Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation

Choices:
A. results in two genetically identical cells.
B. requires specialized gonidia cells.
C. forms haploid male and female gametes.
D. takes place between specialized cells.

Prompt:
Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation
A. results in two genetically identical cells.
B. requires specialized gonidia cells.
C. forms haploid male and female gametes.
D. takes place between specialized cells.
Answer:

Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation

Choices:
A. requires specialized gonidia cells.
B. results in two genetically identical cells.
C. forms haploid male and female gametes.
D. takes place between specialized cells.

Prompt:
Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation
A. requires specialized gonidia cells.
B. results in two genetically identical cells.
C. forms haploid male and female gametes.
D. takes place between specialized cells.
Answer:

Answer: 1

Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation

Choices:
1. results in two genetically identical cells.
2. requires specialized gonidia cells.
3. forms haploid male and female gametes.
4. takes place between specialized cells.

Prompt:
Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation
1. results in two genetically identical cells.
2. requires specialized gonidia cells.
3. forms haploid male and female gametes.
4. takes place between specialized cells.
Answer:

Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation

Choices:
D. results in two genetically identical cells.
E. requires specialized gonidia cells.
H. forms haploid male and female gametes.
O. takes place between specialized cells.

Prompt:
Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation
D. results in two genetically identical cells.
E. requires specialized gonidia cells.
H. forms haploid male and female gametes.
O. takes place between specialized cells.
Answer:

Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation

Choices:
D. requires specialized gonidia cells.
E. results in two genetically identical cells.
H. forms haploid male and female gametes.
O. takes place between specialized cells.

Prompt:
Question: Conjugation in a paramecium differs from sexual reproduction in volvox because conjugation
D. requires specialized gonidia cells.
E. results in two genetically identical cells.
H. forms haploid male and female gametes.
O. takes place between specialized cells.
Answer:

Answer: 1


Question: Which of the following helps to produce urine in humans and other mammals?

Choices:
A. bladder
B. urethra
C. kidneys
D. ureter

Prompt:
Question: Which of the following helps to produce urine in humans and other mammals?
A. bladder
B. urethra
C. kidneys
D. ureter
Answer:

Answer: 2

Question: Which of the following helps to produce urine in humans and other mammals?

Choices:
A. kidneys
B. urethra
C. bladder
D. ureter

Prompt:
Question: Which of the following helps to produce urine in humans and other mammals?
A. kidneys
B. urethra
C. bladder
D. ureter
Answer:

Question: Which of the following helps to produce urine in humans and other mammals?

Choices:
1. bladder
2. urethra
3. kidneys
4. ureter

Prompt:
Question: Which of the following helps to produce urine in humans and other mammals?
1. bladder
2. urethra
3. kidneys
4. ureter
Answer:

Answer: 2

Question: Which of the following helps to produce urine in humans and other mammals?

Choices:
Q. bladder
M. urethra
S. kidneys
J. ureter

Prompt:
Question: Which of the following helps to produce urine in humans and other mammals?
Q. bladder
M. urethra
S. kidneys
J. ureter
Answer:

Answer: 2

Question: Which of the following helps to produce urine in humans and other mammals?

Choices:
Q. kidneys
M. urethra
S. bladder
J. ureter

Prompt:
Question: Which of the following helps to produce urine in humans and other mammals?
Q. kidneys
M. urethra
S. bladder
J. ureter
Answer:


Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?

Choices:
A. bar graph
B. scatterplot
C. circle graph
D. pictograph

Prompt:
Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?
A. bar graph
B. scatterplot
C. circle graph
D. pictograph
Answer:

Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?

Choices:
A. pictograph
B. bar graph
C. scatterplot
D. circle graph

Prompt:
Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?
A. pictograph
B. bar graph
C. scatterplot
D. circle graph
Answer:

Answer: 1

Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?

Choices:
1. bar graph
2. scatterplot
3. circle graph
4. pictograph

Prompt:
Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?
1. bar graph
2. scatterplot
3. circle graph
4. pictograph
Answer:

Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?

Choices:
V. bar graph
S. scatterplot
K. circle graph
H. pictograph

Prompt:
Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?
V. bar graph
S. scatterplot
K. circle graph
H. pictograph
Answer:

Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?

Choices:
V. pictograph
S. bar graph
K. scatterplot
H. circle graph

Prompt:
Question: A scientist looks at a graph that shows the percentages of humus, clay, and sand that make up a soil. If the scientist had the total weight of each material, instead of percentages, what type of graph would be best to illustrate the data?
V. pictograph
S. bar graph
K. scatterplot
H. circle graph
Answer:

Answer: 1


Question: Which unit of measurement describes an object's length?

Choices:
A. meter
B. kilogram
C. liter
D. degree

Prompt:
Question: Which unit of measurement describes an object's length?
A. meter
B. kilogram
C. liter
D. degree
Answer:

Question: Which unit of measurement describes an object's length?

Choices:
A. kilogram
B. meter
C. liter
D. degree

Prompt:
Question: Which unit of measurement describes an object's length?
A. kilogram
B. meter
C. liter
D. degree
Answer:

Answer: 1

Question: Which unit of measurement describes an object's length?

Choices:
1. meter
2. kilogram
3. liter
4. degree

Prompt:
Question: Which unit of measurement describes an object's length?
1. meter
2. kilogram
3. liter
4. degree
Answer:

Question: Which unit of measurement describes an object's length?

Choices:
W. meter
R. kilogram
S. liter
E. degree

Prompt:
Question: Which unit of measurement describes an object's length?
W. meter
R. kilogram
S. liter
E. degree
Answer:

Question: Which unit of measurement describes an object's length?

Choices:
W. kilogram
R. meter
S. liter
E. degree

Prompt:
Question: Which unit of measurement describes an object's length?
W. kilogram
R. meter
S. liter
E. degree
Answer:

Answer: 1


Question: Which organ is part of the respiratory system?

Choices:
A. stomach
B. lungs
C. spinal cord
D. large intestines

Prompt:
Question: Which organ is part of the respiratory system?
A. stomach
B. lungs
C. spinal cord
D. large intestines
Answer:

Answer: 1

Question: Which organ is part of the respiratory system?

Choices:
A. large intestines
B. spinal cord
C. lungs
D. stomach

Prompt:
Question: Which organ is part of the respiratory system?
A. large intestines
B. spinal cord
C. lungs
D. stomach
Answer:

Answer: 2

Question: Which organ is part of the respiratory system?

Choices:
1. stomach
2. lungs
3. spinal cord
4. large intestines

Prompt:
Question: Which organ is part of the respiratory system?
1. stomach
2. lungs
3. spinal cord
4. large intestines
Answer:

Answer: 1

Question: Which organ is part of the respiratory system?

Choices:
D. stomach
V. lungs
C. spinal cord
J. large intestines

Prompt:
Question: Which organ is part of the respiratory system?
D. stomach
V. lungs
C. spinal cord
J. large intestines
Answer:

Answer: 1

Question: Which organ is part of the respiratory system?

Choices:
D. large intestines
V. spinal cord
C. lungs
J. stomach

Prompt:
Question: Which organ is part of the respiratory system?
D. large intestines
V. spinal cord
C. lungs
J. stomach
Answer:

Answer: 2


Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?

Choices:
A. deposition
B. weathering
C. precipitation
D. photosynthesis

Prompt:
Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?
A. deposition
B. weathering
C. precipitation
D. photosynthesis
Answer:

Answer: 1

Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?

Choices:
A. deposition
B. precipitation
C. weathering
D. photosynthesis

Prompt:
Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?
A. deposition
B. precipitation
C. weathering
D. photosynthesis
Answer:

Answer: 2

Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?

Choices:
1. deposition
2. weathering
3. precipitation
4. photosynthesis

Prompt:
Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?
1. deposition
2. weathering
3. precipitation
4. photosynthesis
Answer:

Answer: 1

Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?

Choices:
T. deposition
H. weathering
Q. precipitation
J. photosynthesis

Prompt:
Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?
T. deposition
H. weathering
Q. precipitation
J. photosynthesis
Answer:

Answer: 1

Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?

