Question: A glacier is a slow moving river of ice. How does a glacier help create soil?

Choices:
A. It scrapes small particles off large rocks.
B. It carries plants down mountains and to oceans.
C. It melts and becomes part of streams and rivers.
D. It freezes small particles of dirt to form large rocks.

Prompt:
Question: A glacier is a slow moving river of ice. How does a glacier help create soil?
A. It scrapes small particles off large rocks.
B. It carries plants down mountains and to oceans.
C. It melts and becomes part of streams and rivers.
D. It freezes small particles of dirt to form large rocks.
Answer:

Question: A glacier is a slow moving river of ice. How does a glacier help create soil?

Choices:
A. It freezes small particles of dirt to form large rocks.
B. It scrapes small particles off large rocks.
C. It carries plants down mountains and to oceans.
D. It melts and becomes part of streams and rivers.

Prompt:
Question: A glacier is a slow moving river of ice. How does a glacier help create soil?
A. It freezes small particles of dirt to form large rocks.
B. It scrapes small particles off large rocks.
C. It carries plants down mountains and to oceans.
D. It melts and becomes part of streams and rivers.
Answer:

Answer: 1

Question: A glacier is a slow moving river of ice. How does a glacier help create soil?

Choices:
1. It scrapes small particles off large rocks.
2. It carries plants down mountains and to oceans.
3. It melts and becomes part of streams and rivers.
4. It freezes small particles of dirt to form large rocks.

Prompt:
Question: A glacier is a slow moving river of ice. How does a glacier help create soil?
1. It scrapes small particles off large rocks.
2. It carries plants down mountains and to oceans.
3. It melts and becomes part of streams and rivers.
4. It freezes small particles of dirt to form large rocks.
Answer:

Question: A glacier is a slow moving river of ice. How does a glacier help create soil?

Choices:
C. It scrapes small particles off large rocks.
X. It carries plants down mountains and to oceans.
J. It melts and becomes part of streams and rivers.
V. It freezes small particles of dirt to form large rocks.

Prompt:
Question: A glacier is a slow moving river of ice. How does a glacier help create soil?
C. It scrapes small particles off large rocks.
X. It carries plants down mountains and to oceans.
J. It melts and becomes part of streams and rivers.
V. It freezes small particles of dirt to form large rocks.
Answer:

Question: A glacier is a slow moving river of ice. How does a glacier help create soil?

Choices:
C. It freezes small particles of dirt to form large rocks.
X. It scrapes small particles off large rocks.
J. It carries plants down mountains and to oceans.
V. It melts and becomes part of streams and rivers.

Prompt:
Question: A glacier is a slow moving river of ice. How does a glacier help create soil?
C. It freezes small particles of dirt to form large rocks.
X. It scrapes small particles off large rocks.
J. It carries plants down mountains and to oceans.
V. It melts and becomes part of streams and rivers.
Answer:

Answer: 1


Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?

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

Prompt:
Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?
A. chemical
B. electrical
C. heat
D. light
Answer:

Answer: 2

Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?

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

Prompt:
Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?
A. chemical
B. light
C. electrical
D. heat
Answer:

Answer: 3

Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?

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

Prompt:
Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?
1. chemical
2. electrical
3. heat
4. light
Answer:

Answer: 2

Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?

Choices:
K. chemical
Y. electrical
S. heat
I. light

Prompt:
Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?
K. chemical
Y. electrical
S. heat
I. light
Answer:

Answer: 2

Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?

Choices:
K. chemical
Y. light
S. electrical
I. heat

Prompt:
Question: During winter months, Amina sometimes notices ice covering the hoods of parked cars. Once the engine of the car runs for a while, the ice on the hood begins to melt. What form of energy is released from the car engine to melt the ice?
K. chemical
Y. light
S. electrical
I. heat
Answer:

Answer: 3


Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?

Choices:
A. How does wind affect the amount of fleas on dogs?
B. How does diet affect the amount of fleas on dogs?
C. How does rain affect the amount of fleas on dogs?
D. How does temperature affect the amount of fleas on dogs?

Prompt:
Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?
A. How does wind affect the amount of fleas on dogs?
B. How does diet affect the amount of fleas on dogs?
C. How does rain affect the amount of fleas on dogs?
D. How does temperature affect the amount of fleas on dogs?
Answer:

Answer: 3

Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?

Choices:
A. How does wind affect the amount of fleas on dogs?
B. How does temperature affect the amount of fleas on dogs?
C. How does rain affect the amount of fleas on dogs?
D. How does diet affect the amount of fleas on dogs?

Prompt:
Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?
A. How does wind affect the amount of fleas on dogs?
B. How does temperature affect the amount of fleas on dogs?
C. How does rain affect the amount of fleas on dogs?
D. How does diet affect the amount of fleas on dogs?
Answer:

Answer: 1

Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?

Choices:
1. How does wind affect the amount of fleas on dogs?
2. How does diet affect the amount of fleas on dogs?
3. How does rain affect the amount of fleas on dogs?
4. How does temperature affect the amount of fleas on dogs?

Prompt:
Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?
1. How does wind affect the amount of fleas on dogs?
2. How does diet affect the amount of fleas on dogs?
3. How does rain affect the amount of fleas on dogs?
4. How does temperature affect the amount of fleas on dogs?
Answer:

Answer: 3

Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?

Choices:
G. How does wind affect the amount of fleas on dogs?
E. How does diet affect the amount of fleas on dogs?
O. How does rain affect the amount of fleas on dogs?
C. How does temperature affect the amount of fleas on dogs?

Prompt:
Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?
G. How does wind affect the amount of fleas on dogs?
E. How does diet affect the amount of fleas on dogs?
O. How does rain affect the amount of fleas on dogs?
C. How does temperature affect the amount of fleas on dogs?
Answer:

Answer: 3

Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?

Choices:
G. How does wind affect the amount of fleas on dogs?
E. How does temperature affect the amount of fleas on dogs?
O. How does rain affect the amount of fleas on dogs?
C. How does diet affect the amount of fleas on dogs?

Prompt:
Question: A student notices dogs have more fleas in the summer than in the winter. Based on these observations, which is the most logical question for the student to investigate?
G. How does wind affect the amount of fleas on dogs?
E. How does temperature affect the amount of fleas on dogs?
O. How does rain affect the amount of fleas on dogs?
C. How does diet affect the amount of fleas on dogs?
Answer:

Answer: 1


Question: According to the periodic table, all of the following are metals except

Choices:
A. sodium
B. zinc
C. fluorine
D. calcium

Prompt:
Question: According to the periodic table, all of the following are metals except
A. sodium
B. zinc
C. fluorine
D. calcium
Answer:

Answer: 2

Question: According to the periodic table, all of the following are metals except

Choices:
A. calcium
B. sodium
C. zinc
D. fluorine

Prompt:
Question: According to the periodic table, all of the following are metals except
A. calcium
B. sodium
C. zinc
D. fluorine
Answer:

Answer: 3

Question: According to the periodic table, all of the following are metals except

Choices:
1. sodium
2. zinc
3. fluorine
4. calcium

Prompt:
Question: According to the periodic table, all of the following are metals except
1. sodium
2. zinc
3. fluorine
4. calcium
Answer:

Answer: 2

Question: According to the periodic table, all of the following are metals except

Choices:
E. sodium
V. zinc
R. fluorine
Q. calcium

Prompt:
Question: According to the periodic table, all of the following are metals except
E. sodium
V. zinc
R. fluorine
Q. calcium
Answer:

Answer: 2

Question: According to the periodic table, all of the following are metals except

Choices:
E. calcium
V. sodium
R. zinc
Q. fluorine

Prompt:
Question: According to the periodic table, all of the following are metals except
E. calcium
V. sodium
R. zinc
Q. fluorine
Answer:

Answer: 3


Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?

Choices:
A. a bus
B. a helicopter
C. a rocket
D. a train

Prompt:
Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?
A. a bus
B. a helicopter
C. a rocket
D. a train
Answer:

Answer: 2

Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?

Choices:
A. a rocket
B. a bus
C. a helicopter
D. a train

Prompt:
Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?
A. a rocket
B. a bus
C. a helicopter
D. a train
Answer:

Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?

