of these investigations would pictures from a camera be most useful?
A. studying exothermic reactions
B. studying the growth of plants
C. studying bird calls
D. studying the diffusion of molecules
Answer:

Answer: 1

Question: In which of these investigations would pictures from a camera be most useful?

Choices:
1. studying bird calls
2. studying exothermic reactions
3. studying the growth of plants
4. studying the diffusion of molecules

Prompt:
Question: In which of these investigations would pictures from a camera be most useful?
1. studying bird calls
2. studying exothermic reactions
3. studying the growth of plants
4. studying the diffusion of molecules
Answer:

Answer: 2

Question: In which of these investigations would pictures from a camera be most useful?

Choices:
S. studying bird calls
X. studying exothermic reactions
T. studying the growth of plants
H. studying the diffusion of molecules

Prompt:
Question: In which of these investigations would pictures from a camera be most useful?
S. studying bird calls
X. studying exothermic reactions
T. studying the growth of plants
H. studying the diffusion of molecules
Answer:

Answer: 2

Question: In which of these investigations would pictures from a camera be most useful?

Choices:
S. studying exothermic reactions
X. studying the growth of plants
T. studying bird calls
H. studying the diffusion of molecules

Prompt:
Question: In which of these investigations would pictures from a camera be most useful?
S. studying exothermic reactions
X. studying the growth of plants
T. studying bird calls
H. studying the diffusion of molecules
Answer:

Answer: 1


Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?

Choices:
A. a volcano in Hawaii erupting
B. the construction of the Hoover Dam
C. whalers of the 17th, 18th, and 19th centuries
D. the Mississippi River flooding its banks each summer

Prompt:
Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?
A. a volcano in Hawaii erupting
B. the construction of the Hoover Dam
C. whalers of the 17th, 18th, and 19th centuries
D. the Mississippi River flooding its banks each summer
Answer:

Answer: 2

Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?

Choices:
A. the Mississippi River flooding its banks each summer
B. whalers of the 17th, 18th, and 19th centuries
C. a volcano in Hawaii erupting
D. the construction of the Hoover Dam

Prompt:
Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?
A. the Mississippi River flooding its banks each summer
B. whalers of the 17th, 18th, and 19th centuries
C. a volcano in Hawaii erupting
D. the construction of the Hoover Dam
Answer:

Answer: 1

Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?

Choices:
1. a volcano in Hawaii erupting
2. the construction of the Hoover Dam
3. whalers of the 17th, 18th, and 19th centuries
4. the Mississippi River flooding its banks each summer

Prompt:
Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?
1. a volcano in Hawaii erupting
2. the construction of the Hoover Dam
3. whalers of the 17th, 18th, and 19th centuries
4. the Mississippi River flooding its banks each summer
Answer:

Answer: 2

Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?

Choices:
V. a volcano in Hawaii erupting
O. the construction of the Hoover Dam
B. whalers of the 17th, 18th, and 19th centuries
T. the Mississippi River flooding its banks each summer

Prompt:
Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?
V. a volcano in Hawaii erupting
O. the construction of the Hoover Dam
B. whalers of the 17th, 18th, and 19th centuries
T. the Mississippi River flooding its banks each summer
Answer:

Answer: 2

Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?

Choices:
V. the Mississippi River flooding its banks each summer
O. whalers of the 17th, 18th, and 19th centuries
B. a volcano in Hawaii erupting
T. the construction of the Hoover Dam

Prompt:
Question: Of the examples listed, which event is thought by scientists to have led to the greatest extinction?
V. the Mississippi River flooding its banks each summer
O. whalers of the 17th, 18th, and 19th centuries
B. a volcano in Hawaii erupting
T. the construction of the Hoover Dam
Answer:

Answer: 1


Question: The human stomach is protected from self-digestion by a layer of

Choices:
A. bile.
B. mucus.
C. muscle.
D. white blood cells.

Prompt:
Question: The human stomach is protected from self-digestion by a layer of
A. bile.
B. mucus.
C. muscle.
D. white blood cells.
Answer:

Answer: 1

Question: The human stomach is protected from self-digestion by a layer of

Choices:
A. mucus.
B. muscle.
C. bile.
D. white blood cells.

Prompt:
Question: The human stomach is protected from self-digestion by a layer of
A. mucus.
B. muscle.
C. bile.
D. white blood cells.
Answer:

Question: The human stomach is protected from self-digestion by a layer of

Choices:
1. bile.
2. mucus.
3. muscle.
4. white blood cells.

Prompt:
Question: The human stomach is protected from self-digestion by a layer of
1. bile.
2. mucus.
3. muscle.
4. white blood cells.
Answer:

Answer: 1

Question: The human stomach is protected from self-digestion by a layer of

Choices:
J. bile.
C. mucus.
P. muscle.
N. white blood cells.

Prompt:
Question: The human stomach is protected from self-digestion by a layer of
J. bile.
C. mucus.
P. muscle.
N. white blood cells.
Answer:

Answer: 1

Question: The human stomach is protected from self-digestion by a layer of

Choices:
J. mucus.
C. muscle.
P. bile.
N. white blood cells.

Prompt:
Question: The human stomach is protected from self-digestion by a layer of
J. mucus.
C. muscle.
P. bile.
N. white blood cells.
Answer:


Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of

Choices:
A. a measurement
B. a prediction
C. an explanation
D. an observation

Prompt:
Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of
A. a measurement
B. a prediction
C. an explanation
D. an observation
Answer:

Answer: 3

Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of

Choices:
A. an explanation
B. an observation
C. a measurement
D. a prediction

Prompt:
Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of
A. an explanation
B. an observation
C. a measurement
D. a prediction
Answer:

Answer: 1

Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of

Choices:
1. a measurement
2. a prediction
3. an explanation
4. an observation

Prompt:
Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of
1. a measurement
2. a prediction
3. an explanation
4. an observation
Answer:

Answer: 3

Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of

Choices:
L. a measurement
Z. a prediction
R. an explanation
V. an observation

Prompt:
Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of
L. a measurement
Z. a prediction
R. an explanation
V. an observation
Answer:

Answer: 3

Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of

Choices:
L. an explanation
Z. an observation
R. a measurement
V. a prediction

Prompt:
Question: On a field trip, a student holds a frog and reports that it has slippery skin. This is an example of
L. an explanation
Z. an observation
R. a measurement
V. a prediction
Answer:

Answer: 1


Question: What most likely happens to soil when crops are not rotated from year to year?

Choices:
A. The soil nutrients are depleted.
B. The soil fertility increases.
C. The soil becomes more porous.
D. The soil erodes less rapidly.