Choices:
T. deposition
H. precipitation
Q. weathering
J. photosynthesis

Prompt:
Question: The iron in iron-rich red soils may not be in a form that can be taken up by tree roots. As a result, leaves and needles may look yellow. Some trees release acids that convert iron in soil to a usable form. This change in soil chemistry is a type of which process?
T. deposition
H. precipitation
Q. weathering
J. photosynthesis
Answer:

Answer: 2


Question: The action that results when waves made in a pond strike the edges and bounce back is known as

Choices:
A. amplitude.
B. frequency.
C. vibration.
D. reflection.

Prompt:
Question: The action that results when waves made in a pond strike the edges and bounce back is known as
A. amplitude.
B. frequency.
C. vibration.
D. reflection.
Answer:

Answer: 3

Question: The action that results when waves made in a pond strike the edges and bounce back is known as

Choices:
A. vibration.
B. frequency.
C. reflection.
D. amplitude.

Prompt:
Question: The action that results when waves made in a pond strike the edges and bounce back is known as
A. vibration.
B. frequency.
C. reflection.
D. amplitude.
Answer:

Answer: 2

Question: The action that results when waves made in a pond strike the edges and bounce back is known as

Choices:
1. amplitude.
2. frequency.
3. vibration.
4. reflection.

Prompt:
Question: The action that results when waves made in a pond strike the edges and bounce back is known as
1. amplitude.
2. frequency.
3. vibration.
4. reflection.
Answer:

Answer: 3

Question: The action that results when waves made in a pond strike the edges and bounce back is known as

Choices:
H. amplitude.
I. frequency.
V. vibration.
Z. reflection.

Prompt:
Question: The action that results when waves made in a pond strike the edges and bounce back is known as
H. amplitude.
I. frequency.
V. vibration.
Z. reflection.
Answer:

Answer: 3

Question: The action that results when waves made in a pond strike the edges and bounce back is known as

Choices:
H. vibration.
I. frequency.
V. reflection.
Z. amplitude.

Prompt:
Question: The action that results when waves made in a pond strike the edges and bounce back is known as
H. vibration.
I. frequency.
V. reflection.
Z. amplitude.
Answer:

Answer: 2


Question: Sleet and hail are forms of

Choices:
A. clouds
B. energy
C. evaporation
D. precipitation

Prompt:
Question: Sleet and hail are forms of
A. clouds
B. energy
C. evaporation
D. precipitation
Answer:

Answer: 3

Question: Sleet and hail are forms of

Choices:
A. evaporation
B. energy
C. precipitation
D. clouds

Prompt:
Question: Sleet and hail are forms of
A. evaporation
B. energy
C. precipitation
D. clouds
Answer:

Answer: 2

Question: Sleet and hail are forms of

Choices:
1. clouds
2. energy
3. evaporation
4. precipitation

Prompt:
Question: Sleet and hail are forms of
1. clouds
2. energy
3. evaporation
4. precipitation
Answer:

Answer: 3

Question: Sleet and hail are forms of

Choices:
J. clouds
M. energy
F. evaporation
N. precipitation

Prompt:
Question: Sleet and hail are forms of
J. clouds
M. energy
F. evaporation
N. precipitation
Answer:

Answer: 3

Question: Sleet and hail are forms of

Choices:
J. evaporation
M. energy
F. precipitation
N. clouds

Prompt:
Question: Sleet and hail are forms of
J. evaporation
M. energy
F. precipitation
N. clouds
Answer:

Answer: 2


Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?

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

Prompt:
Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?
A. blue
B. red
C. white
D. yellow
Answer:

Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?

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

Prompt:
Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?
A. white
B. yellow
C. blue
D. red
Answer:

Answer: 2

Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?

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

Prompt:
Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?
1. blue
2. red
3. white
4. yellow
Answer:

Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?

Choices:
A. blue
V. red
M. white
R. yellow

Prompt:
Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?
A. blue
V. red
M. white
R. yellow
Answer:

Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?

Choices:
A. white
V. yellow
M. blue
R. red

Prompt:
Question: Astronomers have determined the surface temperature of stars by studying their colors. What color emission represents stars with the hottest temperatures?
A. white
V. yellow
M. blue
R. red
Answer:

Answer: 2


Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as

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

Prompt:
Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as
A. an element.
B. a compound.
C. a mixture.
D. a molecule.
Answer:

Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as

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

Prompt:
Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as
A. a mixture.
B. a compound.
C. a molecule.
D. an element.
Answer:

Answer: 3

Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as

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

Prompt:
Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as
1. an element.
2. a compound.
3. a mixture.
4. a molecule.
Answer:

Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as

Choices:
P. an element.
A. a compound.
D. a mixture.
B. a molecule.

Prompt:
Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as
P. an element.
A. a compound.
D. a mixture.
B. a molecule.
Answer:

Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as

Choices:
P. a mixture.
A. a compound.
D. a molecule.
B. an element.

Prompt:
Question: Because sulfur cannot be decomposed by simple chemical methods into two or more different substances, it is classified as
P. a mixture.
A. a compound.
D. a molecule.
B. an element.
Answer:

Answer: 3


Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?

Choices:
A. Grass on the beach will grow longer.
B. Sand from the beach will wash away.
C. Salt from the ocean will be left on the beach.
D. Currents in the ocean will become stronger.

Prompt:
Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?
A. Grass on the beach will grow longer.
B. Sand from the beach will wash away.
C. Salt from the ocean will be left on the beach.
D. Currents in the ocean will become stronger.
Answer:

Answer: 1

Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?

Choices:
A. Salt from the ocean will be left on the beach.
B. Currents in the ocean will become stronger.
C. Grass on the beach will grow longer.
D. Sand from the beach will wash away.

Prompt:
Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?
A. Salt from the ocean will be left on the beach.
B. Currents in the ocean will become stronger.
C. Grass on the beach will grow longer.
D. Sand from the beach will wash away.
Answer:

Answer: 3

Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?

Choices:
1. Grass on the beach will grow longer.
2. Sand from the beach will wash away.
3. Salt from the ocean will be left on the beach.
4. Currents in the ocean will become stronger.

Prompt:
Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?
1. Grass on the beach will grow longer.
2. Sand from the beach will wash away.
3. Salt from the ocean will be left on the beach.
4. Currents in the ocean will become stronger.
Answer:

Answer: 1

Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?

Choices:
B. Grass on the beach will grow longer.
V. Sand from the beach will wash away.
Q. Salt from the ocean will be left on the beach.
N. Currents in the ocean will become stronger.

Prompt:
Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?
B. Grass on the beach will grow longer.
V. Sand from the beach will wash away.
Q. Salt from the ocean will be left on the beach.
N. Currents in the ocean will become stronger.
Answer:

Answer: 1

Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?

Choices:
B. Salt from the ocean will be left on the beach.
V. Currents in the ocean will become stronger.
Q. Grass on the beach will grow longer.
N. Sand from the beach will wash away.

Prompt:
Question: The students watch ocean waves crash on a beach. Which statement describes what will most likely happen because of the waves?
B. Salt from the ocean will be left on the beach.
V. Currents in the ocean will become stronger.
Q. Grass on the beach will grow longer.
N. Sand from the beach will wash away.
Answer:

Answer: 3


Question: When plants and animals die, which organisms help return nutrients to the food chain?

Choices:
A. decomposers
B. predators
C. prey
D. producers

Prompt:
Question: When plants and animals die, which organisms help return nutrients to the food chain?
A. decomposers
B. predators
C. prey
D. producers
Answer:

Question: When plants and animals die, which organisms help return nutrients to the food chain?

Choices:
A. producers
B. predators
C. decomposers
D. prey

Prompt:
Question: When plants and animals die, which organisms help return nutrients to the food chain?
A. producers
B. predators
C. decomposers
D. prey
Answer:

Answer: 2

Question: When plants and animals die, which organisms help return nutrients to the food chain?

Choices:
1. decomposers
2. predators
3. prey
4. producers

Prompt:
Question: When plants and animals die, which organisms help return nutrients to the food chain?
1. decomposers
2. predators
3. prey
4. producers
Answer:

Question: When plants and animals die, which organisms help return nutrients to the food chain?