Choices:
1. a bus
2. a helicopter
3. a rocket
4. a train

Prompt:
Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?
1. a bus
2. a helicopter
3. a rocket
4. a train
Answer:

Answer: 2

Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?

Choices:
B. a bus
I. a helicopter
J. a rocket
M. a train

Prompt:
Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?
B. a bus
I. a helicopter
J. a rocket
M. a train
Answer:

Answer: 2

Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?

Choices:
B. a rocket
I. a bus
J. a helicopter
M. a train

Prompt:
Question: A squid is an animal that lives in the ocean. It pumps a stream of water out of its body, causing it to move rapidly. Which of the following mechanical systems moves in a way most similar to the squid?
B. a rocket
I. a bus
J. a helicopter
M. a train
Answer:


Question: When the wax from a candle drips, the wax has reached

Choices:
A. its boiling point.
B. its melting point.
C. a chemical change.
D. a physical change.

Prompt:
Question: When the wax from a candle drips, the wax has reached
A. its boiling point.
B. its melting point.
C. a chemical change.
D. a physical change.
Answer:

Answer: 1

Question: When the wax from a candle drips, the wax has reached

Choices:
A. a chemical change.
B. its boiling point.
C. a physical change.
D. its melting point.

Prompt:
Question: When the wax from a candle drips, the wax has reached
A. a chemical change.
B. its boiling point.
C. a physical change.
D. its melting point.
Answer:

Answer: 3

Question: When the wax from a candle drips, the wax has reached

Choices:
1. its boiling point.
2. its melting point.
3. a chemical change.
4. a physical change.

Prompt:
Question: When the wax from a candle drips, the wax has reached
1. its boiling point.
2. its melting point.
3. a chemical change.
4. a physical change.
Answer:

Answer: 1

Question: When the wax from a candle drips, the wax has reached

Choices:
N. its boiling point.
K. its melting point.
H. a chemical change.
Z. a physical change.

Prompt:
Question: When the wax from a candle drips, the wax has reached
N. its boiling point.
K. its melting point.
H. a chemical change.
Z. a physical change.
Answer:

Answer: 1

Question: When the wax from a candle drips, the wax has reached

Choices:
N. a chemical change.
K. its boiling point.
H. a physical change.
Z. its melting point.

Prompt:
Question: When the wax from a candle drips, the wax has reached
N. a chemical change.
K. its boiling point.
H. a physical change.
Z. its melting point.
Answer:

Answer: 3


Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?

Choices:
A. Animals drank the water.
B. The wind stopped blowing.
C. Someone dried the puddles.
D. The water evaporated during the day.

Prompt:
Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?
A. Animals drank the water.
B. The wind stopped blowing.
C. Someone dried the puddles.
D. The water evaporated during the day.
Answer:

Answer: 3

Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?

Choices:
A. The wind stopped blowing.
B. Someone dried the puddles.
C. The water evaporated during the day.
D. Animals drank the water.

Prompt:
Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?
A. The wind stopped blowing.
B. Someone dried the puddles.
C. The water evaporated during the day.
D. Animals drank the water.
Answer:

Answer: 2

Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?

Choices:
1. Animals drank the water.
2. The wind stopped blowing.
3. Someone dried the puddles.
4. The water evaporated during the day.

Prompt:
Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?
1. Animals drank the water.
2. The wind stopped blowing.
3. Someone dried the puddles.
4. The water evaporated during the day.
Answer:

Answer: 3

Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?

Choices:
N. Animals drank the water.
V. The wind stopped blowing.
E. Someone dried the puddles.
P. The water evaporated during the day.

Prompt:
Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?
N. Animals drank the water.
V. The wind stopped blowing.
E. Someone dried the puddles.
P. The water evaporated during the day.
Answer:

Answer: 3

Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?

Choices:
N. The wind stopped blowing.
V. Someone dried the puddles.
E. The water evaporated during the day.
P. Animals drank the water.

Prompt:
Question: In the morning, students observed puddles of water all over the playground. What would best explain why the playground was dry in the afternoon?
N. The wind stopped blowing.
V. Someone dried the puddles.
E. The water evaporated during the day.
P. Animals drank the water.
Answer:

Answer: 2


Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?

Choices:
A. avalanche
B. wind erosion
C. glacial depression
D. sediment deposition

Prompt:
Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?
A. avalanche
B. wind erosion
C. glacial depression
D. sediment deposition
Answer:

Answer: 2

Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?

Choices:
A. wind erosion
B. glacial depression
C. sediment deposition
D. avalanche

Prompt:
Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?
A. wind erosion
B. glacial depression
C. sediment deposition
D. avalanche
Answer:

Answer: 1

Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?

Choices:
1. avalanche
2. wind erosion
3. glacial depression
4. sediment deposition

Prompt:
Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?
1. avalanche
2. wind erosion
3. glacial depression
4. sediment deposition
Answer:

Answer: 2

Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?

Choices:
K. avalanche
D. wind erosion
W. glacial depression
J. sediment deposition

Prompt:
Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?
K. avalanche
D. wind erosion
W. glacial depression
J. sediment deposition
Answer:

Answer: 2

Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?

Choices:
K. wind erosion
D. glacial depression
W. sediment deposition
J. avalanche

Prompt:
Question: Many areas of Massachusetts have small deep ponds called kettle ponds. Which of the following best explains the formation of these ponds?
K. wind erosion
D. glacial depression
W. sediment deposition
J. avalanche
Answer:

Answer: 1


Question: What relationship exists between a dog and its fleas?

Choices:
A. commensalism
B. gradualism
C. mutualism
D. parasitism

Prompt:
Question: What relationship exists between a dog and its fleas?
A. commensalism
B. gradualism
C. mutualism
D. parasitism
Answer:

Answer: 3

Question: What relationship exists between a dog and its fleas?

Choices:
A. mutualism
B. parasitism
C. commensalism
D. gradualism

Prompt:
Question: What relationship exists between a dog and its fleas?
A. mutualism
B. parasitism
C. commensalism
D. gradualism
Answer:

Answer: 1

Question: What relationship exists between a dog and its fleas?

Choices:
1. commensalism
2. gradualism
3. mutualism
4. parasitism

Prompt:
Question: What relationship exists between a dog and its fleas?
1. commensalism
2. gradualism
3. mutualism
4. parasitism
Answer:

Answer: 3

Question: What relationship exists between a dog and its fleas?

Choices:
T. commensalism
O. gradualism
K. mutualism
X. parasitism

Prompt:
Question: What relationship exists between a dog and its fleas?
T. commensalism
O. gradualism
K. mutualism
X. parasitism
Answer:

Answer: 3

Question: What relationship exists between a dog and its fleas?

Choices:
T. mutualism
O. parasitism
K. commensalism
X. gradualism

Prompt:
Question: What relationship exists between a dog and its fleas?
T. mutualism
O. parasitism
K. commensalism
X. gradualism
Answer:

Answer: 1


Question: Which of the following could limit the supply of a renewable resource?

Choices:
A. recycling aluminum cans
B. cutting down trees in forests
C. mining minerals such as gold
D. conserving freshwater resources

Prompt:
Question: Which of the following could limit the supply of a renewable resource?
A. recycling aluminum cans
B. cutting down trees in forests
C. mining minerals such as gold
D. conserving freshwater resources
Answer:

Answer: 1

Question: Which of the following could limit the supply of a renewable resource?

Choices:
A. conserving freshwater resources
B. mining minerals such as gold
C. recycling aluminum cans
D. cutting down trees in forests

Prompt:
Question: Which of the following could limit the supply of a renewable resource?
A. conserving freshwater resources
B. mining minerals such as gold
C. recycling aluminum cans
D. cutting down trees in forests
Answer:

Answer: 3

Question: Which of the following could limit the supply of a renewable resource?

Choices:
1. recycling aluminum cans
2. cutting down trees in forests
3. mining minerals such as gold
4. conserving freshwater resources

Prompt:
Question: Which of the following could limit the supply of a renewable resource?
1. recycling aluminum cans
2. cutting down trees in forests
3. mining minerals such as gold
4. conserving freshwater resources
Answer:

Answer: 1

Question: Which of the following could limit the supply of a renewable resource?