Prompt:
Question: What most likely happens to soil when crops are not rotated from year to year?
A. The soil nutrients are depleted.
B. The soil fertility increases.
C. The soil becomes more porous.
D. The soil erodes less rapidly.
Answer:

Question: What most likely happens to soil when crops are not rotated from year to year?

Choices:
A. The soil erodes less rapidly.
B. The soil nutrients are depleted.
C. The soil becomes more porous.
D. The soil fertility increases.

Prompt:
Question: What most likely happens to soil when crops are not rotated from year to year?
A. The soil erodes less rapidly.
B. The soil nutrients are depleted.
C. The soil becomes more porous.
D. The soil fertility increases.
Answer:

Answer: 1

Question: What most likely happens to soil when crops are not rotated from year to year?

Choices:
1. The soil nutrients are depleted.
2. The soil fertility increases.
3. The soil becomes more porous.
4. The soil erodes less rapidly.

Prompt:
Question: What most likely happens to soil when crops are not rotated from year to year?
1. The soil nutrients are depleted.
2. The soil fertility increases.
3. The soil becomes more porous.
4. The soil erodes less rapidly.
Answer:

Question: What most likely happens to soil when crops are not rotated from year to year?

Choices:
Z. The soil nutrients are depleted.
F. The soil fertility increases.
W. The soil becomes more porous.
E. The soil erodes less rapidly.

Prompt:
Question: What most likely happens to soil when crops are not rotated from year to year?
Z. The soil nutrients are depleted.
F. The soil fertility increases.
W. The soil becomes more porous.
E. The soil erodes less rapidly.
Answer:

Question: What most likely happens to soil when crops are not rotated from year to year?

Choices:
Z. The soil erodes less rapidly.
F. The soil nutrients are depleted.
W. The soil becomes more porous.
E. The soil fertility increases.

Prompt:
Question: What most likely happens to soil when crops are not rotated from year to year?
Z. The soil erodes less rapidly.
F. The soil nutrients are depleted.
W. The soil becomes more porous.
E. The soil fertility increases.
Answer:

Answer: 1


Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called

Choices:
A. diffusion.
B. oxidation.
C. respiration.
D. reproduction.

Prompt:
Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called
A. diffusion.
B. oxidation.
C. respiration.
D. reproduction.
Answer:

Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called

Choices:
A. respiration.
B. oxidation.
C. reproduction.
D. diffusion.

Prompt:
Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called
A. respiration.
B. oxidation.
C. reproduction.
D. diffusion.
Answer:

Answer: 3

Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called

Choices:
1. diffusion.
2. oxidation.
3. respiration.
4. reproduction.

Prompt:
Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called
1. diffusion.
2. oxidation.
3. respiration.
4. reproduction.
Answer:

Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called

Choices:
X. diffusion.
Q. oxidation.
M. respiration.
Z. reproduction.

Prompt:
Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called
X. diffusion.
Q. oxidation.
M. respiration.
Z. reproduction.
Answer:

Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called

Choices:
X. respiration.
Q. oxidation.
M. reproduction.
Z. diffusion.

Prompt:
Question: Materials must pass through a cell's semi-permeable membrane in order for energy to be utilized. This process is called
X. respiration.
Q. oxidation.
M. reproduction.
Z. diffusion.
Answer:

Answer: 3


Question: What is a decomposer?

Choices:
A. a living thing that breaks down dead organisms
B. a living thing that makes its own food
C. an animal that eats live plants
D. an animal that hunts other animals

Prompt:
Question: What is a decomposer?
A. a living thing that breaks down dead organisms
B. a living thing that makes its own food
C. an animal that eats live plants
D. an animal that hunts other animals
Answer:

Question: What is a decomposer?

Choices:
A. a living thing that makes its own food
B. an animal that eats live plants
C. a living thing that breaks down dead organisms
D. an animal that hunts other animals

Prompt:
Question: What is a decomposer?
A. a living thing that makes its own food
B. an animal that eats live plants
C. a living thing that breaks down dead organisms
D. an animal that hunts other animals
Answer:

Answer: 2

Question: What is a decomposer?

Choices:
1. a living thing that breaks down dead organisms
2. a living thing that makes its own food
3. an animal that eats live plants
4. an animal that hunts other animals

Prompt:
Question: What is a decomposer?
1. a living thing that breaks down dead organisms
2. a living thing that makes its own food
3. an animal that eats live plants
4. an animal that hunts other animals
Answer:

Question: What is a decomposer?

Choices:
L. a living thing that breaks down dead organisms
S. a living thing that makes its own food
W. an animal that eats live plants
Q. an animal that hunts other animals

Prompt:
Question: What is a decomposer?
L. a living thing that breaks down dead organisms
S. a living thing that makes its own food
W. an animal that eats live plants
Q. an animal that hunts other animals
Answer:

Question: What is a decomposer?

Choices:
L. a living thing that makes its own food
S. an animal that eats live plants
W. a living thing that breaks down dead organisms
Q. an animal that hunts other animals

Prompt:
Question: What is a decomposer?
L. a living thing that makes its own food
S. an animal that eats live plants
W. a living thing that breaks down dead organisms
Q. an animal that hunts other animals
Answer:

Answer: 2


Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?

Choices:
A. human jobs replaced by more efficient machines
B. decrease in production of solid waste
C. use of alternate sources of energy
D. reduction in habitat destruction

Prompt:
Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?
A. human jobs replaced by more efficient machines
B. decrease in production of solid waste
C. use of alternate sources of energy
D. reduction in habitat destruction
Answer:

Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?

Choices:
A. reduction in habitat destruction
B. decrease in production of solid waste
C. human jobs replaced by more efficient machines
D. use of alternate sources of energy

Prompt:
Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?
A. reduction in habitat destruction
B. decrease in production of solid waste
C. human jobs replaced by more efficient machines
D. use of alternate sources of energy
Answer:

Answer: 2

Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?

Choices:
1. human jobs replaced by more efficient machines
2. decrease in production of solid waste
3. use of alternate sources of energy
4. reduction in habitat destruction

Prompt:
Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?
1. human jobs replaced by more efficient machines
2. decrease in production of solid waste
3. use of alternate sources of energy
4. reduction in habitat destruction
Answer:

Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?

Choices:
T. human jobs replaced by more efficient machines
D. decrease in production of solid waste
V. use of alternate sources of energy
G. reduction in habitat destruction

Prompt:
Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?
T. human jobs replaced by more efficient machines
D. decrease in production of solid waste
V. use of alternate sources of energy
G. reduction in habitat destruction
Answer:

Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?

Choices:
T. reduction in habitat destruction
D. decrease in production of solid waste
V. human jobs replaced by more efficient machines
G. use of alternate sources of energy

Prompt:
Question: Modern technology has had some positive and negative effects on society. Which would be a negative effect of advances in technology?
T. reduction in habitat destruction
D. decrease in production of solid waste
V. human jobs replaced by more efficient machines
G. use of alternate sources of energy
Answer:

Answer: 2


Question: Which of the following allows a cell to become specialized?