Choices:
Y. decomposers
X. predators
R. prey
U. producers

Prompt:
Question: When plants and animals die, which organisms help return nutrients to the food chain?
Y. decomposers
X. predators
R. prey
U. producers
Answer:

Question: When plants and animals die, which organisms help return nutrients to the food chain?

Choices:
Y. producers
X. predators
R. decomposers
U. prey

Prompt:
Question: When plants and animals die, which organisms help return nutrients to the food chain?
Y. producers
X. predators
R. decomposers
U. prey
Answer:

Answer: 2


Question: Which object used in an experiment can safely be recycled?

Choices:
A. an aluminum can
B. a wet paper towel
C. salt spilled onto a tabletop
D. a broken graduated cylinder

Prompt:
Question: Which object used in an experiment can safely be recycled?
A. an aluminum can
B. a wet paper towel
C. salt spilled onto a tabletop
D. a broken graduated cylinder
Answer:

Question: Which object used in an experiment can safely be recycled?

Choices:
A. a broken graduated cylinder
B. salt spilled onto a tabletop
C. a wet paper towel
D. an aluminum can

Prompt:
Question: Which object used in an experiment can safely be recycled?
A. a broken graduated cylinder
B. salt spilled onto a tabletop
C. a wet paper towel
D. an aluminum can
Answer:

Answer: 3

Question: Which object used in an experiment can safely be recycled?

Choices:
1. an aluminum can
2. a wet paper towel
3. salt spilled onto a tabletop
4. a broken graduated cylinder

Prompt:
Question: Which object used in an experiment can safely be recycled?
1. an aluminum can
2. a wet paper towel
3. salt spilled onto a tabletop
4. a broken graduated cylinder
Answer:

Question: Which object used in an experiment can safely be recycled?

Choices:
G. an aluminum can
E. a wet paper towel
Z. salt spilled onto a tabletop
R. a broken graduated cylinder

Prompt:
Question: Which object used in an experiment can safely be recycled?
G. an aluminum can
E. a wet paper towel
Z. salt spilled onto a tabletop
R. a broken graduated cylinder
Answer:

Question: Which object used in an experiment can safely be recycled?

Choices:
G. a broken graduated cylinder
E. salt spilled onto a tabletop
Z. a wet paper towel
R. an aluminum can

Prompt:
Question: Which object used in an experiment can safely be recycled?
G. a broken graduated cylinder
E. salt spilled onto a tabletop
Z. a wet paper towel
R. an aluminum can
Answer:

Answer: 3


Question: Evidence that living things have evolved over hundreds of millions of years can be found in

Choices:
A. particles in the air
B. rocks containing fossils
C. tree rings from recently logged trees
D. chemicals in human hair

Prompt:
Question: Evidence that living things have evolved over hundreds of millions of years can be found in
A. particles in the air
B. rocks containing fossils
C. tree rings from recently logged trees
D. chemicals in human hair
Answer:

Answer: 1

Question: Evidence that living things have evolved over hundreds of millions of years can be found in

Choices:
A. chemicals in human hair
B. tree rings from recently logged trees
C. particles in the air
D. rocks containing fossils

Prompt:
Question: Evidence that living things have evolved over hundreds of millions of years can be found in
A. chemicals in human hair
B. tree rings from recently logged trees
C. particles in the air
D. rocks containing fossils
Answer:

Answer: 3

Question: Evidence that living things have evolved over hundreds of millions of years can be found in

Choices:
1. particles in the air
2. rocks containing fossils
3. tree rings from recently logged trees
4. chemicals in human hair

Prompt:
Question: Evidence that living things have evolved over hundreds of millions of years can be found in
1. particles in the air
2. rocks containing fossils
3. tree rings from recently logged trees
4. chemicals in human hair
Answer:

Answer: 1

Question: Evidence that living things have evolved over hundreds of millions of years can be found in

Choices:
Q. particles in the air
M. rocks containing fossils
B. tree rings from recently logged trees
D. chemicals in human hair

Prompt:
Question: Evidence that living things have evolved over hundreds of millions of years can be found in
Q. particles in the air
M. rocks containing fossils
B. tree rings from recently logged trees
D. chemicals in human hair
Answer:

Answer: 1

Question: Evidence that living things have evolved over hundreds of millions of years can be found in

Choices:
Q. chemicals in human hair
M. tree rings from recently logged trees
B. particles in the air
D. rocks containing fossils

Prompt:
Question: Evidence that living things have evolved over hundreds of millions of years can be found in
Q. chemicals in human hair
M. tree rings from recently logged trees
B. particles in the air
D. rocks containing fossils
Answer:

Answer: 3


Question: What causes the blue color of the sky?

Choices:
A. emission of light by land and water surfaces
B. reflection of light from land and water surfaces
C. absorption of light by matter in the atmosphere
D. scattering of light by matter in the atmosphere

Prompt:
Question: What causes the blue color of the sky?
A. emission of light by land and water surfaces
B. reflection of light from land and water surfaces
C. absorption of light by matter in the atmosphere
D. scattering of light by matter in the atmosphere
Answer:

Answer: 3

Question: What causes the blue color of the sky?

Choices:
A. absorption of light by matter in the atmosphere
B. scattering of light by matter in the atmosphere
C. emission of light by land and water surfaces
D. reflection of light from land and water surfaces

Prompt:
Question: What causes the blue color of the sky?
A. absorption of light by matter in the atmosphere
B. scattering of light by matter in the atmosphere
C. emission of light by land and water surfaces
D. reflection of light from land and water surfaces
Answer:

Answer: 1

Question: What causes the blue color of the sky?

Choices:
1. emission of light by land and water surfaces
2. reflection of light from land and water surfaces
3. absorption of light by matter in the atmosphere
4. scattering of light by matter in the atmosphere

Prompt:
Question: What causes the blue color of the sky?
1. emission of light by land and water surfaces
2. reflection of light from land and water surfaces
3. absorption of light by matter in the atmosphere
4. scattering of light by matter in the atmosphere
Answer:

Answer: 3

Question: What causes the blue color of the sky?

Choices:
T. emission of light by land and water surfaces
H. reflection of light from land and water surfaces
K. absorption of light by matter in the atmosphere
O. scattering of light by matter in the atmosphere

Prompt:
Question: What causes the blue color of the sky?
T. emission of light by land and water surfaces
H. reflection of light from land and water surfaces
K. absorption of light by matter in the atmosphere
O. scattering of light by matter in the atmosphere
Answer:

Answer: 3

Question: What causes the blue color of the sky?

Choices:
T. absorption of light by matter in the atmosphere
H. scattering of light by matter in the atmosphere
K. emission of light by land and water surfaces
O. reflection of light from land and water surfaces

Prompt:
Question: What causes the blue color of the sky?
T. absorption of light by matter in the atmosphere
H. scattering of light by matter in the atmosphere
K. emission of light by land and water surfaces
O. reflection of light from land and water surfaces
Answer:

Answer: 1


Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will

Choices:
A. reproduce faster
B. begin to produce their own food
C. decrease in number
D. increase in number

Prompt:
Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will
A. reproduce faster
B. begin to produce their own food
C. decrease in number
D. increase in number
Answer:

Answer: 2

Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will

Choices:
A. begin to produce their own food
B. increase in number
C. reproduce faster
D. decrease in number

Prompt:
Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will
A. begin to produce their own food
B. increase in number
C. reproduce faster
D. decrease in number
Answer:

Answer: 3

Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will

Choices:
1. reproduce faster
2. begin to produce their own food
3. decrease in number
4. increase in number

Prompt:
Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will
1. reproduce faster
2. begin to produce their own food
3. decrease in number
4. increase in number
Answer:

Answer: 2

Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will

Choices:
N. reproduce faster
Y. begin to produce their own food
R. decrease in number
W. increase in number

Prompt:
Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will
N. reproduce faster
Y. begin to produce their own food
R. decrease in number
W. increase in number
Answer:

Answer: 2

Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will

Choices:
N. begin to produce their own food
Y. increase in number
R. reproduce faster
W. decrease in number

Prompt:
Question: As the population of small fish in a lake decreases, the population of large fish that depend on the small fish for food will
N. begin to produce their own food
Y. increase in number
R. reproduce faster
W. decrease in number
Answer:

Answer: 3


Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is

Choices:
A. produced in vacuoles.
B. converted from solar energy.
C. developed by centrioles.
D. stored as kinetic energy.