Choices:
M. recycling aluminum cans
D. cutting down trees in forests
G. mining minerals such as gold
U. conserving freshwater resources

Prompt:
Question: Which of the following could limit the supply of a renewable resource?
M. recycling aluminum cans
D. cutting down trees in forests
G. mining minerals such as gold
U. conserving freshwater resources
Answer:

Answer: 1

Question: Which of the following could limit the supply of a renewable resource?

Choices:
M. conserving freshwater resources
D. mining minerals such as gold
G. recycling aluminum cans
U. cutting down trees in forests

Prompt:
Question: Which of the following could limit the supply of a renewable resource?
M. conserving freshwater resources
D. mining minerals such as gold
G. recycling aluminum cans
U. cutting down trees in forests
Answer:

Answer: 3


Question: Which statement best describes the energy transformations that occur when a candle burns?

Choices:
A. Heat energy from the wax is converted into chemical and light energy.
B. Heat energy from the air is converted into mechanical and light energy.
C. Chemical energy from the wax is converted into light and heat energy.
D. Chemical energy from the air is converted into mechanical and light energy.

Prompt:
Question: Which statement best describes the energy transformations that occur when a candle burns?
A. Heat energy from the wax is converted into chemical and light energy.
B. Heat energy from the air is converted into mechanical and light energy.
C. Chemical energy from the wax is converted into light and heat energy.
D. Chemical energy from the air is converted into mechanical and light energy.
Answer:

Answer: 2

Question: Which statement best describes the energy transformations that occur when a candle burns?

Choices:
A. Chemical energy from the wax is converted into light and heat energy.
B. Heat energy from the air is converted into mechanical and light energy.
C. Heat energy from the wax is converted into chemical and light energy.
D. Chemical energy from the air is converted into mechanical and light energy.

Prompt:
Question: Which statement best describes the energy transformations that occur when a candle burns?
A. Chemical energy from the wax is converted into light and heat energy.
B. Heat energy from the air is converted into mechanical and light energy.
C. Heat energy from the wax is converted into chemical and light energy.
D. Chemical energy from the air is converted into mechanical and light energy.
Answer:

Question: Which statement best describes the energy transformations that occur when a candle burns?

Choices:
1. Heat energy from the wax is converted into chemical and light energy.
2. Heat energy from the air is converted into mechanical and light energy.
3. Chemical energy from the wax is converted into light and heat energy.
4. Chemical energy from the air is converted into mechanical and light energy.

Prompt:
Question: Which statement best describes the energy transformations that occur when a candle burns?
1. Heat energy from the wax is converted into chemical and light energy.
2. Heat energy from the air is converted into mechanical and light energy.
3. Chemical energy from the wax is converted into light and heat energy.
4. Chemical energy from the air is converted into mechanical and light energy.
Answer:

Answer: 2

Question: Which statement best describes the energy transformations that occur when a candle burns?

Choices:
F. Heat energy from the wax is converted into chemical and light energy.
C. Heat energy from the air is converted into mechanical and light energy.
M. Chemical energy from the wax is converted into light and heat energy.
X. Chemical energy from the air is converted into mechanical and light energy.

Prompt:
Question: Which statement best describes the energy transformations that occur when a candle burns?
F. Heat energy from the wax is converted into chemical and light energy.
C. Heat energy from the air is converted into mechanical and light energy.
M. Chemical energy from the wax is converted into light and heat energy.
X. Chemical energy from the air is converted into mechanical and light energy.
Answer:

Answer: 2

Question: Which statement best describes the energy transformations that occur when a candle burns?

Choices:
F. Chemical energy from the wax is converted into light and heat energy.
C. Heat energy from the air is converted into mechanical and light energy.
M. Heat energy from the wax is converted into chemical and light energy.
X. Chemical energy from the air is converted into mechanical and light energy.

Prompt:
Question: Which statement best describes the energy transformations that occur when a candle burns?
F. Chemical energy from the wax is converted into light and heat energy.
C. Heat energy from the air is converted into mechanical and light energy.
M. Heat energy from the wax is converted into chemical and light energy.
X. Chemical energy from the air is converted into mechanical and light energy.
Answer:


Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in

Choices:
A. ecological succession
B. material recycling
C. environmental pollution
D. selective breeding

Prompt:
Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in
A. ecological succession
B. material recycling
C. environmental pollution
D. selective breeding
Answer:

Answer: 2

Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in

Choices:
A. ecological succession
B. environmental pollution
C. material recycling
D. selective breeding

Prompt:
Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in
A. ecological succession
B. environmental pollution
C. material recycling
D. selective breeding
Answer:

Answer: 1

Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in

Choices:
1. ecological succession
2. material recycling
3. environmental pollution
4. selective breeding

Prompt:
Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in
1. ecological succession
2. material recycling
3. environmental pollution
4. selective breeding
Answer:

Answer: 2

Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in

Choices:
V. ecological succession
W. material recycling
C. environmental pollution
S. selective breeding

Prompt:
Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in
V. ecological succession
W. material recycling
C. environmental pollution
S. selective breeding
Answer:

Answer: 2

Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in

Choices:
V. ecological succession
W. environmental pollution
C. material recycling
S. selective breeding

Prompt:
Question: Pesticides and fertilizers can help farmers to produce more crops. However, overuse of these chemicals can result in
V. ecological succession
W. environmental pollution
C. material recycling
S. selective breeding
Answer:

Answer: 1


Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?

Choices:
A. heat
B. solar
C. light
D. electrical

Prompt:
Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?
A. heat
B. solar
C. light
D. electrical
Answer:

Answer: 2

Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?

Choices:
A. heat
B. solar
C. electrical
D. light

Prompt:
Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?
A. heat
B. solar
C. electrical
D. light
Answer:

Answer: 3

Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?

Choices:
1. heat
2. solar
3. light
4. electrical

Prompt:
Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?
1. heat
2. solar
3. light
4. electrical
Answer:

Answer: 2

Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?

Choices:
E. heat
K. solar
V. light
M. electrical

Prompt:
Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?
E. heat
K. solar
V. light
M. electrical
Answer:

Answer: 2

Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?

Choices:
E. heat
K. solar
V. electrical
M. light

Prompt:
Question: What type of energy travels through the body of a microscope that allows the specimen to be seen by a student?
E. heat
K. solar
V. electrical
M. light
Answer:

Answer: 3


Question: A powder made up of both white specks and black specks is likely to be

Choices:
A. a solution
B. a pure compound
C. a mixture
D. an element

Prompt:
Question: A powder made up of both white specks and black specks is likely to be
A. a solution
B. a pure compound
C. a mixture
D. an element
Answer:

Answer: 2

Question: A powder made up of both white specks and black specks is likely to be

Choices:
A. a mixture
B. a solution
C. a pure compound
D. an element

Prompt:
Question: A powder made up of both white specks and black specks is likely to be
A. a mixture
B. a solution
C. a pure compound
D. an element
Answer:

Question: A powder made up of both white specks and black specks is likely to be

Choices:
1. a solution
2. a pure compound
3. a mixture
4. an element

Prompt:
Question: A powder made up of both white specks and black specks is likely to be
1. a solution
2. a pure compound
3. a mixture
4. an element
Answer:

Answer: 2

Question: A powder made up of both white specks and black specks is likely to be

Choices:
R. a solution
M. a pure compound
S. a mixture
K. an element

Prompt:
Question: A powder made up of both white specks and black specks is likely to be
R. a solution
M. a pure compound
S. a mixture
K. an element
Answer:

Answer: 2

Question: A powder made up of both white specks and black specks is likely to be

Choices:
R. a mixture
M. a solution
S. a pure compound
K. an element

Prompt:
Question: A powder made up of both white specks and black specks is likely to be
R. a mixture
M. a solution
S. a pure compound
K. an element
Answer:


Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?

Choices:
A. Javelinas are reproducing less frequently.
B. Environmental conditions have changed.
C. The javelina's genetic traits have mutated.
D. Nutritional requirements of javelinas have changed.

Prompt:
Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?
A. Javelinas are reproducing less frequently.
B. Environmental conditions have changed.
C. The javelina's genetic traits have mutated.
D. Nutritional requirements of javelinas have changed.
Answer:

Answer: 1

Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?

Choices:
A. Environmental conditions have changed.
B. Javelinas are reproducing less frequently.
C. Nutritional requirements of javelinas have changed.
D. The javelina's genetic traits have mutated.