Choices:
A. location of the cell in the body
B. function of the cell in the body
C. different patterns of gene expression
D. different combinations of genes in the nucleus

Prompt:
Question: Which of the following allows a cell to become specialized?
A. location of the cell in the body
B. function of the cell in the body
C. different patterns of gene expression
D. different combinations of genes in the nucleus
Answer:

Answer: 2

Question: Which of the following allows a cell to become specialized?

Choices:
A. function of the cell in the body
B. different combinations of genes in the nucleus
C. location of the cell in the body
D. different patterns of gene expression

Prompt:
Question: Which of the following allows a cell to become specialized?
A. function of the cell in the body
B. different combinations of genes in the nucleus
C. location of the cell in the body
D. different patterns of gene expression
Answer:

Answer: 3

Question: Which of the following allows a cell to become specialized?

Choices:
1. location of the cell in the body
2. function of the cell in the body
3. different patterns of gene expression
4. different combinations of genes in the nucleus

Prompt:
Question: Which of the following allows a cell to become specialized?
1. location of the cell in the body
2. function of the cell in the body
3. different patterns of gene expression
4. different combinations of genes in the nucleus
Answer:

Answer: 2

Question: Which of the following allows a cell to become specialized?

Choices:
R. location of the cell in the body
L. function of the cell in the body
B. different patterns of gene expression
X. different combinations of genes in the nucleus

Prompt:
Question: Which of the following allows a cell to become specialized?
R. location of the cell in the body
L. function of the cell in the body
B. different patterns of gene expression
X. different combinations of genes in the nucleus
Answer:

Answer: 2

Question: Which of the following allows a cell to become specialized?

Choices:
R. function of the cell in the body
L. different combinations of genes in the nucleus
B. location of the cell in the body
X. different patterns of gene expression

Prompt:
Question: Which of the following allows a cell to become specialized?
R. function of the cell in the body
L. different combinations of genes in the nucleus
B. location of the cell in the body
X. different patterns of gene expression
Answer:

Answer: 3


Question: Which tool would be best to use for counting the number of legs on an ant?

Choices:
A. ruler
B. hand lens
C. calculator
D. microscope

Prompt:
Question: Which tool would be best to use for counting the number of legs on an ant?
A. ruler
B. hand lens
C. calculator
D. microscope
Answer:

Answer: 1

Question: Which tool would be best to use for counting the number of legs on an ant?

Choices:
A. ruler
B. microscope
C. hand lens
D. calculator

Prompt:
Question: Which tool would be best to use for counting the number of legs on an ant?
A. ruler
B. microscope
C. hand lens
D. calculator
Answer:

Answer: 2

Question: Which tool would be best to use for counting the number of legs on an ant?

Choices:
1. ruler
2. hand lens
3. calculator
4. microscope

Prompt:
Question: Which tool would be best to use for counting the number of legs on an ant?
1. ruler
2. hand lens
3. calculator
4. microscope
Answer:

Answer: 1

Question: Which tool would be best to use for counting the number of legs on an ant?

Choices:
W. ruler
D. hand lens
Q. calculator
Y. microscope

Prompt:
Question: Which tool would be best to use for counting the number of legs on an ant?
W. ruler
D. hand lens
Q. calculator
Y. microscope
Answer:

Answer: 1

Question: Which tool would be best to use for counting the number of legs on an ant?

Choices:
W. ruler
D. microscope
Q. hand lens
Y. calculator

Prompt:
Question: Which tool would be best to use for counting the number of legs on an ant?
W. ruler
D. microscope
Q. hand lens
Y. calculator
Answer:

Answer: 2


Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?

Choices:
A. egg and larva
B. egg and nymph
C. larva and pupa
D. larva and nymph

Prompt:
Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?
A. egg and larva
B. egg and nymph
C. larva and pupa
D. larva and nymph
Answer:

Answer: 1

Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?

Choices:
A. larva and pupa
B. larva and nymph
C. egg and larva
D. egg and nymph

Prompt:
Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?
A. larva and pupa
B. larva and nymph
C. egg and larva
D. egg and nymph
Answer:

Answer: 3

Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?

Choices:
1. egg and larva
2. egg and nymph
3. larva and pupa
4. larva and nymph

Prompt:
Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?
1. egg and larva
2. egg and nymph
3. larva and pupa
4. larva and nymph
Answer:

Answer: 1

Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?

Choices:
T. egg and larva
O. egg and nymph
F. larva and pupa
J. larva and nymph

Prompt:
Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?
T. egg and larva
O. egg and nymph
F. larva and pupa
J. larva and nymph
Answer:

Answer: 1

Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?

Choices:
T. larva and pupa
O. larva and nymph
F. egg and larva
J. egg and nymph

Prompt:
Question: A dragonfly develops through incomplete metamorphosis. Which stages does the dragonfly's life cycle include?
T. larva and pupa
O. larva and nymph
F. egg and larva
J. egg and nymph
Answer:

Answer: 3


Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?

Choices:
A. Ozone in the atmosphere will decrease.
B. Less ultraviolet radiation will reach the land.
C. More water will be absorbed from the area lakes.
D. Water in the atmosphere will undergo a phase change.

Prompt:
Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?
A. Ozone in the atmosphere will decrease.
B. Less ultraviolet radiation will reach the land.
C. More water will be absorbed from the area lakes.
D. Water in the atmosphere will undergo a phase change.
Answer:

Answer: 3

Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?

Choices:
A. Water in the atmosphere will undergo a phase change.
B. Less ultraviolet radiation will reach the land.
C. Ozone in the atmosphere will decrease.
D. More water will be absorbed from the area lakes.

Prompt:
Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?
A. Water in the atmosphere will undergo a phase change.
B. Less ultraviolet radiation will reach the land.
C. Ozone in the atmosphere will decrease.
D. More water will be absorbed from the area lakes.
Answer:

Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?

Choices:
1. Ozone in the atmosphere will decrease.
2. Less ultraviolet radiation will reach the land.
3. More water will be absorbed from the area lakes.
4. Water in the atmosphere will undergo a phase change.

Prompt:
Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?
1. Ozone in the atmosphere will decrease.
2. Less ultraviolet radiation will reach the land.
3. More water will be absorbed from the area lakes.
4. Water in the atmosphere will undergo a phase change.
Answer:

Answer: 3

Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?

Choices:
R. Ozone in the atmosphere will decrease.
T. Less ultraviolet radiation will reach the land.
X. More water will be absorbed from the area lakes.
N. Water in the atmosphere will undergo a phase change.