Prompt:
Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is
A. produced in vacuoles.
B. converted from solar energy.
C. developed by centrioles.
D. stored as kinetic energy.
Answer:

Answer: 1

Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is

Choices:
A. produced in vacuoles.
B. developed by centrioles.
C. stored as kinetic energy.
D. converted from solar energy.

Prompt:
Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is
A. produced in vacuoles.
B. developed by centrioles.
C. stored as kinetic energy.
D. converted from solar energy.
Answer:

Answer: 3

Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is

Choices:
1. produced in vacuoles.
2. converted from solar energy.
3. developed by centrioles.
4. stored as kinetic energy.

Prompt:
Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is
1. produced in vacuoles.
2. converted from solar energy.
3. developed by centrioles.
4. stored as kinetic energy.
Answer:

Answer: 1

Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is

Choices:
X. produced in vacuoles.
N. converted from solar energy.
M. developed by centrioles.
V. stored as kinetic energy.

Prompt:
Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is
X. produced in vacuoles.
N. converted from solar energy.
M. developed by centrioles.
V. stored as kinetic energy.
Answer:

Answer: 1

Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is

Choices:
X. produced in vacuoles.
N. developed by centrioles.
M. stored as kinetic energy.
V. converted from solar energy.

Prompt:
Question: Living organisms require energy for biological processes. Chemical energy in a plant cell is
X. produced in vacuoles.
N. developed by centrioles.
M. stored as kinetic energy.
V. converted from solar energy.
Answer:

Answer: 3


Question: Pollen is necessary for a flowering plant to

Choices:
A. grow.
B. blossom.
C. germinate.
D. reproduce.

Prompt:
Question: Pollen is necessary for a flowering plant to
A. grow.
B. blossom.
C. germinate.
D. reproduce.
Answer:

Answer: 3

Question: Pollen is necessary for a flowering plant to

Choices:
A. blossom.
B. germinate.
C. reproduce.
D. grow.

Prompt:
Question: Pollen is necessary for a flowering plant to
A. blossom.
B. germinate.
C. reproduce.
D. grow.
Answer:

Answer: 2

Question: Pollen is necessary for a flowering plant to

Choices:
1. grow.
2. blossom.
3. germinate.
4. reproduce.

Prompt:
Question: Pollen is necessary for a flowering plant to
1. grow.
2. blossom.
3. germinate.
4. reproduce.
Answer:

Answer: 3

Question: Pollen is necessary for a flowering plant to

Choices:
K. grow.
X. blossom.
Q. germinate.
D. reproduce.

Prompt:
Question: Pollen is necessary for a flowering plant to
K. grow.
X. blossom.
Q. germinate.
D. reproduce.
Answer:

Answer: 3

Question: Pollen is necessary for a flowering plant to

Choices:
K. blossom.
X. germinate.
Q. reproduce.
D. grow.

Prompt:
Question: Pollen is necessary for a flowering plant to
K. blossom.
X. germinate.
Q. reproduce.
D. grow.
Answer:

Answer: 2


Question: Which gas makes up the greatest percentage of Earth's atmosphere?

Choices:
A. argon
B. nitrogen
C. nitrous oxide
D. carbon dioxide

Prompt:
Question: Which gas makes up the greatest percentage of Earth's atmosphere?
A. argon
B. nitrogen
C. nitrous oxide
D. carbon dioxide
Answer:

Answer: 1

Question: Which gas makes up the greatest percentage of Earth's atmosphere?

Choices:
A. argon
B. nitrous oxide
C. nitrogen
D. carbon dioxide

Prompt:
Question: Which gas makes up the greatest percentage of Earth's atmosphere?
A. argon
B. nitrous oxide
C. nitrogen
D. carbon dioxide
Answer:

Answer: 2

Question: Which gas makes up the greatest percentage of Earth's atmosphere?

Choices:
1. argon
2. nitrogen
3. nitrous oxide
4. carbon dioxide

Prompt:
Question: Which gas makes up the greatest percentage of Earth's atmosphere?
1. argon
2. nitrogen
3. nitrous oxide
4. carbon dioxide
Answer:

Answer: 1

Question: Which gas makes up the greatest percentage of Earth's atmosphere?

Choices:
K. argon
C. nitrogen
W. nitrous oxide
A. carbon dioxide

Prompt:
Question: Which gas makes up the greatest percentage of Earth's atmosphere?
K. argon
C. nitrogen
W. nitrous oxide
A. carbon dioxide
Answer:

Answer: 1

Question: Which gas makes up the greatest percentage of Earth's atmosphere?

Choices:
K. argon
C. nitrous oxide
W. nitrogen
A. carbon dioxide

Prompt:
Question: Which gas makes up the greatest percentage of Earth's atmosphere?
K. argon
C. nitrous oxide
W. nitrogen
A. carbon dioxide
Answer:

Answer: 2


Question: Which is the best explanation of the term ecology?

Choices:
A. the study of the nonliving parts of the environment
B. the study of the living parts of the environment
C. the study of the protection and renewal of natural resources
D. the study of organisms and their interactions with the environment

Prompt:
Question: Which is the best explanation of the term ecology?
A. the study of the nonliving parts of the environment
B. the study of the living parts of the environment
C. the study of the protection and renewal of natural resources
D. the study of organisms and their interactions with the environment
Answer:

Answer: 3

Question: Which is the best explanation of the term ecology?

Choices:
A. the study of the protection and renewal of natural resources
B. the study of organisms and their interactions with the environment
C. the study of the nonliving parts of the environment
D. the study of the living parts of the environment

Prompt:
Question: Which is the best explanation of the term ecology?
A. the study of the protection and renewal of natural resources
B. the study of organisms and their interactions with the environment
C. the study of the nonliving parts of the environment
D. the study of the living parts of the environment
Answer:

Answer: 1

Question: Which is the best explanation of the term ecology?

Choices:
1. the study of the nonliving parts of the environment
2. the study of the living parts of the environment
3. the study of the protection and renewal of natural resources
4. the study of organisms and their interactions with the environment

Prompt:
Question: Which is the best explanation of the term ecology?
1. the study of the nonliving parts of the environment
2. the study of the living parts of the environment
3. the study of the protection and renewal of natural resources
4. the study of organisms and their interactions with the environment
Answer:

Answer: 3

Question: Which is the best explanation of the term ecology?

Choices:
Q. the study of the nonliving parts of the environment
W. the study of the living parts of the environment
X. the study of the protection and renewal of natural resources
C. the study of organisms and their interactions with the environment

Prompt:
Question: Which is the best explanation of the term ecology?
Q. the study of the nonliving parts of the environment
W. the study of the living parts of the environment
X. the study of the protection and renewal of natural resources
C. the study of organisms and their interactions with the environment
Answer:

Answer: 3

Question: Which is the best explanation of the term ecology?

Choices:
Q. the study of the protection and renewal of natural resources
W. the study of organisms and their interactions with the environment
X. the study of the nonliving parts of the environment
C. the study of the living parts of the environment

Prompt:
Question: Which is the best explanation of the term ecology?
Q. the study of the protection and renewal of natural resources
W. the study of organisms and their interactions with the environment
X. the study of the nonliving parts of the environment
C. the study of the living parts of the environment
Answer:

Answer: 1


Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?

Choices:
A. its reactivity
B. its magnetism
C. its specific heat
D. its chemical energy

Prompt:
Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?
A. its reactivity
B. its magnetism
C. its specific heat
D. its chemical energy
Answer:

Answer: 2

Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?

Choices:
A. its reactivity
B. its specific heat
C. its magnetism
D. its chemical energy

Prompt:
Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?
A. its reactivity
B. its specific heat
C. its magnetism
D. its chemical energy
Answer:

Answer: 1

Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?