Prompt:
Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?
A. Environmental conditions have changed.
B. Javelinas are reproducing less frequently.
C. Nutritional requirements of javelinas have changed.
D. The javelina's genetic traits have mutated.
Answer:

Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?

Choices:
1. Javelinas are reproducing less frequently.
2. Environmental conditions have changed.
3. The javelina's genetic traits have mutated.
4. Nutritional requirements of javelinas have changed.

Prompt:
Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?
1. Javelinas are reproducing less frequently.
2. Environmental conditions have changed.
3. The javelina's genetic traits have mutated.
4. Nutritional requirements of javelinas have changed.
Answer:

Answer: 1

Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?

Choices:
T. Javelinas are reproducing less frequently.
A. Environmental conditions have changed.
Y. The javelina's genetic traits have mutated.
H. Nutritional requirements of javelinas have changed.

Prompt:
Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?
T. Javelinas are reproducing less frequently.
A. Environmental conditions have changed.
Y. The javelina's genetic traits have mutated.
H. Nutritional requirements of javelinas have changed.
Answer:

Answer: 1

Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?

Choices:
T. Environmental conditions have changed.
A. Javelinas are reproducing less frequently.
Y. Nutritional requirements of javelinas have changed.
H. The javelina's genetic traits have mutated.

Prompt:
Question: In the past, wild hogs called "javelinas" were seen only in the southern part of New Mexico. Now, javelinas are seen in areas 100 miles further north. What is the most likely cause of this expansion?
T. Environmental conditions have changed.
A. Javelinas are reproducing less frequently.
Y. Nutritional requirements of javelinas have changed.
H. The javelina's genetic traits have mutated.
Answer:


Question: Which is the best example of a pure substance?

Choices:
A. peanuts
B. milk
C. gold
D. air

Prompt:
Question: Which is the best example of a pure substance?
A. peanuts
B. milk
C. gold
D. air
Answer:

Answer: 2

Question: Which is the best example of a pure substance?

Choices:
A. gold
B. milk
C. peanuts
D. air

Prompt:
Question: Which is the best example of a pure substance?
A. gold
B. milk
C. peanuts
D. air
Answer:

Question: Which is the best example of a pure substance?

Choices:
1. peanuts
2. milk
3. gold
4. air

Prompt:
Question: Which is the best example of a pure substance?
1. peanuts
2. milk
3. gold
4. air
Answer:

Answer: 2

Question: Which is the best example of a pure substance?

Choices:
E. peanuts
B. milk
Y. gold
P. air

Prompt:
Question: Which is the best example of a pure substance?
E. peanuts
B. milk
Y. gold
P. air
Answer:

Answer: 2

Question: Which is the best example of a pure substance?

Choices:
E. gold
B. milk
Y. peanuts
P. air

Prompt:
Question: Which is the best example of a pure substance?
E. gold
B. milk
Y. peanuts
P. air
Answer:


Question: Which tool would best help a person observe the parts of a plant cell?

Choices:
A. hand lens
B. telescope
C. binoculars
D. microscope

Prompt:
Question: Which tool would best help a person observe the parts of a plant cell?
A. hand lens
B. telescope
C. binoculars
D. microscope
Answer:

Answer: 3

Question: Which tool would best help a person observe the parts of a plant cell?

Choices:
A. binoculars
B. telescope
C. microscope
D. hand lens

Prompt:
Question: Which tool would best help a person observe the parts of a plant cell?
A. binoculars
B. telescope
C. microscope
D. hand lens
Answer:

Answer: 2

Question: Which tool would best help a person observe the parts of a plant cell?

Choices:
1. hand lens
2. telescope
3. binoculars
4. microscope

Prompt:
Question: Which tool would best help a person observe the parts of a plant cell?
1. hand lens
2. telescope
3. binoculars
4. microscope
Answer:

Answer: 3

Question: Which tool would best help a person observe the parts of a plant cell?

Choices:
D. hand lens
B. telescope
P. binoculars
M. microscope

Prompt:
Question: Which tool would best help a person observe the parts of a plant cell?
D. hand lens
B. telescope
P. binoculars
M. microscope
Answer:

Answer: 3

Question: Which tool would best help a person observe the parts of a plant cell?

Choices:
D. binoculars
B. telescope
P. microscope
M. hand lens

Prompt:
Question: Which tool would best help a person observe the parts of a plant cell?
D. binoculars
B. telescope
P. microscope
M. hand lens
Answer:

Answer: 2


Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?

Choices:
A. chemical
B. electrical
C. kinetic
D. light

Prompt:
Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?
A. chemical
B. electrical
C. kinetic
D. light
Answer:

Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?

Choices:
A. kinetic
B. chemical
C. electrical
D. light

Prompt:
Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?
A. kinetic
B. chemical
C. electrical
D. light
Answer:

Answer: 1

Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?

Choices:
1. chemical
2. electrical
3. kinetic
4. light

Prompt:
Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?
1. chemical
2. electrical
3. kinetic
4. light
Answer:

Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?

Choices:
B. chemical
M. electrical
E. kinetic
W. light

Prompt:
Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?
B. chemical
M. electrical
E. kinetic
W. light
Answer:

Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?

Choices:
B. kinetic
M. chemical
E. electrical
W. light

Prompt:
Question: The energy stored in the bonds of a glucose molecule during photosynthesis is in what form?
B. kinetic
M. chemical
E. electrical
W. light
Answer:

Answer: 1


Question: What happens to water molecules during the boiling process?

Choices:
A. They move faster and move farther apart as they absorb heat.
B. They move faster and remain close together as they absorb heat.
C. They move more slowly but move farther apart as they lose heat.
D. They move faster and move farther apart as they lose heat.

Prompt:
Question: What happens to water molecules during the boiling process?
A. They move faster and move farther apart as they absorb heat.
B. They move faster and remain close together as they absorb heat.
C. They move more slowly but move farther apart as they lose heat.
D. They move faster and move farther apart as they lose heat.
Answer:

Question: What happens to water molecules during the boiling process?

Choices:
A. They move faster and remain close together as they absorb heat.
B. They move faster and move farther apart as they lose heat.
C. They move more slowly but move farther apart as they lose heat.
D. They move faster and move farther apart as they absorb heat.

Prompt:
Question: What happens to water molecules during the boiling process?
A. They move faster and remain close together as they absorb heat.
B. They move faster and move farther apart as they lose heat.
C. They move more slowly but move farther apart as they lose heat.
D. They move faster and move farther apart as they absorb heat.
Answer:

Answer: 3

Question: What happens to water molecules during the boiling process?

Choices:
1. They move faster and move farther apart as they absorb heat.
2. They move faster and remain close together as they absorb heat.
3. They move more slowly but move farther apart as they lose heat.
4. They move faster and move farther apart as they lose heat.

Prompt:
Question: What happens to water molecules during the boiling process?
1. They move faster and move farther apart as they absorb heat.
2. They move faster and remain close together as they absorb heat.
3. They move more slowly but move farther apart as they lose heat.
4. They move faster and move farther apart as they lose heat.
Answer:

Question: What happens to water molecules during the boiling process?

Choices:
I. They move faster and move farther apart as they absorb heat.
Y. They move faster and remain close together as they absorb heat.
H. They move more slowly but move farther apart as they lose heat.
J. They move faster and move farther apart as they lose heat.

Prompt:
Question: What happens to water molecules during the boiling process?
I. They move faster and move farther apart as they absorb heat.
Y. They move faster and remain close together as they absorb heat.
H. They move more slowly but move farther apart as they lose heat.
J. They move faster and move farther apart as they lose heat.
Answer:

Question: What happens to water molecules during the boiling process?

Choices:
I. They move faster and remain close together as they absorb heat.
Y. They move faster and move farther apart as they lose heat.
H. They move more slowly but move farther apart as they lose heat.
J. They move faster and move farther apart as they absorb heat.

Prompt:
Question: What happens to water molecules during the boiling process?
I. They move faster and remain close together as they absorb heat.
Y. They move faster and move farther apart as they lose heat.
H. They move more slowly but move farther apart as they lose heat.
J. They move faster and move farther apart as they absorb heat.
Answer:

Answer: 3


Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?

Choices:
A. mutation of genes
B. hybridization of species
C. extinction of populations
D. alteration of the environment

Prompt:
Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?
A. mutation of genes
B. hybridization of species
C. extinction of populations
D. alteration of the environment
Answer:

Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?

Choices:
A. extinction of populations
B. hybridization of species
C. mutation of genes
D. alteration of the environment

Prompt:
Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?
A. extinction of populations
B. hybridization of species
C. mutation of genes
D. alteration of the environment
Answer:

Answer: 2

Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?

Choices:
1. mutation of genes
2. hybridization of species
3. extinction of populations
4. alteration of the environment

Prompt:
Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?
1. mutation of genes
2. hybridization of species
3. extinction of populations
4. alteration of the environment
Answer:

Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?

Choices:
J. mutation of genes
V. hybridization of species
B. extinction of populations
Z. alteration of the environment

Prompt:
Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?
J. mutation of genes
V. hybridization of species
B. extinction of populations
Z. alteration of the environment
Answer:

Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?

Choices:
J. extinction of populations
V. hybridization of species
B. mutation of genes
Z. alteration of the environment

Prompt:
Question: Evidence suggests that there is a relationship between ancient dinosaurs and modern birds. Through time, each occurrence of a new trait most likely resulted from which of the following?
J. extinction of populations
V. hybridization of species
B. mutation of genes
Z. alteration of the environment
Answer:

Answer: 2


Question: Which of the following can cause erosion?

Choices:
A. falling leaves
B. flowing water
C. growing grass
D. rising temperatures

Prompt:
Question: Which of the following can cause erosion?
A. falling leaves
B. flowing water
C. growing grass
D. rising temperatures
Answer:

Answer: 1

Question: Which of the following can cause erosion?

Choices:
A. flowing water
B. falling leaves
C. growing grass
D. rising temperatures

Prompt:
Question: Which of the following can cause erosion?
A. flowing water
B. falling leaves
C. growing grass
D. rising temperatures
Answer:

Question: Which of the following can cause erosion?

Choices:
1. falling leaves
2. flowing water
3. growing grass
4. rising temperatures

Prompt:
Question: Which of the following can cause erosion?
1. falling leaves
2. flowing water
3. growing grass
4. rising temperatures
Answer:

Answer: 1

Question: Which of the following can cause erosion?

Choices:
E. falling leaves
X. flowing water
L. growing grass
R. rising temperatures

Prompt:
Question: Which of the following can cause erosion?
E. falling leaves
X. flowing water
L. growing grass
R. rising temperatures
Answer:

Answer: 1

Question: Which of the following can cause erosion?

Choices:
E. flowing water
X. falling leaves
L. growing grass
R. rising temperatures

Prompt:
Question: Which of the following can cause erosion?
E. flowing water
X. falling leaves
L. growing grass
R. rising temperatures
Answer:


Question: Living things are classified as producers or consumers according to

Choices:
A. their speed of movement
B. the size of their communities
C. how they obtain food
D. how they reproduce

Prompt:
Question: Living things are classified as producers or consumers according to
A. their speed of movement
B. the size of their communities
C. how they obtain food
D. how they reproduce
Answer:

Answer: 2

Question: Living things are classified as producers or consumers according to

Choices:
A. how they reproduce
B. how they obtain food
C. their speed of movement
D. the size of their communities

Prompt:
Question: Living things are classified as producers or consumers according to
A. how they reproduce
B. how they obtain food
C. their speed of movement
D. the size of their communities
Answer:

Answer: 1

Question: Living things are classified as producers or consumers according to

Choices:
1. their speed of movement
2. the size of their communities
3. how they obtain food
4. how they reproduce

Prompt:
Question: Living things are classified as producers or consumers according to
1. their speed of movement
2. the size of their communities
3. how they obtain food
4. how they reproduce
Answer:

Answer: 2

Question: Living things are classified as producers or consumers according to

Choices:
D. their speed of movement
G. the size of their communities
B. how they obtain food
H. how they reproduce

Prompt:
Question: Living things are classified as producers or consumers according to
D. their speed of movement
G. the size of their communities
B. how they obtain food
H. how they reproduce
Answer:

Answer: 2

Question: Living things are classified as producers or consumers according to

Choices:
D. how they reproduce
G. how they obtain food
B. their speed of movement
H. the size of their communities

Prompt:
Question: Living things are classified as producers or consumers according to
D. how they reproduce
G. how they obtain food
B. their speed of movement
H. the size of their communities
Answer:

Answer: 1


Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.

Choices:
A. a solid, a liquid, and a gas (vapor)
B. a solid and a liquid
C. a solid and a gas (vapor)
D. a solid only

Prompt:
Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.
A. a solid, a liquid, and a gas (vapor)
B. a solid and a liquid
C. a solid and a gas (vapor)
D. a solid only
Answer:

Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.

Choices:
A. a solid only
B. a solid and a liquid
C. a solid, a liquid, and a gas (vapor)
D. a solid and a gas (vapor)

Prompt:
Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.
A. a solid only
B. a solid and a liquid
C. a solid, a liquid, and a gas (vapor)
D. a solid and a gas (vapor)
Answer:

Answer: 2

Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.

Choices:
1. a solid, a liquid, and a gas (vapor)
2. a solid and a liquid
3. a solid and a gas (vapor)
4. a solid only

Prompt:
Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.
1. a solid, a liquid, and a gas (vapor)
2. a solid and a liquid
3. a solid and a gas (vapor)
4. a solid only
Answer:

Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.

Choices:
B. a solid, a liquid, and a gas (vapor)
Z. a solid and a liquid
G. a solid and a gas (vapor)
P. a solid only

Prompt:
Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.
B. a solid, a liquid, and a gas (vapor)
Z. a solid and a liquid
G. a solid and a gas (vapor)
P. a solid only
Answer:

Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.

Choices:
B. a solid only
Z. a solid and a liquid
G. a solid, a liquid, and a gas (vapor)
P. a solid and a gas (vapor)

Prompt:
Question: A hydrologist studies the location, movement, and quality of water. A hydrologist recognizes the importance that water exists as ___.
B. a solid only
Z. a solid and a liquid
G. a solid, a liquid, and a gas (vapor)
P. a solid and a gas (vapor)
Answer:

Answer: 2


Question: Which of these can be recycled in an attempt to conserve resources?

Choices:
A. gasoline
B. sunlight
C. aluminum
D. natural gas

Prompt:
Question: Which of these can be recycled in an attempt to conserve resources?
A. gasoline
B. sunlight
C. aluminum
D. natural gas
Answer:

Answer: 2

Question: Which of these can be recycled in an attempt to conserve resources?

Choices:
A. sunlight
B. aluminum
C. natural gas
D. gasoline

Prompt:
Question: Which of these can be recycled in an attempt to conserve resources?
A. sunlight
B. aluminum
C. natural gas
D. gasoline
Answer:

Answer: 1

Question: Which of these can be recycled in an attempt to conserve resources?

Choices:
1. gasoline
2. sunlight
3. aluminum
4. natural gas

Prompt:
Question: Which of these can be recycled in an attempt to conserve resources?
1. gasoline
2. sunlight
3. aluminum
4. natural gas
Answer:

Answer: 2

Question: Which of these can be recycled in an attempt to conserve resources?

Choices:
D. gasoline
O. sunlight
P. aluminum
L. natural gas

Prompt:
Question: Which of these can be recycled in an attempt to conserve resources?
D. gasoline
O. sunlight
P. aluminum
L. natural gas
Answer:

Answer: 2

Question: Which of these can be recycled in an attempt to conserve resources?

Choices:
D. sunlight
O. aluminum
P. natural gas
L. gasoline

Prompt:
Question: Which of these can be recycled in an attempt to conserve resources?
D. sunlight
O. aluminum
P. natural gas
L. gasoline
Answer:

Answer: 1


Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?

Choices:
A. The summer of 1998 was one of the hottest summer seasons on record.
B. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
C. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
D. Radiation on Earth's surface is increasing because of a hole in the ozone layers.

Prompt:
Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?
A. The summer of 1998 was one of the hottest summer seasons on record.
B. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
C. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
D. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
Answer:

Answer: 2

Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?

Choices:
A. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
B. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
C. The summer of 1998 was one of the hottest summer seasons on record.
D. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.

Prompt:
Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?
A. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
B. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
C. The summer of 1998 was one of the hottest summer seasons on record.
D. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
Answer:

Answer: 3

Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?

Choices:
1. The summer of 1998 was one of the hottest summer seasons on record.
2. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
3. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
4. Radiation on Earth's surface is increasing because of a hole in the ozone layers.

Prompt:
Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?
1. The summer of 1998 was one of the hottest summer seasons on record.
2. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
3. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
4. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
Answer:

Answer: 2

Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?

Choices:
I. The summer of 1998 was one of the hottest summer seasons on record.
P. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
D. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
L. Radiation on Earth's surface is increasing because of a hole in the ozone layers.

Prompt:
Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?
I. The summer of 1998 was one of the hottest summer seasons on record.
P. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
D. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
L. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
Answer:

Answer: 2

Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?

Choices:
I. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
P. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
D. The summer of 1998 was one of the hottest summer seasons on record.
L. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.

Prompt:
Question: This in turn causes the average temperature on Earth to rise. Which of the following observations supports that theory?
I. Carbon dioxide gas from cars and industry is a product of burning that produces heat.
P. Radiation on Earth's surface is increasing because of a hole in the ozone layers.
D. The summer of 1998 was one of the hottest summer seasons on record.
L. Carbon dioxide in the upper atmosphere absorbs and re-emits heat radiated from Earth's surface.
Answer:

Answer: 3


Question: Which of these can be mined from Earth and used as an energy source?

Choices:
A. Coal
B. Gravel
C. Granite
D. Limestone

Prompt:
Question: Which of these can be mined from Earth and used as an energy source?
A. Coal
B. Gravel
C. Granite
D. Limestone
Answer:

Question: Which of these can be mined from Earth and used as an energy source?

Choices:
A. Gravel
B. Coal
C. Limestone
D. Granite

Prompt:
Question: Which of these can be mined from Earth and used as an energy source?
A. Gravel
B. Coal
C. Limestone
D. Granite
Answer:

Answer: 1

Question: Which of these can be mined from Earth and used as an energy source?

Choices:
1. Coal
2. Gravel
3. Granite
4. Limestone

Prompt:
Question: Which of these can be mined from Earth and used as an energy source?
1. Coal
2. Gravel
3. Granite
4. Limestone
Answer:

Question: Which of these can be mined from Earth and used as an energy source?

Choices:
G. Coal
E. Gravel
D. Granite
B. Limestone

Prompt:
Question: Which of these can be mined from Earth and used as an energy source?
G. Coal
E. Gravel
D. Granite
B. Limestone
Answer:

Question: Which of these can be mined from Earth and used as an energy source?

Choices:
G. Gravel
E. Coal
D. Limestone
B. Granite

Prompt:
Question: Which of these can be mined from Earth and used as an energy source?
G. Gravel
E. Coal
D. Limestone
B. Granite
Answer:

Answer: 1


Question: Which tool is used to determine how long it takes warm water to melt an ice cube?

Choices:
A. a scale
B. a stopwatch
C. a calculator
D. a thermometer

Prompt:
Question: Which tool is used to determine how long it takes warm water to melt an ice cube?
A. a scale
B. a stopwatch
C. a calculator
D. a thermometer
Answer:

Answer: 1

Question: Which tool is used to determine how long it takes warm water to melt an ice cube?

Choices:
A. a thermometer
B. a scale
C. a calculator
D. a stopwatch

Prompt:
Question: Which tool is used to determine how long it takes warm water to melt an ice cube?
A. a thermometer
B. a scale
C. a calculator
D. a stopwatch
Answer:

Answer: 3

Question: Which tool is used to determine how long it takes warm water to melt an ice cube?

Choices:
1. a scale
2. a stopwatch
3. a calculator
4. a thermometer

Prompt:
Question: Which tool is used to determine how long it takes warm water to melt an ice cube?
1. a scale
2. a stopwatch
3. a calculator
4. a thermometer
Answer:

Answer: 1

Question: Which tool is used to determine how long it takes warm water to melt an ice cube?

Choices:
Y. a scale
G. a stopwatch
J. a calculator
O. a thermometer

Prompt:
Question: Which tool is used to determine how long it takes warm water to melt an ice cube?
Y. a scale
G. a stopwatch
J. a calculator
O. a thermometer
Answer:

Answer: 1

Question: Which tool is used to determine how long it takes warm water to melt an ice cube?

Choices:
Y. a thermometer
G. a scale
J. a calculator
O. a stopwatch

Prompt:
Question: Which tool is used to determine how long it takes warm water to melt an ice cube?
Y. a thermometer
G. a scale
J. a calculator
O. a stopwatch
Answer:

Answer: 3


Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?

Choices:
A. A group of scientists should argue about the results.
B. The two scientists should do different experiments.
C. More scientists should do the experiment.
D. A group of scientists should vote.

Prompt:
Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?
A. A group of scientists should argue about the results.
B. The two scientists should do different experiments.
C. More scientists should do the experiment.
D. A group of scientists should vote.
Answer:

Answer: 2

Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?

Choices:
A. More scientists should do the experiment.
B. A group of scientists should argue about the results.
C. The two scientists should do different experiments.
D. A group of scientists should vote.

Prompt:
Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?
A. More scientists should do the experiment.
B. A group of scientists should argue about the results.
C. The two scientists should do different experiments.
D. A group of scientists should vote.
Answer:

Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?

Choices:
1. A group of scientists should argue about the results.
2. The two scientists should do different experiments.
3. More scientists should do the experiment.
4. A group of scientists should vote.

Prompt:
Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?
1. A group of scientists should argue about the results.
2. The two scientists should do different experiments.
3. More scientists should do the experiment.
4. A group of scientists should vote.
Answer:

Answer: 2

Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?

Choices:
Q. A group of scientists should argue about the results.
S. The two scientists should do different experiments.
C. More scientists should do the experiment.
H. A group of scientists should vote.

Prompt:
Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?
Q. A group of scientists should argue about the results.
S. The two scientists should do different experiments.
C. More scientists should do the experiment.
H. A group of scientists should vote.
Answer:

Answer: 2

Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?

Choices:
Q. More scientists should do the experiment.
S. A group of scientists should argue about the results.
C. The two scientists should do different experiments.
H. A group of scientists should vote.

Prompt:
Question: Two scientists doing the same experiment got different results. Which would be the best way to figure out which result might be correct?
Q. More scientists should do the experiment.
S. A group of scientists should argue about the results.
C. The two scientists should do different experiments.
H. A group of scientists should vote.
Answer:


Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?

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

Prompt:
Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?
A. cell
B. organ
C. tissue
D. system
Answer:

Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?

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

Prompt:
Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?
A. system
B. organ
C. tissue
D. cell
Answer:

Answer: 3

Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?

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

Prompt:
Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?
1. cell
2. organ
3. tissue
4. system
Answer:

Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?

Choices:
R. cell
B. organ
F. tissue
A. system

Prompt:
Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?
R. cell
B. organ
F. tissue
A. system
Answer:

Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?

Choices:
R. system
B. organ
F. tissue
A. cell

Prompt:
Question: A lipid bilayer allows certain molecules to pass through and blocks other molecules. Which structure is most often protected by a lipid bilayer?
R. system
B. organ
F. tissue
A. cell
Answer:

Answer: 3


Question: Traits are transferred from generation to generation through the

Choices:
A. sperm only
B. egg only
C. sperm and the egg
D. testes

Prompt:
Question: Traits are transferred from generation to generation through the
A. sperm only
B. egg only
C. sperm and the egg
D. testes
Answer:

Answer: 2

Question: Traits are transferred from generation to generation through the

Choices:
A. egg only
B. testes
C. sperm only
D. sperm and the egg

Prompt:
Question: Traits are transferred from generation to generation through the
A. egg only
B. testes
C. sperm only
D. sperm and the egg
Answer:

Answer: 3

Question: Traits are transferred from generation to generation through the

Choices:
1. sperm only
2. egg only
3. sperm and the egg
4. testes

Prompt:
Question: Traits are transferred from generation to generation through the
1. sperm only
2. egg only
3. sperm and the egg
4. testes
Answer:

Answer: 2

Question: Traits are transferred from generation to generation through the

Choices:
J. sperm only
V. egg only
L. sperm and the egg
S. testes

Prompt:
Question: Traits are transferred from generation to generation through the
J. sperm only
V. egg only
L. sperm and the egg
S. testes
Answer:

Answer: 2

Question: Traits are transferred from generation to generation through the

Choices:
J. egg only
V. testes
L. sperm only
S. sperm and the egg

Prompt:
Question: Traits are transferred from generation to generation through the
J. egg only
V. testes
L. sperm only
S. sperm and the egg
Answer:

Answer: 3


Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?

Choices:
A. Ocean levels would increase.
B. Human population would increase.
C. Vegetation in water would decrease.
D. Global precipitation would decrease.

Prompt:
Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?
A. Ocean levels would increase.
B. Human population would increase.
C. Vegetation in water would decrease.
D. Global precipitation would decrease.
Answer:

Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?

Choices:
A. Vegetation in water would decrease.
B. Global precipitation would decrease.
C. Human population would increase.
D. Ocean levels would increase.

Prompt:
Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?
A. Vegetation in water would decrease.
B. Global precipitation would decrease.
C. Human population would increase.
D. Ocean levels would increase.
Answer:

Answer: 3

Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?

Choices:
1. Ocean levels would increase.
2. Human population would increase.
3. Vegetation in water would decrease.
4. Global precipitation would decrease.

Prompt:
Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?
1. Ocean levels would increase.
2. Human population would increase.
3. Vegetation in water would decrease.
4. Global precipitation would decrease.
Answer:

Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?

Choices:
R. Ocean levels would increase.
Z. Human population would increase.
J. Vegetation in water would decrease.
Y. Global precipitation would decrease.

Prompt:
Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?
R. Ocean levels would increase.
Z. Human population would increase.
J. Vegetation in water would decrease.
Y. Global precipitation would decrease.
Answer:

Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?

Choices:
R. Vegetation in water would decrease.
Z. Global precipitation would decrease.
J. Human population would increase.
Y. Ocean levels would increase.

Prompt:
Question: Many scientists theorize that global warming will melt the polar ice caps. What would most likely happen if the polar ice caps melted?
R. Vegetation in water would decrease.
Z. Global precipitation would decrease.
J. Human population would increase.
Y. Ocean levels would increase.
Answer:

Answer: 3


Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?

Choices:
A. carnivores
B. decomposers
C. herbivores
D. producers

Prompt:
Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?
A. carnivores
B. decomposers
C. herbivores
D. producers
Answer:

Answer: 3

Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?

Choices:
A. herbivores
B. producers
C. decomposers
D. carnivores

Prompt:
Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?
A. herbivores
B. producers
C. decomposers
D. carnivores
Answer:

Answer: 1

Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?

Choices:
1. carnivores
2. decomposers
3. herbivores
4. producers

Prompt:
Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?
1. carnivores
2. decomposers
3. herbivores
4. producers
Answer:

Answer: 3

Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?

Choices:
Y. carnivores
F. decomposers
M. herbivores
E. producers

Prompt:
Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?
Y. carnivores
F. decomposers
M. herbivores
E. producers
Answer:

Answer: 3

Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?

Choices:
Y. herbivores
F. producers
M. decomposers
E. carnivores

Prompt:
Question: Which of the following groups of organisms uses sunlight to convert carbon dioxide and water into sugar and oxygen?
Y. herbivores
F. producers
M. decomposers
E. carnivores
Answer:

Answer: 1


Question: What is the first step in designing a product?

Choices:
A. model a solution
B. communicate the solution
C. identify the need or want
D. build a prototype

Prompt:
Question: What is the first step in designing a product?
A. model a solution
B. communicate the solution
C. identify the need or want
D. build a prototype
Answer:

Answer: 2

Question: What is the first step in designing a product?

Choices:
A. identify the need or want
B. communicate the solution
C. build a prototype
D. model a solution

Prompt:
Question: What is the first step in designing a product?
A. identify the need or want
B. communicate the solution
C. build a prototype
D. model a solution
Answer:

Question: What is the first step in designing a product?

Choices:
1. model a solution
2. communicate the solution
3. identify the need or want
4. build a prototype

Prompt:
Question: What is the first step in designing a product?
1. model a solution
2. communicate the solution
3. identify the need or want
4. build a prototype
Answer:

Answer: 2

Question: What is the first step in designing a product?

Choices:
H. model a solution
E. communicate the solution
Z. identify the need or want
M. build a prototype

Prompt:
Question: What is the first step in designing a product?
H. model a solution
E. communicate the solution
Z. identify the need or want
M. build a prototype
Answer:

Answer: 2

Question: What is the first step in designing a product?

Choices:
H. identify the need or want
E. communicate the solution
Z. build a prototype
M. model a solution

Prompt:
Question: What is the first step in designing a product?
H. identify the need or want
E. communicate the solution
Z. build a prototype
M. model a solution
Answer:


Question: Solids that are combined together and maintain their physical properties are best labeled as a

Choices:
A. solute.
B. mixture.
C. solvent.
D. compound.

Prompt:
Question: Solids that are combined together and maintain their physical properties are best labeled as a
A. solute.
B. mixture.
C. solvent.
D. compound.
Answer:

Answer: 1

Question: Solids that are combined together and maintain their physical properties are best labeled as a

Choices:
A. solvent.
B. solute.
C. mixture.
D. compound.

Prompt:
Question: Solids that are combined together and maintain their physical properties are best labeled as a
A. solvent.
B. solute.
C. mixture.
D. compound.
Answer:

Answer: 2

Question: Solids that are combined together and maintain their physical properties are best labeled as a

Choices:
1. solute.
2. mixture.
3. solvent.
4. compound.

Prompt:
Question: Solids that are combined together and maintain their physical properties are best labeled as a
1. solute.
2. mixture.
3. solvent.
4. compound.
Answer:

Answer: 1

Question: Solids that are combined together and maintain their physical properties are best labeled as a

Choices:
H. solute.
P. mixture.
Q. solvent.
S. compound.

Prompt:
Question: Solids that are combined together and maintain their physical properties are best labeled as a
H. solute.
P. mixture.
Q. solvent.
S. compound.
Answer:

Answer: 1

Question: Solids that are combined together and maintain their physical properties are best labeled as a

Choices:
H. solvent.
P. solute.
Q. mixture.
S. compound.

Prompt:
Question: Solids that are combined together and maintain their physical properties are best labeled as a
H. solvent.
P. solute.
Q. mixture.
S. compound.
Answer:

Answer: 2


Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?

Choices:
A. amphibians
B. birds
C. mammals
D. reptiles

Prompt:
Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?
A. amphibians
B. birds
C. mammals
D. reptiles
Answer:

Answer: 3

Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?

Choices:
A. reptiles
B. mammals
C. birds
D. amphibians

Prompt:
Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?
A. reptiles
B. mammals
C. birds
D. amphibians
Answer:

Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?

Choices:
1. amphibians
2. birds
3. mammals
4. reptiles

Prompt:
Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?
1. amphibians
2. birds
3. mammals
4. reptiles
Answer:

Answer: 3

Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?

Choices:
I. amphibians
F. birds
E. mammals
M. reptiles

Prompt:
Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?
I. amphibians
F. birds
E. mammals
M. reptiles
Answer:

Answer: 3

Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?

Choices:
I. reptiles
F. mammals
E. birds
M. amphibians

Prompt:
Question: A group of vertebrates has lungs, a body covered with scales, internal fertilization, and amniotic eggs. Which group of vertebrates does this describe?
I. reptiles
F. mammals
E. birds
M. amphibians
Answer:


Question: The brain, spinal cord, and nerves are organs that perform which primary function?

Choices:
A. supporting the body and enabling it to move
B. transporting oxygen, wastes, and nutrients throughout the body
C. producing male and female gametes
D. conducting messages to coordinate body functions

Prompt:
Question: The brain, spinal cord, and nerves are organs that perform which primary function?
A. supporting the body and enabling it to move
B. transporting oxygen, wastes, and nutrients throughout the body
C. producing male and female gametes
D. conducting messages to coordinate body functions
Answer:

Answer: 3

Question: The brain, spinal cord, and nerves are organs that perform which primary function?

Choices:
A. transporting oxygen, wastes, and nutrients throughout the body
B. producing male and female gametes
C. conducting messages to coordinate body functions
D. supporting the body and enabling it to move

Prompt:
Question: The brain, spinal cord, and nerves are organs that perform which primary function?
A. transporting oxygen, wastes, and nutrients throughout the body
B. producing male and female gametes
C. conducting messages to coordinate body functions
D. supporting the body and enabling it to move
Answer:

Answer: 2

Question: The brain, spinal cord, and nerves are organs that perform which primary function?

Choices:
1. supporting the body and enabling it to move
2. transporting oxygen, wastes, and nutrients throughout the body
3. producing male and female gametes
4. conducting messages to coordinate body functions

Prompt:
Question: The brain, spinal cord, and nerves are organs that perform which primary function?
1. supporting the body and enabling it to move
2. transporting oxygen, wastes, and nutrients throughout the body
3. producing male and female gametes
4. conducting messages to coordinate body functions
Answer:

Answer: 3

Question: The brain, spinal cord, and nerves are organs that perform which primary function?

Choices:
T. supporting the body and enabling it to move
K. transporting oxygen, wastes, and nutrients throughout the body
H. producing male and female gametes
A. conducting messages to coordinate body functions

Prompt:
Question: The brain, spinal cord, and nerves are organs that perform which primary function?
T. supporting the body and enabling it to move
K. transporting oxygen, wastes, and nutrients throughout the body
H. producing male and female gametes
A. conducting messages to coordinate body functions
Answer:

Answer: 3

Question: The brain, spinal cord, and nerves are organs that perform which primary function?

Choices:
T. transporting oxygen, wastes, and nutrients throughout the body
K. producing male and female gametes
H. conducting messages to coordinate body functions
A. supporting the body and enabling it to move

Prompt:
Question: The brain, spinal cord, and nerves are organs that perform which primary function?
T. transporting oxygen, wastes, and nutrients throughout the body
K. producing male and female gametes
H. conducting messages to coordinate body functions
A. supporting the body and enabling it to move
Answer:

Answer: 2


Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?

Choices:
A. appendix
B. kidney
C. pancreas
D. stomach

Prompt:
Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?
A. appendix
B. kidney
C. pancreas
D. stomach
Answer:

Answer: 1

Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?

Choices:
A. kidney
B. pancreas
C. stomach
D. appendix

Prompt:
Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?
A. kidney
B. pancreas
C. stomach
D. appendix
Answer:

Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?

Choices:
1. appendix
2. kidney
3. pancreas
4. stomach

Prompt:
Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?
1. appendix
2. kidney
3. pancreas
4. stomach
Answer:

Answer: 1

Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?

Choices:
E. appendix
R. kidney
B. pancreas
X. stomach

Prompt:
Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?
E. appendix
R. kidney
B. pancreas
X. stomach
Answer:

Answer: 1

Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?

Choices:
E. kidney
R. pancreas
B. stomach
X. appendix

Prompt:
Question: Mammals must eliminate waste products that their bodies produce. Which organ helps mammals eliminate bodily waste?
E. kidney
R. pancreas
B. stomach
X. appendix
Answer:


Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?

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

Prompt:
Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?
A. combustion
B. convection
C. radiation
D. conduction
Answer:

Answer: 3

Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?

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

Prompt:
Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?
A. combustion
B. convection
C. conduction
D. radiation
Answer:

Answer: 2

Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?

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

Prompt:
Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?
1. combustion
2. convection
3. radiation
4. conduction
Answer:

Answer: 3

Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?

Choices:
C. combustion
F. convection
W. radiation
E. conduction

Prompt:
Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?
C. combustion
F. convection
W. radiation
E. conduction
Answer:

Answer: 3

Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?

Choices:
C. combustion
F. convection
W. conduction
E. radiation

Prompt:
Question: A pot is heated on a stove. Which process causes the metal handle of the pot to also become hot?
C. combustion
F. convection
W. conduction
E. radiation
Answer:

Answer: 2


Question: In making a pizza, which process involves a chemical change?

Choices:
A. mixing spices for the sauce
B. slicing pepperoni for the topping
C. spreading cheese on the pizza
D. baking the dough to form the crust

Prompt:
Question: In making a pizza, which process involves a chemical change?
A. mixing spices for the sauce
B. slicing pepperoni for the topping
C. spreading cheese on the pizza
D. baking the dough to form the crust
Answer:

Answer: 3

Question: In making a pizza, which process involves a chemical change?

Choices:
A. mixing spices for the sauce
B. spreading cheese on the pizza
C. baking the dough to form the crust
D. slicing pepperoni for the topping

Prompt:
Question: In making a pizza, which process involves a chemical change?
A. mixing spices for the sauce
B. spreading cheese on the pizza
C. baking the dough to form the crust
D. slicing pepperoni for the topping
Answer:

Answer: 2

Question: In making a pizza, which process involves a chemical change?

Choices:
1. mixing spices for the sauce
2. slicing pepperoni for the topping
3. spreading cheese on the pizza
4. baking the dough to form the crust

Prompt:
Question: In making a pizza, which process involves a chemical change?
1. mixing spices for the sauce
2. slicing pepperoni for the topping
3. spreading cheese on the pizza
4. baking the dough to form the crust
Answer:

Answer: 3

Question: In making a pizza, which process involves a chemical change?

Choices:
C. mixing spices for the sauce
M. slicing pepperoni for the topping
G. spreading cheese on the pizza
L. baking the dough to form the crust

Prompt:
Question: In making a pizza, which process involves a chemical change?
C. mixing spices for the sauce
M. slicing pepperoni for the topping
G. spreading cheese on the pizza
L. baking the dough to form the crust
Answer:

Answer: 3

Question: In making a pizza, which process involves a chemical change?

Choices:
C. mixing spices for the sauce
M. spreading cheese on the pizza
G. baking the dough to form the crust
L. slicing pepperoni for the topping

Prompt:
Question: In making a pizza, which process involves a chemical change?
C. mixing spices for the sauce
M. spreading cheese on the pizza
G. baking the dough to form the crust
L. slicing pepperoni for the topping
Answer:

Answer: 2


Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?

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

Prompt:
Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?
A. condensation
B. evaporation
C. precipitation
D. erosion
Answer:

Answer: 1

Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?

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

Prompt:
Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?
A. erosion
B. condensation
C. precipitation
D. evaporation
Answer:

Answer: 3

Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?

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

Prompt:
Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?
1. condensation
2. evaporation
3. precipitation
4. erosion
Answer:

Answer: 1

Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?

Choices:
M. condensation
H. evaporation
Y. precipitation
R. erosion

Prompt:
Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?
M. condensation
H. evaporation
Y. precipitation
R. erosion
Answer:

Answer: 1

Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?

Choices:
M. erosion
H. condensation
Y. precipitation
R. evaporation

Prompt:
Question: Base your answers on the information below. One hot, summer day it rained very heavily. After the rain, a plastic pan on a picnic table had 2 cm of rainwater in it. Four hours later, all the rainwater in the pan was gone. Which process caused the rainwater in the pan to disappear as it sat outside in the hot air?
M. erosion
H. condensation
Y. precipitation
R. evaporation
Answer:

Answer: 3


Question: Which process must occur for clouds to form?

Choices:
A. erosion
B. conduction
C. condensation
D. precipitation

Prompt:
Question: Which process must occur for clouds to form?
A. erosion
B. conduction
C. condensation
D. precipitation
Answer:

Answer: 2

Question: Which process must occur for clouds to form?

Choices:
A. conduction
B. condensation
C. precipitation
D. erosion

Prompt:
Question: Which process must occur for clouds to form?
A. conduction
B. condensation
C. precipitation
D. erosion
Answer:

Answer: 1

Question: Which process must occur for clouds to form?

Choices:
1. erosion
2. conduction
3. condensation
4. precipitation

Prompt:
Question: Which process must occur for clouds to form?
1. erosion
2. conduction
3. condensation
4. precipitation
Answer:

Answer: 2

Question: Which process must occur for clouds to form?

Choices:
V. erosion
I. conduction
G. condensation
B. precipitation

Prompt:
Question: Which process must occur for clouds to form?
V. erosion
I. conduction
G. condensation
B. precipitation
Answer:

Answer: 2

Question: Which process must occur for clouds to form?

Choices:
V. conduction
I. condensation
G. precipitation
B. erosion

Prompt:
Question: Which process must occur for clouds to form?
V. conduction
I. condensation
G. precipitation
B. erosion
Answer:

Answer: 1