Prompt:
Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?
R. Ozone in the atmosphere will decrease.
T. Less ultraviolet radiation will reach the land.
X. More water will be absorbed from the area lakes.
N. Water in the atmosphere will undergo a phase change.
Answer:

Answer: 3

Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?

Choices:
R. Water in the atmosphere will undergo a phase change.
T. Less ultraviolet radiation will reach the land.
X. Ozone in the atmosphere will decrease.
N. More water will be absorbed from the area lakes.

Prompt:
Question: When a cold front moves over a land region that has warm, moist air, a transfer of energy occurs. Cold air sinks and pushes warmer air upward. As energy is removed from the air, which change will most likely take place?
R. Water in the atmosphere will undergo a phase change.
T. Less ultraviolet radiation will reach the land.
X. Ozone in the atmosphere will decrease.
N. More water will be absorbed from the area lakes.
Answer:


Question: Which sequence lists the levels of organization in the human body from simplest to most complex?

Choices:
A. organ system -> tissue -> cell -> organ
B. tissue -> cell -> organ -> organ system
C. organ -> organ system -> tissue -> cell
D. cell -> tissue -> organ -> organ system

Prompt:
Question: Which sequence lists the levels of organization in the human body from simplest to most complex?
A. organ system -> tissue -> cell -> organ
B. tissue -> cell -> organ -> organ system
C. organ -> organ system -> tissue -> cell
D. cell -> tissue -> organ -> organ system
Answer:

Answer: 3

Question: Which sequence lists the levels of organization in the human body from simplest to most complex?

Choices:
A. cell -> tissue -> organ -> organ system
B. organ -> organ system -> tissue -> cell
C. organ system -> tissue -> cell -> organ
D. tissue -> cell -> organ -> organ system

Prompt:
Question: Which sequence lists the levels of organization in the human body from simplest to most complex?
A. cell -> tissue -> organ -> organ system
B. organ -> organ system -> tissue -> cell
C. organ system -> tissue -> cell -> organ
D. tissue -> cell -> organ -> organ system
Answer:

Question: Which sequence lists the levels of organization in the human body from simplest to most complex?

Choices:
1. organ system -> tissue -> cell -> organ
2. tissue -> cell -> organ -> organ system
3. organ -> organ system -> tissue -> cell
4. cell -> tissue -> organ -> organ system

Prompt:
Question: Which sequence lists the levels of organization in the human body from simplest to most complex?
1. organ system -> tissue -> cell -> organ
2. tissue -> cell -> organ -> organ system
3. organ -> organ system -> tissue -> cell
4. cell -> tissue -> organ -> organ system
Answer:

Answer: 3

Question: Which sequence lists the levels of organization in the human body from simplest to most complex?

Choices:
D. organ system -> tissue -> cell -> organ
B. tissue -> cell -> organ -> organ system
T. organ -> organ system -> tissue -> cell
K. cell -> tissue -> organ -> organ system

Prompt:
Question: Which sequence lists the levels of organization in the human body from simplest to most complex?
D. organ system -> tissue -> cell -> organ
B. tissue -> cell -> organ -> organ system
T. organ -> organ system -> tissue -> cell
K. cell -> tissue -> organ -> organ system
Answer:

Answer: 3

Question: Which sequence lists the levels of organization in the human body from simplest to most complex?

Choices:
D. cell -> tissue -> organ -> organ system
B. organ -> organ system -> tissue -> cell
T. organ system -> tissue -> cell -> organ
K. tissue -> cell -> organ -> organ system

Prompt:
Question: Which sequence lists the levels of organization in the human body from simplest to most complex?
D. cell -> tissue -> organ -> organ system
B. organ -> organ system -> tissue -> cell
T. organ system -> tissue -> cell -> organ
K. tissue -> cell -> organ -> organ system
Answer:


Question: Cancer is best described as

Choices:
A. a type of genetic engineering
B. the merging of sex cells
C. abnormal cell division
D. tissue that stops growing

Prompt:
Question: Cancer is best described as
A. a type of genetic engineering
B. the merging of sex cells
C. abnormal cell division
D. tissue that stops growing
Answer:

Answer: 2

Question: Cancer is best described as

Choices:
A. abnormal cell division
B. a type of genetic engineering
C. tissue that stops growing
D. the merging of sex cells

Prompt:
Question: Cancer is best described as
A. abnormal cell division
B. a type of genetic engineering
C. tissue that stops growing
D. the merging of sex cells
Answer:

Question: Cancer is best described as

Choices:
1. a type of genetic engineering
2. the merging of sex cells
3. abnormal cell division
4. tissue that stops growing

Prompt:
Question: Cancer is best described as
1. a type of genetic engineering
2. the merging of sex cells
3. abnormal cell division
4. tissue that stops growing
Answer:

Answer: 2

Question: Cancer is best described as

Choices:
E. a type of genetic engineering
P. the merging of sex cells
D. abnormal cell division
F. tissue that stops growing

Prompt:
Question: Cancer is best described as
E. a type of genetic engineering
P. the merging of sex cells
D. abnormal cell division
F. tissue that stops growing
Answer:

Answer: 2

Question: Cancer is best described as

Choices:
E. abnormal cell division
P. a type of genetic engineering
D. tissue that stops growing
F. the merging of sex cells

Prompt:
Question: Cancer is best described as
E. abnormal cell division
P. a type of genetic engineering
D. tissue that stops growing
F. the merging of sex cells
Answer:


Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?

Choices:
A. sitting
B. standing
C. kneeling
D. lying down

Prompt:
Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?
A. sitting
B. standing
C. kneeling
D. lying down
Answer:

Answer: 3

Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?

Choices:
A. sitting
B. lying down
C. kneeling
D. standing

Prompt:
Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?
A. sitting
B. lying down
C. kneeling
D. standing
Answer:

Answer: 1

Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?

Choices:
1. sitting
2. standing
3. kneeling
4. lying down

Prompt:
Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?
1. sitting
2. standing
3. kneeling
4. lying down
Answer:

Answer: 3

Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?

Choices:
B. sitting
J. standing
O. kneeling
Y. lying down

Prompt:
Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?
B. sitting
J. standing
O. kneeling
Y. lying down
Answer:

Answer: 3

Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?

Choices:
B. sitting
J. lying down
O. kneeling
Y. standing

Prompt:
Question: To pump blood through the body, the heart must overcome the force of gravity. Which body position would require the least work from the heart?
B. sitting
J. lying down
O. kneeling
Y. standing
Answer:

Answer: 1


Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the

Choices:
A. genetic diversity is greater.
B. offspring would be genetically identical.
C. recessive traits would emerge.
D. negative traits are suppressed.