Choices:
1. its reactivity
2. its magnetism
3. its specific heat
4. its chemical energy

Prompt:
Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?
1. its reactivity
2. its magnetism
3. its specific heat
4. its chemical energy
Answer:

Answer: 2

Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?

Choices:
R. its reactivity
Q. its magnetism
O. its specific heat
G. its chemical energy

Prompt:
Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?
R. its reactivity
Q. its magnetism
O. its specific heat
G. its chemical energy
Answer:

Answer: 2

Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?

Choices:
R. its reactivity
Q. its specific heat
O. its magnetism
G. its chemical energy

Prompt:
Question: A student leaves a rock in the Sun on a bright afternoon. An hour after sunset, the weather is cool, but the rock still feels warm. The student has demonstrated a property of the rock resulting directly from which of the rock's other properties?
R. its reactivity
Q. its specific heat
O. its magnetism
G. its chemical energy
Answer:

Answer: 1


Question: Which characteristic is not an inherited trait?

Choices:
A. size
B. eye color
C. skin color
D. personality

Prompt:
Question: Which characteristic is not an inherited trait?
A. size
B. eye color
C. skin color
D. personality
Answer:

Answer: 3

Question: Which characteristic is not an inherited trait?

Choices:
A. personality
B. eye color
C. size
D. skin color

Prompt:
Question: Which characteristic is not an inherited trait?
A. personality
B. eye color
C. size
D. skin color
Answer:

Question: Which characteristic is not an inherited trait?

Choices:
1. size
2. eye color
3. skin color
4. personality

Prompt:
Question: Which characteristic is not an inherited trait?
1. size
2. eye color
3. skin color
4. personality
Answer:

Answer: 3

Question: Which characteristic is not an inherited trait?

Choices:
O. size
U. eye color
A. skin color
G. personality

Prompt:
Question: Which characteristic is not an inherited trait?
O. size
U. eye color
A. skin color
G. personality
Answer:

Answer: 3

Question: Which characteristic is not an inherited trait?

Choices:
O. personality
U. eye color
A. size
G. skin color

Prompt:
Question: Which characteristic is not an inherited trait?
O. personality
U. eye color
A. size
G. skin color
Answer:


Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?

Choices:
A. protein
B. carbohydrates
C. minerals
D. fat

Prompt:
Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?
A. protein
B. carbohydrates
C. minerals
D. fat
Answer:

Answer: 2

Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?

Choices:
A. fat
B. minerals
C. protein
D. carbohydrates

Prompt:
Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?
A. fat
B. minerals
C. protein
D. carbohydrates
Answer:

Answer: 1

Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?

Choices:
1. protein
2. carbohydrates
3. minerals
4. fat

Prompt:
Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?
1. protein
2. carbohydrates
3. minerals
4. fat
Answer:

Answer: 2

Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?

Choices:
A. protein
G. carbohydrates
S. minerals
E. fat

Prompt:
Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?
A. protein
G. carbohydrates
S. minerals
E. fat
Answer:

Answer: 2

Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?

Choices:
A. fat
G. minerals
S. protein
E. carbohydrates

Prompt:
Question: Eating leafy vegetables is important for human health. This is because leafy vegetables are a good source of which of the following?
A. fat
G. minerals
S. protein
E. carbohydrates
Answer:

Answer: 1


Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?

Choices:
A. a light filter
B. a chronograph
C. an electric drive
D. a series of mirrors

Prompt:
Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?
A. a light filter
B. a chronograph
C. an electric drive
D. a series of mirrors
Answer:

Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?

Choices:
A. an electric drive
B. a light filter
C. a series of mirrors
D. a chronograph

Prompt:
Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?
A. an electric drive
B. a light filter
C. a series of mirrors
D. a chronograph
Answer:

Answer: 1

Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?

Choices:
1. a light filter
2. a chronograph
3. an electric drive
4. a series of mirrors

Prompt:
Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?
1. a light filter
2. a chronograph
3. an electric drive
4. a series of mirrors
Answer:

Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?

Choices:
H. a light filter
P. a chronograph
M. an electric drive
Y. a series of mirrors

Prompt:
Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?
H. a light filter
P. a chronograph
M. an electric drive
Y. a series of mirrors
Answer:

Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?

Choices:
H. an electric drive
P. a light filter
M. a series of mirrors
Y. a chronograph

Prompt:
Question: What is necessary to use on a telescope in order to photograph solar flares and solar prominences?
H. an electric drive
P. a light filter
M. a series of mirrors
Y. a chronograph
Answer:

Answer: 1


Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?

Choices:
A. Indian Ocean
B. interior of Africa
C. South Pole
D. Tropic of Cancer

Prompt:
Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?
A. Indian Ocean
B. interior of Africa
C. South Pole
D. Tropic of Cancer
Answer:

Answer: 2

Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?

Choices:
A. interior of Africa
B. South Pole
C. Indian Ocean
D. Tropic of Cancer

Prompt:
Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?
A. interior of Africa
B. South Pole
C. Indian Ocean
D. Tropic of Cancer
Answer:

Answer: 1

Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?

Choices:
1. Indian Ocean
2. interior of Africa
3. South Pole
4. Tropic of Cancer

Prompt:
Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?
1. Indian Ocean
2. interior of Africa
3. South Pole
4. Tropic of Cancer
Answer:

Answer: 2

Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?

Choices:
F. Indian Ocean
L. interior of Africa
G. South Pole
O. Tropic of Cancer

Prompt:
Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?
F. Indian Ocean
L. interior of Africa
G. South Pole
O. Tropic of Cancer
Answer:

Answer: 2

Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?

Choices:
F. interior of Africa
L. South Pole
G. Indian Ocean
O. Tropic of Cancer

Prompt:
Question: Near Earth's equator, water generally exists naturally in the liquid and gas states. In which other part of Earth is water usually found naturally in only two states?
F. interior of Africa
L. South Pole
G. Indian Ocean
O. Tropic of Cancer
Answer:

Answer: 1


Question: A cat jumps when startled by a loud noise. This is an example of an organism

Choices:
A. sensing and responding to its external environment
B. sensing and responding to its internal environment
C. changing and controlling its external environment
D. changing and controlling its internal environment

Prompt:
Question: A cat jumps when startled by a loud noise. This is an example of an organism
A. sensing and responding to its external environment
B. sensing and responding to its internal environment
C. changing and controlling its external environment
D. changing and controlling its internal environment
Answer:

Question: A cat jumps when startled by a loud noise. This is an example of an organism

Choices:
A. sensing and responding to its internal environment
B. changing and controlling its internal environment
C. sensing and responding to its external environment
D. changing and controlling its external environment

Prompt:
Question: A cat jumps when startled by a loud noise. This is an example of an organism
A. sensing and responding to its internal environment
B. changing and controlling its internal environment
C. sensing and responding to its external environment
D. changing and controlling its external environment
Answer:

Answer: 2

Question: A cat jumps when startled by a loud noise. This is an example of an organism

Choices:
1. sensing and responding to its external environment
2. sensing and responding to its internal environment
3. changing and controlling its external environment
4. changing and controlling its internal environment

Prompt:
Question: A cat jumps when startled by a loud noise. This is an example of an organism
1. sensing and responding to its external environment
2. sensing and responding to its internal environment
3. changing and controlling its external environment
4. changing and controlling its internal environment
Answer:

Question: A cat jumps when startled by a loud noise. This is an example of an organism

Choices:
D. sensing and responding to its external environment
B. sensing and responding to its internal environment
S. changing and controlling its external environment
J. changing and controlling its internal environment

Prompt:
Question: A cat jumps when startled by a loud noise. This is an example of an organism
D. sensing and responding to its external environment
B. sensing and responding to its internal environment
S. changing and controlling its external environment
J. changing and controlling its internal environment
Answer:

Question: A cat jumps when startled by a loud noise. This is an example of an organism

Choices:
D. sensing and responding to its internal environment
B. changing and controlling its internal environment
S. sensing and responding to its external environment
J. changing and controlling its external environment

Prompt:
Question: A cat jumps when startled by a loud noise. This is an example of an organism
D. sensing and responding to its internal environment
B. changing and controlling its internal environment
S. sensing and responding to its external environment
J. changing and controlling its external environment
Answer:

Answer: 2


Question: Which of the following materials would best slow the transfer of heat?

Choices:
A. aluminum
B. copper
C. glass
D. wood

Prompt:
Question: Which of the following materials would best slow the transfer of heat?
A. aluminum
B. copper
C. glass
D. wood
Answer:

Answer: 3

Question: Which of the following materials would best slow the transfer of heat?

Choices:
A. glass
B. copper
C. wood
D. aluminum

Prompt:
Question: Which of the following materials would best slow the transfer of heat?
A. glass
B. copper
C. wood
D. aluminum
Answer:

Answer: 2

Question: Which of the following materials would best slow the transfer of heat?

Choices:
1. aluminum
2. copper
3. glass
4. wood

Prompt:
Question: Which of the following materials would best slow the transfer of heat?
1. aluminum
2. copper
3. glass
4. wood
Answer:

Answer: 3

Question: Which of the following materials would best slow the transfer of heat?

Choices:
G. aluminum
L. copper
T. glass
B. wood

Prompt:
Question: Which of the following materials would best slow the transfer of heat?
G. aluminum
L. copper
T. glass
B. wood
Answer:

Answer: 3

Question: Which of the following materials would best slow the transfer of heat?

Choices:
G. glass
L. copper
T. wood
B. aluminum

Prompt:
Question: Which of the following materials would best slow the transfer of heat?
G. glass
L. copper
T. wood
B. aluminum
Answer:

Answer: 2


Question: What can cause a moving object to increase its speed in a forward direction?

Choices:
A. a force pushing on the object from the opposite direction
B. a force that continually acts on the object in the direction the object is moving
C. an increase in the mass of the object
D. a decrease in the mass of the object

Prompt:
Question: What can cause a moving object to increase its speed in a forward direction?
A. a force pushing on the object from the opposite direction
B. a force that continually acts on the object in the direction the object is moving
C. an increase in the mass of the object
D. a decrease in the mass of the object
Answer:

Answer: 1

Question: What can cause a moving object to increase its speed in a forward direction?

Choices:
A. an increase in the mass of the object
B. a decrease in the mass of the object
C. a force pushing on the object from the opposite direction
D. a force that continually acts on the object in the direction the object is moving

Prompt:
Question: What can cause a moving object to increase its speed in a forward direction?
A. an increase in the mass of the object
B. a decrease in the mass of the object
C. a force pushing on the object from the opposite direction
D. a force that continually acts on the object in the direction the object is moving
Answer:

Answer: 3

Question: What can cause a moving object to increase its speed in a forward direction?

Choices:
1. a force pushing on the object from the opposite direction
2. a force that continually acts on the object in the direction the object is moving
3. an increase in the mass of the object
4. a decrease in the mass of the object

Prompt:
Question: What can cause a moving object to increase its speed in a forward direction?
1. a force pushing on the object from the opposite direction
2. a force that continually acts on the object in the direction the object is moving
3. an increase in the mass of the object
4. a decrease in the mass of the object
Answer:

Answer: 1

Question: What can cause a moving object to increase its speed in a forward direction?

Choices:
G. a force pushing on the object from the opposite direction
Z. a force that continually acts on the object in the direction the object is moving
M. an increase in the mass of the object
V. a decrease in the mass of the object

Prompt:
Question: What can cause a moving object to increase its speed in a forward direction?
G. a force pushing on the object from the opposite direction
Z. a force that continually acts on the object in the direction the object is moving
M. an increase in the mass of the object
V. a decrease in the mass of the object
Answer:

Answer: 1

Question: What can cause a moving object to increase its speed in a forward direction?

Choices:
G. an increase in the mass of the object
Z. a decrease in the mass of the object
M. a force pushing on the object from the opposite direction
V. a force that continually acts on the object in the direction the object is moving

Prompt:
Question: What can cause a moving object to increase its speed in a forward direction?
G. an increase in the mass of the object
Z. a decrease in the mass of the object
M. a force pushing on the object from the opposite direction
V. a force that continually acts on the object in the direction the object is moving
Answer:

Answer: 3


Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?

Choices:
A. oceanic
B. intertidal
C. deep ocean
D. open ocean

Prompt:
Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?
A. oceanic
B. intertidal
C. deep ocean
D. open ocean
Answer:

Answer: 1

Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?

Choices:
A. open ocean
B. deep ocean
C. oceanic
D. intertidal

Prompt:
Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?
A. open ocean
B. deep ocean
C. oceanic
D. intertidal
Answer:

Answer: 3

Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?

Choices:
1. oceanic
2. intertidal
3. deep ocean
4. open ocean

Prompt:
Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?
1. oceanic
2. intertidal
3. deep ocean
4. open ocean
Answer:

Answer: 1

Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?

Choices:
Y. oceanic
K. intertidal
B. deep ocean
C. open ocean

Prompt:
Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?
Y. oceanic
K. intertidal
B. deep ocean
C. open ocean
Answer:

Answer: 1

Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?

Choices:
Y. open ocean
K. deep ocean
B. oceanic
C. intertidal

Prompt:
Question: In which oceanic zone do clams and crabs survive by burrowing in the sand?
Y. open ocean
K. deep ocean
B. oceanic
C. intertidal
Answer:

Answer: 3


Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?

Choices:
A. How will the plant affect wildlife of the area?
B. What kinds of pollution will the plant produce?
C. What impact will the plant have on the population of the town?
D. What are the uses of the products that the plant will manufacture?

Prompt:
Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?
A. How will the plant affect wildlife of the area?
B. What kinds of pollution will the plant produce?
C. What impact will the plant have on the population of the town?
D. What are the uses of the products that the plant will manufacture?
Answer:

Answer: 3

Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?

Choices:
A. What kinds of pollution will the plant produce?
B. How will the plant affect wildlife of the area?
C. What are the uses of the products that the plant will manufacture?
D. What impact will the plant have on the population of the town?

Prompt:
Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?
A. What kinds of pollution will the plant produce?
B. How will the plant affect wildlife of the area?
C. What are the uses of the products that the plant will manufacture?
D. What impact will the plant have on the population of the town?
Answer:

Answer: 2

Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?

Choices:
1. How will the plant affect wildlife of the area?
2. What kinds of pollution will the plant produce?
3. What impact will the plant have on the population of the town?
4. What are the uses of the products that the plant will manufacture?

Prompt:
Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?
1. How will the plant affect wildlife of the area?
2. What kinds of pollution will the plant produce?
3. What impact will the plant have on the population of the town?
4. What are the uses of the products that the plant will manufacture?
Answer:

Answer: 3

Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?

Choices:
X. How will the plant affect wildlife of the area?
Y. What kinds of pollution will the plant produce?
G. What impact will the plant have on the population of the town?
W. What are the uses of the products that the plant will manufacture?

Prompt:
Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?
X. How will the plant affect wildlife of the area?
Y. What kinds of pollution will the plant produce?
G. What impact will the plant have on the population of the town?
W. What are the uses of the products that the plant will manufacture?
Answer:

Answer: 3

Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?

Choices:
X. What kinds of pollution will the plant produce?
Y. How will the plant affect wildlife of the area?
G. What are the uses of the products that the plant will manufacture?
W. What impact will the plant have on the population of the town?

Prompt:
Question: A manufacturing industry has asked to relocate its plant to your town. From an environmental perspective, which question is least important to ask before deciding whether the industry may move to your town?
X. What kinds of pollution will the plant produce?
Y. How will the plant affect wildlife of the area?
G. What are the uses of the products that the plant will manufacture?
W. What impact will the plant have on the population of the town?
Answer:

Answer: 2


Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?

Choices:
A. by combining knowledge from past reports with new information
B. by providing information collected by other meteorologists
C. by checking the accuracy of each part of the weather report
D. by showing many components that impact the weather

Prompt:
Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?
A. by combining knowledge from past reports with new information
B. by providing information collected by other meteorologists
C. by checking the accuracy of each part of the weather report
D. by showing many components that impact the weather
Answer:

Answer: 3

Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?