Prompt:
Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the
A. genetic diversity is greater.
B. offspring would be genetically identical.
C. recessive traits would emerge.
D. negative traits are suppressed.
Answer:

Answer: 1

Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the

Choices:
A. genetic diversity is greater.
B. recessive traits would emerge.
C. offspring would be genetically identical.
D. negative traits are suppressed.

Prompt:
Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the
A. genetic diversity is greater.
B. recessive traits would emerge.
C. offspring would be genetically identical.
D. negative traits are suppressed.
Answer:

Answer: 2

Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the

Choices:
1. genetic diversity is greater.
2. offspring would be genetically identical.
3. recessive traits would emerge.
4. negative traits are suppressed.

Prompt:
Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the
1. genetic diversity is greater.
2. offspring would be genetically identical.
3. recessive traits would emerge.
4. negative traits are suppressed.
Answer:

Answer: 1

Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the

Choices:
N. genetic diversity is greater.
H. offspring would be genetically identical.
O. recessive traits would emerge.
R. negative traits are suppressed.

Prompt:
Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the
N. genetic diversity is greater.
H. offspring would be genetically identical.
O. recessive traits would emerge.
R. negative traits are suppressed.
Answer:

Answer: 1

Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the

Choices:
N. genetic diversity is greater.
H. recessive traits would emerge.
O. offspring would be genetically identical.
R. negative traits are suppressed.

Prompt:
Question: In order to grow two of the exact same plants, a person would reproduce them asexually because the
N. genetic diversity is greater.
H. recessive traits would emerge.
O. offspring would be genetically identical.
R. negative traits are suppressed.
Answer:

Answer: 2


Question: In flowering plants, what structure containing DNA is transported from one plant to another?

Choices:
A. nectar
B. chlorophyll
C. glucose
D. pollen

Prompt:
Question: In flowering plants, what structure containing DNA is transported from one plant to another?
A. nectar
B. chlorophyll
C. glucose
D. pollen
Answer:

Answer: 3

Question: In flowering plants, what structure containing DNA is transported from one plant to another?

Choices:
A. chlorophyll
B. nectar
C. pollen
D. glucose

Prompt:
Question: In flowering plants, what structure containing DNA is transported from one plant to another?
A. chlorophyll
B. nectar
C. pollen
D. glucose
Answer:

Answer: 2

Question: In flowering plants, what structure containing DNA is transported from one plant to another?

Choices:
1. nectar
2. chlorophyll
3. glucose
4. pollen

Prompt:
Question: In flowering plants, what structure containing DNA is transported from one plant to another?
1. nectar
2. chlorophyll
3. glucose
4. pollen
Answer:

Answer: 3

Question: In flowering plants, what structure containing DNA is transported from one plant to another?

Choices:
M. nectar
Q. chlorophyll
N. glucose
V. pollen

Prompt:
Question: In flowering plants, what structure containing DNA is transported from one plant to another?
M. nectar
Q. chlorophyll
N. glucose
V. pollen
Answer:

Answer: 3

Question: In flowering plants, what structure containing DNA is transported from one plant to another?

Choices:
M. chlorophyll
Q. nectar
N. pollen
V. glucose

Prompt:
Question: In flowering plants, what structure containing DNA is transported from one plant to another?
M. chlorophyll
Q. nectar
N. pollen
V. glucose
Answer:

Answer: 2


Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?

Choices:
A. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
B. Interchangeable parts break more often now than in years past on most automobiles.
C. Interchangeable parts are plentiful for custom-made automobiles.
D. Interchangeable parts can fit many kinds of automobiles.

Prompt:
Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?
A. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
B. Interchangeable parts break more often now than in years past on most automobiles.
C. Interchangeable parts are plentiful for custom-made automobiles.
D. Interchangeable parts can fit many kinds of automobiles.
Answer:

Answer: 3

Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?

Choices:
A. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
B. Interchangeable parts break more often now than in years past on most automobiles.
C. Interchangeable parts can fit many kinds of automobiles.
D. Interchangeable parts are plentiful for custom-made automobiles.

Prompt:
Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?
A. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
B. Interchangeable parts break more often now than in years past on most automobiles.
C. Interchangeable parts can fit many kinds of automobiles.
D. Interchangeable parts are plentiful for custom-made automobiles.
Answer:

Answer: 2

Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?

Choices:
1. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
2. Interchangeable parts break more often now than in years past on most automobiles.
3. Interchangeable parts are plentiful for custom-made automobiles.
4. Interchangeable parts can fit many kinds of automobiles.

Prompt:
Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?
1. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
2. Interchangeable parts break more often now than in years past on most automobiles.
3. Interchangeable parts are plentiful for custom-made automobiles.
4. Interchangeable parts can fit many kinds of automobiles.
Answer:

Answer: 3

Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?

Choices:
Y. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
J. Interchangeable parts break more often now than in years past on most automobiles.
L. Interchangeable parts are plentiful for custom-made automobiles.
A. Interchangeable parts can fit many kinds of automobiles.

Prompt:
Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?
Y. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
J. Interchangeable parts break more often now than in years past on most automobiles.
L. Interchangeable parts are plentiful for custom-made automobiles.
A. Interchangeable parts can fit many kinds of automobiles.
Answer:

Answer: 3

Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?

Choices:
Y. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
J. Interchangeable parts break more often now than in years past on most automobiles.
L. Interchangeable parts can fit many kinds of automobiles.
A. Interchangeable parts are plentiful for custom-made automobiles.

Prompt:
Question: Several interchangeable parts are used in the manufacture of automobiles. Some examples of these parts are batteries, windshield wiper blades, spark plugs, and tires. Which of the following is an advantage of interchangeable parts over non-interchangeable parts on automobiles?
Y. Interchangeable parts are generally more expensive than custom-made parts for automobiles.
J. Interchangeable parts break more often now than in years past on most automobiles.
L. Interchangeable parts can fit many kinds of automobiles.
A. Interchangeable parts are plentiful for custom-made automobiles.
Answer:

Answer: 2


Question: Which of the following represents a chemical reaction?

Choices:
A. a sugar cube dissolving in water.
B. ice cubes forming in a freezer.
C. ice cream melting in a bowl.
D. a cake baking in an oven.

Prompt:
Question: Which of the following represents a chemical reaction?
A. a sugar cube dissolving in water.
B. ice cubes forming in a freezer.
C. ice cream melting in a bowl.
D. a cake baking in an oven.
Answer:

Answer: 3

Question: Which of the following represents a chemical reaction?

Choices:
A. ice cubes forming in a freezer.
B. a sugar cube dissolving in water.
C. a cake baking in an oven.
D. ice cream melting in a bowl.

Prompt:
Question: Which of the following represents a chemical reaction?
A. ice cubes forming in a freezer.
B. a sugar cube dissolving in water.
C. a cake baking in an oven.
D. ice cream melting in a bowl.
Answer:

Answer: 2

Question: Which of the following represents a chemical reaction?

Choices:
1. a sugar cube dissolving in water.
2. ice cubes forming in a freezer.
3. ice cream melting in a bowl.
4. a cake baking in an oven.

Prompt:
Question: Which of the following represents a chemical reaction?
1. a sugar cube dissolving in water.
2. ice cubes forming in a freezer.
3. ice cream melting in a bowl.
4. a cake baking in an oven.
Answer:

Answer: 3

Question: Which of the following represents a chemical reaction?

Choices:
X. a sugar cube dissolving in water.
B. ice cubes forming in a freezer.
E. ice cream melting in a bowl.
H. a cake baking in an oven.

Prompt:
Question: Which of the following represents a chemical reaction?
X. a sugar cube dissolving in water.
B. ice cubes forming in a freezer.
E. ice cream melting in a bowl.
H. a cake baking in an oven.
Answer:

Answer: 3

Question: Which of the following represents a chemical reaction?

Choices:
X. ice cubes forming in a freezer.
B. a sugar cube dissolving in water.
E. a cake baking in an oven.
H. ice cream melting in a bowl.

Prompt:
Question: Which of the following represents a chemical reaction?
X. ice cubes forming in a freezer.
B. a sugar cube dissolving in water.
E. a cake baking in an oven.
H. ice cream melting in a bowl.
Answer:

Answer: 2


Question: When a hammer strikes a nail, the nail

Choices:
A. exerts balanced forces that helps it from moving.
B. exerts a force equal to the weight of the hammer.
C. exerts an unbalanced force that changes its velocity.
D. exerts an equal and opposite force back on the hammer.

Prompt:
Question: When a hammer strikes a nail, the nail
A. exerts balanced forces that helps it from moving.
B. exerts a force equal to the weight of the hammer.
C. exerts an unbalanced force that changes its velocity.
D. exerts an equal and opposite force back on the hammer.
Answer:

Answer: 3

Question: When a hammer strikes a nail, the nail

Choices:
A. exerts balanced forces that helps it from moving.
B. exerts an equal and opposite force back on the hammer.
C. exerts an unbalanced force that changes its velocity.
D. exerts a force equal to the weight of the hammer.

Prompt:
Question: When a hammer strikes a nail, the nail
A. exerts balanced forces that helps it from moving.
B. exerts an equal and opposite force back on the hammer.
C. exerts an unbalanced force that changes its velocity.
D. exerts a force equal to the weight of the hammer.
Answer:

Answer: 1

Question: When a hammer strikes a nail, the nail

Choices:
1. exerts balanced forces that helps it from moving.
2. exerts a force equal to the weight of the hammer.
3. exerts an unbalanced force that changes its velocity.
4. exerts an equal and opposite force back on the hammer.

Prompt:
Question: When a hammer strikes a nail, the nail
1. exerts balanced forces that helps it from moving.
2. exerts a force equal to the weight of the hammer.
3. exerts an unbalanced force that changes its velocity.
4. exerts an equal and opposite force back on the hammer.
Answer:

Answer: 3

Question: When a hammer strikes a nail, the nail

Choices:
B. exerts balanced forces that helps it from moving.
P. exerts a force equal to the weight of the hammer.
D. exerts an unbalanced force that changes its velocity.
S. exerts an equal and opposite force back on the hammer.

Prompt:
Question: When a hammer strikes a nail, the nail
B. exerts balanced forces that helps it from moving.
P. exerts a force equal to the weight of the hammer.
D. exerts an unbalanced force that changes its velocity.
S. exerts an equal and opposite force back on the hammer.
Answer:

Answer: 3

Question: When a hammer strikes a nail, the nail

Choices:
B. exerts balanced forces that helps it from moving.
P. exerts an equal and opposite force back on the hammer.
D. exerts an unbalanced force that changes its velocity.
S. exerts a force equal to the weight of the hammer.

Prompt:
Question: When a hammer strikes a nail, the nail
B. exerts balanced forces that helps it from moving.
P. exerts an equal and opposite force back on the hammer.
D. exerts an unbalanced force that changes its velocity.
S. exerts a force equal to the weight of the hammer.
Answer:

Answer: 1


Question: Which of these natural events occurs at time intervals that are the most regular?

Choices:
A. drought and flooding
B. high tides and low tides
C. clear skies and cloudy skies
D. hot weather and cool weather

Prompt:
Question: Which of these natural events occurs at time intervals that are the most regular?
A. drought and flooding
B. high tides and low tides
C. clear skies and cloudy skies
D. hot weather and cool weather
Answer:

Answer: 1

Question: Which of these natural events occurs at time intervals that are the most regular?

Choices:
A. clear skies and cloudy skies
B. hot weather and cool weather
C. high tides and low tides
D. drought and flooding

Prompt:
Question: Which of these natural events occurs at time intervals that are the most regular?
A. clear skies and cloudy skies
B. hot weather and cool weather
C. high tides and low tides
D. drought and flooding
Answer:

Answer: 2

Question: Which of these natural events occurs at time intervals that are the most regular?

Choices:
1. drought and flooding
2. high tides and low tides
3. clear skies and cloudy skies
4. hot weather and cool weather

Prompt:
Question: Which of these natural events occurs at time intervals that are the most regular?
1. drought and flooding
2. high tides and low tides
3. clear skies and cloudy skies
4. hot weather and cool weather
Answer:

Answer: 1

Question: Which of these natural events occurs at time intervals that are the most regular?

Choices:
Y. drought and flooding
S. high tides and low tides
Z. clear skies and cloudy skies
R. hot weather and cool weather

Prompt:
Question: Which of these natural events occurs at time intervals that are the most regular?
Y. drought and flooding
S. high tides and low tides
Z. clear skies and cloudy skies
R. hot weather and cool weather
Answer:

Answer: 1

Question: Which of these natural events occurs at time intervals that are the most regular?

Choices:
Y. clear skies and cloudy skies
S. hot weather and cool weather
Z. high tides and low tides
R. drought and flooding

Prompt:
Question: Which of these natural events occurs at time intervals that are the most regular?
Y. clear skies and cloudy skies
S. hot weather and cool weather
Z. high tides and low tides
R. drought and flooding
Answer:

Answer: 2


Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?

Choices:
A. an atom
B. a mixture
C. a molecule
D. an element

Prompt:
Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?
A. an atom
B. a mixture
C. a molecule
D. an element
Answer:

Answer: 1

Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?

Choices:
A. an element
B. a molecule
C. an atom
D. a mixture

Prompt:
Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?
A. an element
B. a molecule
C. an atom
D. a mixture
Answer:

Answer: 3

Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?

Choices:
1. an atom
2. a mixture
3. a molecule
4. an element

Prompt:
Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?
1. an atom
2. a mixture
3. a molecule
4. an element
Answer:

Answer: 1

Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?

Choices:
L. an atom
X. a mixture
H. a molecule
O. an element

Prompt:
Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?
L. an atom
X. a mixture
H. a molecule
O. an element
Answer:

Answer: 1

Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?

Choices:
L. an element
X. a molecule
H. an atom
O. a mixture

Prompt:
Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?
L. an element
X. a molecule
H. an atom
O. a mixture
Answer:

Answer: 3


Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?

Choices:
A. It was transferred to heat due to friction.
B. It was reabsorbed into Brittany's muscles.
C. It was stored in the bicycle wheels as potential energy.
D. It was transferred to the air in the form of visible light.

Prompt:
Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?
A. It was transferred to heat due to friction.
B. It was reabsorbed into Brittany's muscles.
C. It was stored in the bicycle wheels as potential energy.
D. It was transferred to the air in the form of visible light.
Answer:

Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?

Choices:
A. It was reabsorbed into Brittany's muscles.
B. It was stored in the bicycle wheels as potential energy.
C. It was transferred to the air in the form of visible light.
D. It was transferred to heat due to friction.

Prompt:
Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?
A. It was reabsorbed into Brittany's muscles.
B. It was stored in the bicycle wheels as potential energy.
C. It was transferred to the air in the form of visible light.
D. It was transferred to heat due to friction.
Answer:

Answer: 3

Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?

Choices:
1. It was transferred to heat due to friction.
2. It was reabsorbed into Brittany's muscles.
3. It was stored in the bicycle wheels as potential energy.
4. It was transferred to the air in the form of visible light.

Prompt:
Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?
1. It was transferred to heat due to friction.
2. It was reabsorbed into Brittany's muscles.
3. It was stored in the bicycle wheels as potential energy.
4. It was transferred to the air in the form of visible light.
Answer:

Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?

Choices:
R. It was transferred to heat due to friction.
L. It was reabsorbed into Brittany's muscles.
V. It was stored in the bicycle wheels as potential energy.
G. It was transferred to the air in the form of visible light.

Prompt:
Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?
R. It was transferred to heat due to friction.
L. It was reabsorbed into Brittany's muscles.
V. It was stored in the bicycle wheels as potential energy.
G. It was transferred to the air in the form of visible light.
Answer:

Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?

Choices:
R. It was reabsorbed into Brittany's muscles.
L. It was stored in the bicycle wheels as potential energy.
V. It was transferred to the air in the form of visible light.
G. It was transferred to heat due to friction.

Prompt:
Question: Brittany pedaled her bicycle quickly on a level surface. When she stopped pedaling and coasted, the bicycle slowed and came to a stop. What happened to the energy of the moving bicycle as it coasted to a stop?
R. It was reabsorbed into Brittany's muscles.
L. It was stored in the bicycle wheels as potential energy.
V. It was transferred to the air in the form of visible light.
G. It was transferred to heat due to friction.
Answer:

Answer: 3


Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses

Choices:
A. chemical energy
B. mechanical energy
C. a renewable energy source
D. a nonrenewable energy source

Prompt:
Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses
A. chemical energy
B. mechanical energy
C. a renewable energy source
D. a nonrenewable energy source
Answer:

Answer: 2

Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses

Choices:
A. mechanical energy
B. a renewable energy source
C. a nonrenewable energy source
D. chemical energy

Prompt:
Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses
A. mechanical energy
B. a renewable energy source
C. a nonrenewable energy source
D. chemical energy
Answer:

Answer: 1

Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses

Choices:
1. chemical energy
2. mechanical energy
3. a renewable energy source
4. a nonrenewable energy source

Prompt:
Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses
1. chemical energy
2. mechanical energy
3. a renewable energy source
4. a nonrenewable energy source
Answer:

Answer: 2

Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses

Choices:
T. chemical energy
W. mechanical energy
B. a renewable energy source
L. a nonrenewable energy source

Prompt:
Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses
T. chemical energy
W. mechanical energy
B. a renewable energy source
L. a nonrenewable energy source
Answer:

Answer: 2

Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses

Choices:
T. mechanical energy
W. a renewable energy source
B. a nonrenewable energy source
L. chemical energy

Prompt:
Question: Homes that are built to be environmentally friendly because they use energy more efficiently than other homes are called "green" homes. "Green" homes often have reflective roofs and walls made of recycled materials. The windows in these energy-saving homes are double-paned, meaning each window has two pieces of glass. Double-paned windows have a layer of air between the window panes. This layer is a barrier against extreme temperatures and saves energy. A solar panel on a "green" home uses
T. mechanical energy
W. a renewable energy source
B. a nonrenewable energy source
L. chemical energy
Answer:

Answer: 1


Question: Which process occurs when rocks and soil slide down a mountain?

Choices:
A. erosion
B. migration
C. recycling
D. maintenance

Prompt:
Question: Which process occurs when rocks and soil slide down a mountain?
A. erosion
B. migration
C. recycling
D. maintenance
Answer:

Question: Which process occurs when rocks and soil slide down a mountain?

Choices:
A. migration
B. maintenance
C. erosion
D. recycling

Prompt:
Question: Which process occurs when rocks and soil slide down a mountain?
A. migration
B. maintenance
C. erosion
D. recycling
Answer:

Answer: 2

Question: Which process occurs when rocks and soil slide down a mountain?

Choices:
1. erosion
2. migration
3. recycling
4. maintenance

Prompt:
Question: Which process occurs when rocks and soil slide down a mountain?
1. erosion
2. migration
3. recycling
4. maintenance
Answer:

Question: Which process occurs when rocks and soil slide down a mountain?

Choices:
H. erosion
F. migration
L. recycling
N. maintenance

Prompt:
Question: Which process occurs when rocks and soil slide down a mountain?
H. erosion
F. migration
L. recycling
N. maintenance
Answer:

Question: Which process occurs when rocks and soil slide down a mountain?

Choices:
H. migration
F. maintenance
L. erosion
N. recycling

Prompt:
Question: Which process occurs when rocks and soil slide down a mountain?
H. migration
F. maintenance
L. erosion
N. recycling
Answer:

Answer: 2


Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?

Choices:
A. Stopwatch
B. Thermometer
C. Measuring cup
D. Magnifying glass

Prompt:
Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?
A. Stopwatch
B. Thermometer
C. Measuring cup
D. Magnifying glass
Answer:

Answer: 3

Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?

Choices:
A. Magnifying glass
B. Stopwatch
C. Measuring cup
D. Thermometer

Prompt:
Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?
A. Magnifying glass
B. Stopwatch
C. Measuring cup
D. Thermometer
Answer:

Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?

Choices:
1. Stopwatch
2. Thermometer
3. Measuring cup
4. Magnifying glass

Prompt:
Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?
1. Stopwatch
2. Thermometer
3. Measuring cup
4. Magnifying glass
Answer:

Answer: 3

Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?

Choices:
F. Stopwatch
M. Thermometer
T. Measuring cup
N. Magnifying glass

Prompt:
Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?
F. Stopwatch
M. Thermometer
T. Measuring cup
N. Magnifying glass
Answer:

Answer: 3

Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?

Choices:
F. Magnifying glass
M. Stopwatch
T. Measuring cup
N. Thermometer

Prompt:
Question: Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?
F. Magnifying glass
M. Stopwatch
T. Measuring cup
N. Thermometer
Answer:


Question: Which is a physical property of an apple?

Choices:
A. what color it is
B. how pretty it is
C. how much it costs
D. when it was picked

Prompt:
Question: Which is a physical property of an apple?
A. what color it is
B. how pretty it is
C. how much it costs
D. when it was picked
Answer:

Question: Which is a physical property of an apple?

Choices:
A. how much it costs
B. how pretty it is
C. what color it is
D. when it was picked

Prompt:
Question: Which is a physical property of an apple?
A. how much it costs
B. how pretty it is
C. what color it is
D. when it was picked
Answer:

Answer: 2

Question: Which is a physical property of an apple?

Choices:
1. what color it is
2. how pretty it is
3. how much it costs
4. when it was picked

Prompt:
Question: Which is a physical property of an apple?
1. what color it is
2. how pretty it is
3. how much it costs
4. when it was picked
Answer:

Question: Which is a physical property of an apple?

Choices:
K. what color it is
X. how pretty it is
W. how much it costs
O. when it was picked

Prompt:
Question: Which is a physical property of an apple?
K. what color it is
X. how pretty it is
W. how much it costs
O. when it was picked
Answer:

Question: Which is a physical property of an apple?

Choices:
K. how much it costs
X. how pretty it is
W. what color it is
O. when it was picked

Prompt:
Question: Which is a physical property of an apple?
K. how much it costs
X. how pretty it is
W. what color it is
O. when it was picked
Answer:

Answer: 2


Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?

Choices:
A. divergent evolution
B. natural selection
C. bottleneck effect
D. selective breeding

Prompt:
Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?
A. divergent evolution
B. natural selection
C. bottleneck effect
D. selective breeding
Answer:

Answer: 1

Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?

Choices:
A. selective breeding
B. divergent evolution
C. natural selection
D. bottleneck effect

Prompt:
Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?
A. selective breeding
B. divergent evolution
C. natural selection
D. bottleneck effect
Answer:

Answer: 2

Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?

Choices:
1. divergent evolution
2. natural selection
3. bottleneck effect
4. selective breeding

Prompt:
Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?
1. divergent evolution
2. natural selection
3. bottleneck effect
4. selective breeding
Answer:

Answer: 1

Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?

Choices:
B. divergent evolution
J. natural selection
T. bottleneck effect
V. selective breeding

Prompt:
Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?
B. divergent evolution
J. natural selection
T. bottleneck effect
V. selective breeding
Answer:

Answer: 1

Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?

Choices:
B. selective breeding
J. divergent evolution
T. natural selection
V. bottleneck effect

Prompt:
Question: Repeated pesticide use on an insect population can result in some of the insects becoming resistant to that pesticide over time. Which process is responsible for the pesticides no longer being effective on the insects?
B. selective breeding
J. divergent evolution
T. natural selection
V. bottleneck effect
Answer:

Answer: 2


Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to

Choices:
A. a magnetic force
B. a heat transfer
C. a chemical change
D. an electrical charge

Prompt:
Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to
A. a magnetic force
B. a heat transfer
C. a chemical change
D. an electrical charge
Answer:

Answer: 3

Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to

Choices:
A. a chemical change
B. an electrical charge
C. a heat transfer
D. a magnetic force

Prompt:
Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to
A. a chemical change
B. an electrical charge
C. a heat transfer
D. a magnetic force
Answer:

Answer: 1

Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to

Choices:
1. a magnetic force
2. a heat transfer
3. a chemical change
4. an electrical charge

Prompt:
Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to
1. a magnetic force
2. a heat transfer
3. a chemical change
4. an electrical charge
Answer:

Answer: 3

Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to

Choices:
J. a magnetic force
X. a heat transfer
P. a chemical change
U. an electrical charge

Prompt:
Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to
J. a magnetic force
X. a heat transfer
P. a chemical change
U. an electrical charge
Answer:

Answer: 3

Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to

Choices:
J. a chemical change
X. an electrical charge
P. a heat transfer
U. a magnetic force

Prompt:
Question: A boy pulls a sweater off over his head. His hair is attracted to the sweater due to
J. a chemical change
X. an electrical charge
P. a heat transfer
U. a magnetic force
Answer:

Answer: 1


Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?

Choices:
A. decreased plant and animal diversity
B. increased availability of soil nutrients
C. greater access to water for plants and animals
D. less sunlight reaching the ground

Prompt:
Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?
A. decreased plant and animal diversity
B. increased availability of soil nutrients
C. greater access to water for plants and animals
D. less sunlight reaching the ground
Answer:

Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?

Choices:
A. greater access to water for plants and animals
B. decreased plant and animal diversity
C. less sunlight reaching the ground
D. increased availability of soil nutrients

Prompt:
Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?
A. greater access to water for plants and animals
B. decreased plant and animal diversity
C. less sunlight reaching the ground
D. increased availability of soil nutrients
Answer:

Answer: 1

Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?

Choices:
1. decreased plant and animal diversity
2. increased availability of soil nutrients
3. greater access to water for plants and animals
4. less sunlight reaching the ground

Prompt:
Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?
1. decreased plant and animal diversity
2. increased availability of soil nutrients
3. greater access to water for plants and animals
4. less sunlight reaching the ground
Answer:

Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?

Choices:
V. decreased plant and animal diversity
W. increased availability of soil nutrients
A. greater access to water for plants and animals
T. less sunlight reaching the ground

Prompt:
Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?
V. decreased plant and animal diversity
W. increased availability of soil nutrients
A. greater access to water for plants and animals
T. less sunlight reaching the ground
Answer:

Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?

Choices:
V. greater access to water for plants and animals
W. decreased plant and animal diversity
A. less sunlight reaching the ground
T. increased availability of soil nutrients

Prompt:
Question: In some communities, forests are cleared through burning, and the deforested land is used for farming. Which of these is a negative consequence of this practice?
V. greater access to water for plants and animals
W. decreased plant and animal diversity
A. less sunlight reaching the ground
T. increased availability of soil nutrients
Answer:

Answer: 1