Choices:
A. by combining knowledge from past reports with new information
B. by showing many components that impact the weather
C. by checking the accuracy of each part of the weather report
D. by providing information collected by other meteorologists

Prompt:
Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?
A. by combining knowledge from past reports with new information
B. by showing many components that impact the weather
C. by checking the accuracy of each part of the weather report
D. by providing information collected by other meteorologists
Answer:

Answer: 1

Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?

Choices:
1. by combining knowledge from past reports with new information
2. by providing information collected by other meteorologists
3. by checking the accuracy of each part of the weather report
4. by showing many components that impact the weather

Prompt:
Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?
1. by combining knowledge from past reports with new information
2. by providing information collected by other meteorologists
3. by checking the accuracy of each part of the weather report
4. by showing many components that impact the weather
Answer:

Answer: 3

Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?

Choices:
Y. by combining knowledge from past reports with new information
Z. by providing information collected by other meteorologists
S. by checking the accuracy of each part of the weather report
H. by showing many components that impact the weather

Prompt:
Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?
Y. by combining knowledge from past reports with new information
Z. by providing information collected by other meteorologists
S. by checking the accuracy of each part of the weather report
H. by showing many components that impact the weather
Answer:

Answer: 3

Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?

Choices:
Y. by combining knowledge from past reports with new information
Z. by showing many components that impact the weather
S. by checking the accuracy of each part of the weather report
H. by providing information collected by other meteorologists

Prompt:
Question: Some meteorologists use visual aids such as diagrams, maps, and charts when they present the weather to television viewers. How do different types of visual aids help the viewers understand complex weather phenomena?
Y. by combining knowledge from past reports with new information
Z. by showing many components that impact the weather
S. by checking the accuracy of each part of the weather report
H. by providing information collected by other meteorologists
Answer:

Answer: 1


Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?

Choices:
A. tidal
B. water
C. solar
D. coal

Prompt:
Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?
A. tidal
B. water
C. solar
D. coal
Answer:

Answer: 2

Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?

Choices:
A. coal
B. solar
C. water
D. tidal

Prompt:
Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?
A. coal
B. solar
C. water
D. tidal
Answer:

Answer: 1

Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?

Choices:
1. tidal
2. water
3. solar
4. coal

Prompt:
Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?
1. tidal
2. water
3. solar
4. coal
Answer:

Answer: 2

Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?

Choices:
X. tidal
Y. water
A. solar
N. coal

Prompt:
Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?
X. tidal
Y. water
A. solar
N. coal
Answer:

Answer: 2

Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?

Choices:
X. coal
Y. solar
A. water
N. tidal

Prompt:
Question: Which renewable energy resource possesses the greatest potential for providing renewable energy to meet the future needs of the southern United States?
X. coal
Y. solar
A. water
N. tidal
Answer:

Answer: 1


Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?

Choices:
A. Changes in color occurred.
B. A new substance was formed.
C. A physical change in the iron occurred.
D. The original substances were present after.

Prompt:
Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?
A. Changes in color occurred.
B. A new substance was formed.
C. A physical change in the iron occurred.
D. The original substances were present after.
Answer:

Answer: 1

Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?

Choices:
A. The original substances were present after.
B. Changes in color occurred.
C. A new substance was formed.
D. A physical change in the iron occurred.

Prompt:
Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?
A. The original substances were present after.
B. Changes in color occurred.
C. A new substance was formed.
D. A physical change in the iron occurred.
Answer:

Answer: 2

Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?

Choices:
1. Changes in color occurred.
2. A new substance was formed.
3. A physical change in the iron occurred.
4. The original substances were present after.

Prompt:
Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?
1. Changes in color occurred.
2. A new substance was formed.
3. A physical change in the iron occurred.
4. The original substances were present after.
Answer:

Answer: 1

Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?

Choices:
Y. Changes in color occurred.
N. A new substance was formed.
G. A physical change in the iron occurred.
C. The original substances were present after.

Prompt:
Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?
Y. Changes in color occurred.
N. A new substance was formed.
G. A physical change in the iron occurred.
C. The original substances were present after.
Answer:

Answer: 1

Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?

Choices:
Y. The original substances were present after.
N. Changes in color occurred.
G. A new substance was formed.
C. A physical change in the iron occurred.

Prompt:
Question: A student performs an experiment and the results are shown below: Before- Iron filings are brown, small, and magnetic: Copper sulfate crystals are blue, brittle, and not magnetic. After- The copper formed was reddish, solid, and not magnetic: Iron sulfide solution was colorless and not magnetic. Which statement supports that a chemical reaction took place?
Y. The original substances were present after.
N. Changes in color occurred.
G. A new substance was formed.
C. A physical change in the iron occurred.
Answer:

Answer: 2


Question: In order for rocks to be classified as igneous, the rocks must

Choices:
A. solidify at the surface of Earth.
B. be eroded and deposited in layers.
C. be formed from magma.
D. change form when pressure is applied.

Prompt:
Question: In order for rocks to be classified as igneous, the rocks must
A. solidify at the surface of Earth.
B. be eroded and deposited in layers.
C. be formed from magma.
D. change form when pressure is applied.
Answer:

Answer: 2

Question: In order for rocks to be classified as igneous, the rocks must

Choices:
A. be formed from magma.
B. be eroded and deposited in layers.
C. solidify at the surface of Earth.
D. change form when pressure is applied.

Prompt:
Question: In order for rocks to be classified as igneous, the rocks must
A. be formed from magma.
B. be eroded and deposited in layers.
C. solidify at the surface of Earth.
D. change form when pressure is applied.
Answer:

Question: In order for rocks to be classified as igneous, the rocks must

Choices:
1. solidify at the surface of Earth.
2. be eroded and deposited in layers.
3. be formed from magma.
4. change form when pressure is applied.

Prompt:
Question: In order for rocks to be classified as igneous, the rocks must
1. solidify at the surface of Earth.
2. be eroded and deposited in layers.
3. be formed from magma.
4. change form when pressure is applied.
Answer:

Answer: 2

Question: In order for rocks to be classified as igneous, the rocks must

Choices:
S. solidify at the surface of Earth.
U. be eroded and deposited in layers.
P. be formed from magma.
T. change form when pressure is applied.

Prompt:
Question: In order for rocks to be classified as igneous, the rocks must
S. solidify at the surface of Earth.
U. be eroded and deposited in layers.
P. be formed from magma.
T. change form when pressure is applied.
Answer:

Answer: 2

Question: In order for rocks to be classified as igneous, the rocks must

Choices:
S. be formed from magma.
U. be eroded and deposited in layers.
P. solidify at the surface of Earth.
T. change form when pressure is applied.

Prompt:
Question: In order for rocks to be classified as igneous, the rocks must
S. be formed from magma.
U. be eroded and deposited in layers.
P. solidify at the surface of Earth.
T. change form when pressure is applied.
Answer:


Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?

Choices:
A. learned behaviors
B. environmental conditions
C. inherited characteristics
D. instinctive characteristics

Prompt:
Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?
A. learned behaviors
B. environmental conditions
C. inherited characteristics
D. instinctive characteristics
Answer:

Answer: 2

Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?

Choices:
A. inherited characteristics
B. environmental conditions
C. instinctive characteristics
D. learned behaviors

Prompt:
Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?
A. inherited characteristics
B. environmental conditions
C. instinctive characteristics
D. learned behaviors
Answer:

Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?

Choices:
1. learned behaviors
2. environmental conditions
3. inherited characteristics
4. instinctive characteristics

Prompt:
Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?
1. learned behaviors
2. environmental conditions
3. inherited characteristics
4. instinctive characteristics
Answer:

Answer: 2

Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?

Choices:
Z. learned behaviors
Q. environmental conditions
N. inherited characteristics
Y. instinctive characteristics

Prompt:
Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?
Z. learned behaviors
Q. environmental conditions
N. inherited characteristics
Y. instinctive characteristics
Answer:

Answer: 2

Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?

Choices:
Z. inherited characteristics
Q. environmental conditions
N. instinctive characteristics
Y. learned behaviors

Prompt:
Question: Which of these is most likely the cause of a father and son having almost identical-sounding voices?
Z. inherited characteristics
Q. environmental conditions
N. instinctive characteristics
Y. learned behaviors
Answer:


Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as

Choices:
A. adolescence.
B. crossbreeding.
C. regeneration.
D. metamorphosis.

Prompt:
Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as
A. adolescence.
B. crossbreeding.
C. regeneration.
D. metamorphosis.
Answer:

Answer: 3

Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as

Choices:
A. crossbreeding.
B. metamorphosis.
C. adolescence.
D. regeneration.

Prompt:
Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as
A. crossbreeding.
B. metamorphosis.
C. adolescence.
D. regeneration.
Answer:

Answer: 1

Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as

Choices:
1. adolescence.
2. crossbreeding.
3. regeneration.
4. metamorphosis.

Prompt:
Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as
1. adolescence.
2. crossbreeding.
3. regeneration.
4. metamorphosis.
Answer:

Answer: 3

Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as

Choices:
V. adolescence.
K. crossbreeding.
J. regeneration.
O. metamorphosis.

Prompt:
Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as
V. adolescence.
K. crossbreeding.
J. regeneration.
O. metamorphosis.
Answer:

Answer: 3

Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as

Choices:
V. crossbreeding.
K. metamorphosis.
J. adolescence.
O. regeneration.

Prompt:
Question: Frog eggs hatch into tadpoles, and then tadpoles gradually develop into frogs. This process is known as
V. crossbreeding.
K. metamorphosis.
J. adolescence.
O. regeneration.
Answer:

Answer: 1


Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens

Choices:
A. take less time to cook food than regular ovens do.
B. get hotter than regular ovens.
C. do not leave spattered grease or food on the inside.
D. cannot overcook food.

Prompt:
Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens
A. take less time to cook food than regular ovens do.
B. get hotter than regular ovens.
C. do not leave spattered grease or food on the inside.
D. cannot overcook food.
Answer:

Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens

Choices:
A. do not leave spattered grease or food on the inside.
B. take less time to cook food than regular ovens do.
C. cannot overcook food.
D. get hotter than regular ovens.

Prompt:
Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens
A. do not leave spattered grease or food on the inside.
B. take less time to cook food than regular ovens do.
C. cannot overcook food.
D. get hotter than regular ovens.
Answer:

Answer: 1

Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens

Choices:
1. take less time to cook food than regular ovens do.
2. get hotter than regular ovens.
3. do not leave spattered grease or food on the inside.
4. cannot overcook food.

Prompt:
Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens
1. take less time to cook food than regular ovens do.
2. get hotter than regular ovens.
3. do not leave spattered grease or food on the inside.
4. cannot overcook food.
Answer:

Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens

Choices:
V. take less time to cook food than regular ovens do.
C. get hotter than regular ovens.
O. do not leave spattered grease or food on the inside.
X. cannot overcook food.

Prompt:
Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens
V. take less time to cook food than regular ovens do.
C. get hotter than regular ovens.
O. do not leave spattered grease or food on the inside.
X. cannot overcook food.
Answer:

Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens

Choices:
V. do not leave spattered grease or food on the inside.
C. take less time to cook food than regular ovens do.
O. cannot overcook food.
X. get hotter than regular ovens.

Prompt:
Question: Many people like to use microwave ovens rather than traditional ovens. The main reason for this is that microwave ovens
V. do not leave spattered grease or food on the inside.
C. take less time to cook food than regular ovens do.
O. cannot overcook food.
X. get hotter than regular ovens.
Answer:

Answer: 1


Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?

Choices:
A. Less bedrock will be available to make soil.
B. There will be fewer roots to hold the soil in place.
C. The number of soil-eating insects in the area will increase.
D. The amount of solar radiation reaching the ground will increase.

Prompt:
Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?
A. Less bedrock will be available to make soil.
B. There will be fewer roots to hold the soil in place.
C. The number of soil-eating insects in the area will increase.
D. The amount of solar radiation reaching the ground will increase.
Answer:

Answer: 1

Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?

Choices:
A. There will be fewer roots to hold the soil in place.
B. The number of soil-eating insects in the area will increase.
C. Less bedrock will be available to make soil.
D. The amount of solar radiation reaching the ground will increase.

Prompt:
Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?
A. There will be fewer roots to hold the soil in place.
B. The number of soil-eating insects in the area will increase.
C. Less bedrock will be available to make soil.
D. The amount of solar radiation reaching the ground will increase.
Answer:

Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?

Choices:
1. Less bedrock will be available to make soil.
2. There will be fewer roots to hold the soil in place.
3. The number of soil-eating insects in the area will increase.
4. The amount of solar radiation reaching the ground will increase.

Prompt:
Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?
1. Less bedrock will be available to make soil.
2. There will be fewer roots to hold the soil in place.
3. The number of soil-eating insects in the area will increase.
4. The amount of solar radiation reaching the ground will increase.
Answer:

Answer: 1

Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?

Choices:
G. Less bedrock will be available to make soil.
L. There will be fewer roots to hold the soil in place.
U. The number of soil-eating insects in the area will increase.
V. The amount of solar radiation reaching the ground will increase.

Prompt:
Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?
G. Less bedrock will be available to make soil.
L. There will be fewer roots to hold the soil in place.
U. The number of soil-eating insects in the area will increase.
V. The amount of solar radiation reaching the ground will increase.
Answer:

Answer: 1

Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?

Choices:
G. There will be fewer roots to hold the soil in place.
L. The number of soil-eating insects in the area will increase.
U. Less bedrock will be available to make soil.
V. The amount of solar radiation reaching the ground will increase.

Prompt:
Question: When trees are removed from an area in a tropical rainforest, the area experiences an increase in soil erosion. Which statement best explains why removing the trees can lead to soil erosion?
G. There will be fewer roots to hold the soil in place.
L. The number of soil-eating insects in the area will increase.
U. Less bedrock will be available to make soil.
V. The amount of solar radiation reaching the ground will increase.
Answer:


Question: What information is needed to calculate the speed of a car?

Choices:
A. the road conditions and type of tires
B. the type of engine and the amount of gas used by the engine
C. the car length and distance traveled
D. the distance travel

Prompt:
Question: What information is needed to calculate the speed of a car?
A. the road conditions and type of tires
B. the type of engine and the amount of gas used by the engine
C. the car length and distance traveled
D. the distance travel
Answer:

Answer: 3

Question: What information is needed to calculate the speed of a car?

Choices:
A. the distance travel
B. the type of engine and the amount of gas used by the engine
C. the road conditions and type of tires
D. the car length and distance traveled

Prompt:
Question: What information is needed to calculate the speed of a car?
A. the distance travel
B. the type of engine and the amount of gas used by the engine
C. the road conditions and type of tires
D. the car length and distance traveled
Answer:

Question: What information is needed to calculate the speed of a car?

Choices:
1. the road conditions and type of tires
2. the type of engine and the amount of gas used by the engine
3. the car length and distance traveled
4. the distance travel

Prompt:
Question: What information is needed to calculate the speed of a car?
1. the road conditions and type of tires
2. the type of engine and the amount of gas used by the engine
3. the car length and distance traveled
4. the distance travel
Answer:

Answer: 3

Question: What information is needed to calculate the speed of a car?

Choices:
V. the road conditions and type of tires
P. the type of engine and the amount of gas used by the engine
C. the car length and distance traveled
T. the distance travel

Prompt:
Question: What information is needed to calculate the speed of a car?
V. the road conditions and type of tires
P. the type of engine and the amount of gas used by the engine
C. the car length and distance traveled
T. the distance travel
Answer:

Answer: 3

Question: What information is needed to calculate the speed of a car?

Choices:
V. the distance travel
P. the type of engine and the amount of gas used by the engine
C. the road conditions and type of tires
T. the car length and distance traveled

Prompt:
Question: What information is needed to calculate the speed of a car?
V. the distance travel
P. the type of engine and the amount of gas used by the engine
C. the road conditions and type of tires
T. the car length and distance traveled
Answer: