Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?

Choices:
A. It was an atom.
B. It was a mixture.
C. It was an element.
D. It was a compound.

Prompt:
Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?
A. It was an atom.
B. It was a mixture.
C. It was an element.
D. It was a compound.
Answer:

Answer: 1

Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?

Choices:
A. It was an element.
B. It was an atom.
C. It was a mixture.
D. It was a compound.

Prompt:
Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?
A. It was an element.
B. It was an atom.
C. It was a mixture.
D. It was a compound.
Answer:

Answer: 2

Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?

Choices:
1. It was an atom.
2. It was a mixture.
3. It was an element.
4. It was a compound.

Prompt:
Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?
1. It was an atom.
2. It was a mixture.
3. It was an element.
4. It was a compound.
Answer:

Answer: 1

Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?

Choices:
Z. It was an atom.
D. It was a mixture.
O. It was an element.
T. It was a compound.

Prompt:
Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?
Z. It was an atom.
D. It was a mixture.
O. It was an element.
T. It was a compound.
Answer:

Answer: 1

Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?

Choices:
Z. It was an element.
D. It was an atom.
O. It was a mixture.
T. It was a compound.

Prompt:
Question: During a lab investigation a scientist heats a solid substance. The scientist observes that the solid has two different melting points. The scientist is able to separate the two resulting liquids. Which statement best classifies the original solid substance?
Z. It was an element.
D. It was an atom.
O. It was a mixture.
T. It was a compound.
Answer:

Answer: 2


Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
A. grow taller so that the few remaining honey bees will find them.
B. change their flowers so that wind will fertilize them.
C. have always attracted many other insects as well as honey bees.
D. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
A. grow taller so that the few remaining honey bees will find them.
B. change their flowers so that wind will fertilize them.
C. have always attracted many other insects as well as honey bees.
D. have seeds that stay alive for a long time in the environment.
Answer:

Answer: 2

Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
A. have always attracted many other insects as well as honey bees.
B. change their flowers so that wind will fertilize them.
C. grow taller so that the few remaining honey bees will find them.
D. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
A. have always attracted many other insects as well as honey bees.
B. change their flowers so that wind will fertilize them.
C. grow taller so that the few remaining honey bees will find them.
D. have seeds that stay alive for a long time in the environment.
Answer:

Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
1. grow taller so that the few remaining honey bees will find them.
2. change their flowers so that wind will fertilize them.
3. have always attracted many other insects as well as honey bees.
4. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
1. grow taller so that the few remaining honey bees will find them.
2. change their flowers so that wind will fertilize them.
3. have always attracted many other insects as well as honey bees.
4. have seeds that stay alive for a long time in the environment.
Answer:

Answer: 2

Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
R. grow taller so that the few remaining honey bees will find them.
N. change their flowers so that wind will fertilize them.
V. have always attracted many other insects as well as honey bees.
S. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
R. grow taller so that the few remaining honey bees will find them.
N. change their flowers so that wind will fertilize them.
V. have always attracted many other insects as well as honey bees.
S. have seeds that stay alive for a long time in the environment.
Answer:

Answer: 2

Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that

Choices:
R. have always attracted many other insects as well as honey bees.
N. change their flowers so that wind will fertilize them.
V. grow taller so that the few remaining honey bees will find them.
S. have seeds that stay alive for a long time in the environment.

Prompt:
Question: Over a long period of time, some flowering plants have become dependent on honey bees to fertilize their seeds. In recent years, a form of mite has infected and killed the honey bees in many areas of the country. Since this has happened, the once bee-dependent plants with the best chance of surviving are those that
R. have always attracted many other insects as well as honey bees.
N. change their flowers so that wind will fertilize them.
V. grow taller so that the few remaining honey bees will find them.
S. have seeds that stay alive for a long time in the environment.
Answer:


Question: Which landforms are most like hills but are much taller?

Choices:
A. caves
B. mountains
C. plains
D. valleys

Prompt:
Question: Which landforms are most like hills but are much taller?
A. caves
B. mountains
C. plains
D. valleys
Answer:

Answer: 1

Question: Which landforms are most like hills but are much taller?

Choices:
A. plains
B. caves
C. mountains
D. valleys

Prompt:
Question: Which landforms are most like hills but are much taller?
A. plains
B. caves
C. mountains
D. valleys
Answer:

Answer: 2

Question: Which landforms are most like hills but are much taller?

Choices:
1. caves
2. mountains
3. plains
4. valleys

Prompt:
Question: Which landforms are most like hills but are much taller?
1. caves
2. mountains
3. plains
4. valleys
Answer:

Answer: 1

Question: Which landforms are most like hills but are much taller?

Choices:
D. caves
X. mountains
B. plains
M. valleys

Prompt:
Question: Which landforms are most like hills but are much taller?
D. caves
X. mountains
B. plains
M. valleys
Answer:

Answer: 1

Question: Which landforms are most like hills but are much taller?

Choices:
D. plains
X. caves
B. mountains
M. valleys

Prompt:
Question: Which landforms are most like hills but are much taller?
D. plains
X. caves
B. mountains
M. valleys
Answer:

Answer: 2


Question: What is the basic unit of life?

Choices:
A. atom
B. cell
C. element
D. nucleus

Prompt:
Question: What is the basic unit of life?
A. atom
B. cell
C. element
D. nucleus
Answer:

Answer: 1

Question: What is the basic unit of life?

Choices:
A. atom
B. nucleus
C. element
D. cell

Prompt:
Question: What is the basic unit of life?
A. atom
B. nucleus
C. element
D. cell
Answer:

Answer: 3

Question: What is the basic unit of life?

Choices:
1. atom
2. cell
3. element
4. nucleus

Prompt:
Question: What is the basic unit of life?
1. atom
2. cell
3. element
4. nucleus
Answer:

Answer: 1

Question: What is the basic unit of life?

Choices:
X. atom
Y. cell
W. element
K. nucleus

Prompt:
Question: What is the basic unit of life?
X. atom
Y. cell
W. element
K. nucleus
Answer:

Answer: 1

Question: What is the basic unit of life?

Choices:
X. atom
Y. nucleus
W. element
K. cell

Prompt:
Question: What is the basic unit of life?
X. atom
Y. nucleus
W. element
K. cell
Answer:

Answer: 3


Question: About how many Earth days does it take the Moon to travel around Earth?

Choices:
A. 1
B. 27
C. 180
D. 365

Prompt:
Question: About how many Earth days does it take the Moon to travel around Earth?
A. 1
B. 27
C. 180
D. 365
Answer:

Answer: 1

Question: About how many Earth days does it take the Moon to travel around Earth?

Choices:
A. 365
B. 180
C. 1
D. 27

Prompt:
Question: About how many Earth days does it take the Moon to travel around Earth?
A. 365
B. 180
C. 1
D. 27
Answer:

Answer: 3

Question: About how many Earth days does it take the Moon to travel around Earth?

Choices:
1. 1
2. 27
3. 180
4. 365

Prompt:
Question: About how many Earth days does it take the Moon to travel around Earth?
1. 1
2. 27
3. 180
4. 365
Answer:

Answer: 1

Question: About how many Earth days does it take the Moon to travel around Earth?

Choices:
L. 1
D. 27
G. 180
U. 365

Prompt:
Question: About how many Earth days does it take the Moon to travel around Earth?
L. 1
D. 27
G. 180
U. 365
Answer:

Answer: 1

Question: About how many Earth days does it take the Moon to travel around Earth?

Choices:
L. 365
D. 180
G. 1
U. 27

Prompt:
Question: About how many Earth days does it take the Moon to travel around Earth?
L. 365
D. 180
G. 1
U. 27
Answer:

Answer: 3


Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?

Choices:
A. bar graph
B. line graph
C. pie chart
D. data table

Prompt:
Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?
A. bar graph
B. line graph
C. pie chart
D. data table
Answer:

Answer: 2

Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?

Choices:
A. line graph
B. data table
C. bar graph
D. pie chart

Prompt:
Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?
A. line graph
B. data table
C. bar graph
D. pie chart
Answer:

Answer: 3

Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?

Choices:
1. bar graph
2. line graph
3. pie chart
4. data table

Prompt:
Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?
1. bar graph
2. line graph
3. pie chart
4. data table
Answer:

Answer: 2

Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?

Choices:
K. bar graph
J. line graph
Q. pie chart
E. data table

Prompt:
Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?
K. bar graph
J. line graph
Q. pie chart
E. data table
Answer:

Answer: 2

Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?

Choices:
K. line graph
J. data table
Q. bar graph
E. pie chart

Prompt:
Question: Students studying the atmosphere want to display the percentage of each greenhouse gas as compared to the total amount of greenhouse gases found in the atmosphere. Which representation would be most appropriate for displaying these percentages?
K. line graph
J. data table
Q. bar graph
E. pie chart
Answer:

Answer: 3


Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?

Choices:
A. erosion of surrounding continental materials
B. eruptions of continental shield volcanoes
C. convergence of continental plates
D. subsidence of continental landmass

Prompt:
Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?
A. erosion of surrounding continental materials
B. eruptions of continental shield volcanoes
C. convergence of continental plates
D. subsidence of continental landmass
Answer:

Answer: 2

Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?

Choices:
A. erosion of surrounding continental materials
B. subsidence of continental landmass
C. eruptions of continental shield volcanoes
D. convergence of continental plates

Prompt:
Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?
A. erosion of surrounding continental materials
B. subsidence of continental landmass
C. eruptions of continental shield volcanoes
D. convergence of continental plates
Answer:

Answer: 3

Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?

Choices:
1. erosion of surrounding continental materials
2. eruptions of continental shield volcanoes
3. convergence of continental plates
4. subsidence of continental landmass

Prompt:
Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?
1. erosion of surrounding continental materials
2. eruptions of continental shield volcanoes
3. convergence of continental plates
4. subsidence of continental landmass
Answer:

Answer: 2

Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?

Choices:
F. erosion of surrounding continental materials
A. eruptions of continental shield volcanoes
U. convergence of continental plates
Q. subsidence of continental landmass

Prompt:
Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?
F. erosion of surrounding continental materials
A. eruptions of continental shield volcanoes
U. convergence of continental plates
Q. subsidence of continental landmass
Answer:

Answer: 2

Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?

Choices:
F. erosion of surrounding continental materials
A. subsidence of continental landmass
U. eruptions of continental shield volcanoes
Q. convergence of continental plates

Prompt:
Question: The Himalayan Mountain chain is the youngest and tallest mountain chain on Earth. Which phenomenon contributed most to this area of continental buildup?
F. erosion of surrounding continental materials
A. subsidence of continental landmass
U. eruptions of continental shield volcanoes
Q. convergence of continental plates
Answer:

Answer: 3


Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?

Choices:
A. A drought
B. A monsoon
C. A hurricane
D. A thunderstorm

Prompt:
Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?
A. A drought
B. A monsoon
C. A hurricane
D. A thunderstorm
Answer:

Answer: 3

Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?

Choices:
A. A thunderstorm
B. A hurricane
C. A monsoon
D. A drought

Prompt:
Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?
A. A thunderstorm
B. A hurricane
C. A monsoon
D. A drought
Answer:

Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?

Choices:
1. A drought
2. A monsoon
3. A hurricane
4. A thunderstorm

Prompt:
Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?
1. A drought
2. A monsoon
3. A hurricane
4. A thunderstorm
Answer:

Answer: 3

Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?

Choices:
I. A drought
M. A monsoon
H. A hurricane
X. A thunderstorm

Prompt:
Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?
I. A drought
M. A monsoon
H. A hurricane
X. A thunderstorm
Answer:

Answer: 3

Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?

Choices:
I. A thunderstorm
M. A hurricane
H. A monsoon
X. A drought

Prompt:
Question: A large cold front is moving past the school on a hot, humid summer day. Which best describes the type of weather as the cold front passes by?
I. A thunderstorm
M. A hurricane
H. A monsoon
X. A drought
Answer:


Question: Growth and repair in multicellular organisms are the result of

Choices:
A. excretion
B. locomotion
C. cell division
D. decomposition

Prompt:
Question: Growth and repair in multicellular organisms are the result of
A. excretion
B. locomotion
C. cell division
D. decomposition
Answer:

Answer: 2

Question: Growth and repair in multicellular organisms are the result of

Choices:
A. locomotion
B. excretion
C. decomposition
D. cell division

Prompt:
Question: Growth and repair in multicellular organisms are the result of
A. locomotion
B. excretion
C. decomposition
D. cell division
Answer:

Answer: 3

Question: Growth and repair in multicellular organisms are the result of

Choices:
1. excretion
2. locomotion
3. cell division
4. decomposition

Prompt:
Question: Growth and repair in multicellular organisms are the result of
1. excretion
2. locomotion
3. cell division
4. decomposition
Answer:

Answer: 2

Question: Growth and repair in multicellular organisms are the result of

Choices:
L. excretion
C. locomotion
Y. cell division
M. decomposition

Prompt:
Question: Growth and repair in multicellular organisms are the result of
L. excretion
C. locomotion
Y. cell division
M. decomposition
Answer:

Answer: 2

Question: Growth and repair in multicellular organisms are the result of

Choices:
L. locomotion
C. excretion
Y. decomposition
M. cell division

Prompt:
Question: Growth and repair in multicellular organisms are the result of
L. locomotion
C. excretion
Y. decomposition
M. cell division
Answer:

Answer: 3


Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because

Choices:
A. heat energy can be transferred from one object to another
B. mechanical energy can be transferred from one object to another
C. sound energy can be reflected from one object to another
D. light energy can be reflected from one object to another

Prompt:
Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because
A. heat energy can be transferred from one object to another
B. mechanical energy can be transferred from one object to another
C. sound energy can be reflected from one object to another
D. light energy can be reflected from one object to another
Answer:

Answer: 3

Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because

Choices:
A. light energy can be reflected from one object to another
B. heat energy can be transferred from one object to another
C. sound energy can be reflected from one object to another
D. mechanical energy can be transferred from one object to another

Prompt:
Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because
A. light energy can be reflected from one object to another
B. heat energy can be transferred from one object to another
C. sound energy can be reflected from one object to another
D. mechanical energy can be transferred from one object to another
Answer:

Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because

Choices:
1. heat energy can be transferred from one object to another
2. mechanical energy can be transferred from one object to another
3. sound energy can be reflected from one object to another
4. light energy can be reflected from one object to another

Prompt:
Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because
1. heat energy can be transferred from one object to another
2. mechanical energy can be transferred from one object to another
3. sound energy can be reflected from one object to another
4. light energy can be reflected from one object to another
Answer:

Answer: 3

Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because

Choices:
U. heat energy can be transferred from one object to another
Q. mechanical energy can be transferred from one object to another
V. sound energy can be reflected from one object to another
P. light energy can be reflected from one object to another

Prompt:
Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because
U. heat energy can be transferred from one object to another
Q. mechanical energy can be transferred from one object to another
V. sound energy can be reflected from one object to another
P. light energy can be reflected from one object to another
Answer:

Answer: 3

Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because

Choices:
U. light energy can be reflected from one object to another
Q. heat energy can be transferred from one object to another
V. sound energy can be reflected from one object to another
P. mechanical energy can be transferred from one object to another

Prompt:
Question: A girl signals her friend by shining a flashlight on a mirror. Her friend can see the signal because
U. light energy can be reflected from one object to another
Q. heat energy can be transferred from one object to another
V. sound energy can be reflected from one object to another
P. mechanical energy can be transferred from one object to another
Answer:


Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?

Choices:
A. Animal habitats will be destroyed.
B. The air will become polluted.
C. Weather patterns will change.
D. Underground streams will get polluted.

Prompt:
Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?
A. Animal habitats will be destroyed.
B. The air will become polluted.
C. Weather patterns will change.
D. Underground streams will get polluted.
Answer:

Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?

Choices:
A. The air will become polluted.
B. Underground streams will get polluted.
C. Animal habitats will be destroyed.
D. Weather patterns will change.

Prompt:
Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?
A. The air will become polluted.
B. Underground streams will get polluted.
C. Animal habitats will be destroyed.
D. Weather patterns will change.
Answer:

Answer: 2

Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?

Choices:
1. Animal habitats will be destroyed.
2. The air will become polluted.
3. Weather patterns will change.
4. Underground streams will get polluted.

Prompt:
Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?
1. Animal habitats will be destroyed.
2. The air will become polluted.
3. Weather patterns will change.
4. Underground streams will get polluted.
Answer:

Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?

Choices:
Y. Animal habitats will be destroyed.
W. The air will become polluted.
Z. Weather patterns will change.
O. Underground streams will get polluted.

Prompt:
Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?
Y. Animal habitats will be destroyed.
W. The air will become polluted.
Z. Weather patterns will change.
O. Underground streams will get polluted.
Answer:

Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?

Choices:
Y. The air will become polluted.
W. Underground streams will get polluted.
Z. Animal habitats will be destroyed.
O. Weather patterns will change.

Prompt:
Question: If a wooded area is cleared and corn is planted, what will MOST likely happen?
Y. The air will become polluted.
W. Underground streams will get polluted.
Z. Animal habitats will be destroyed.
O. Weather patterns will change.
Answer:

Answer: 2


Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?

Choices:
A. fish in ponds
B. fish in oceans
C. plants in lakes
D. plants in streams

Prompt:
Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?
A. fish in ponds
B. fish in oceans
C. plants in lakes
D. plants in streams
Answer:

Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?

Choices:
A. fish in oceans
B. plants in lakes
C. plants in streams
D. fish in ponds

Prompt:
Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?
A. fish in oceans
B. plants in lakes
C. plants in streams
D. fish in ponds
Answer:

Answer: 3

Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?

Choices:
1. fish in ponds
2. fish in oceans
3. plants in lakes
4. plants in streams

Prompt:
Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?
1. fish in ponds
2. fish in oceans
3. plants in lakes
4. plants in streams
Answer:

Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?

Choices:
Y. fish in ponds
O. fish in oceans
Z. plants in lakes
K. plants in streams

Prompt:
Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?
Y. fish in ponds
O. fish in oceans
Z. plants in lakes
K. plants in streams
Answer:

Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?

Choices:
Y. fish in oceans
O. plants in lakes
Z. plants in streams
K. fish in ponds

Prompt:
Question: Warm water contains less dissolved oxygen than colder water. Which population will be most affected by a long period of hot, dry days?
Y. fish in oceans
O. plants in lakes
Z. plants in streams
K. fish in ponds
Answer:

Answer: 3


Question: Which of the following is most responsible for the decay of dead organisms?

Choices:
A. water
B. mammals
C. microorganisms
D. nitrogen

Prompt:
Question: Which of the following is most responsible for the decay of dead organisms?
A. water
B. mammals
C. microorganisms
D. nitrogen
Answer:

Answer: 2

Question: Which of the following is most responsible for the decay of dead organisms?

Choices:
A. mammals
B. nitrogen
C. water
D. microorganisms

Prompt:
Question: Which of the following is most responsible for the decay of dead organisms?
A. mammals
B. nitrogen
C. water
D. microorganisms
Answer:

Answer: 3

Question: Which of the following is most responsible for the decay of dead organisms?

Choices:
1. water
2. mammals
3. microorganisms
4. nitrogen

Prompt:
Question: Which of the following is most responsible for the decay of dead organisms?
1. water
2. mammals
3. microorganisms
4. nitrogen
Answer:

Answer: 2

Question: Which of the following is most responsible for the decay of dead organisms?

Choices:
F. water
W. mammals
Z. microorganisms
U. nitrogen

Prompt:
Question: Which of the following is most responsible for the decay of dead organisms?
F. water
W. mammals
Z. microorganisms
U. nitrogen
Answer:

Answer: 2

Question: Which of the following is most responsible for the decay of dead organisms?

Choices:
F. mammals
W. nitrogen
Z. water
U. microorganisms

Prompt:
Question: Which of the following is most responsible for the decay of dead organisms?
F. mammals
W. nitrogen
Z. water
U. microorganisms
Answer:

Answer: 3


Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?

Choices:
A. friction
B. interference
C. sound waves
D. ultrasonic waves

Prompt:
Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?
A. friction
B. interference
C. sound waves
D. ultrasonic waves
Answer:

Answer: 2

Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?

Choices:
A. sound waves
B. ultrasonic waves
C. interference
D. friction

Prompt:
Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?
A. sound waves
B. ultrasonic waves
C. interference
D. friction
Answer:

Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?

Choices:
1. friction
2. interference
3. sound waves
4. ultrasonic waves

Prompt:
Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?
1. friction
2. interference
3. sound waves
4. ultrasonic waves
Answer:

Answer: 2

Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?

Choices:
T. friction
U. interference
B. sound waves
W. ultrasonic waves

Prompt:
Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?
T. friction
U. interference
B. sound waves
W. ultrasonic waves
Answer:

Answer: 2

Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?

Choices:
T. sound waves
U. ultrasonic waves
B. interference
W. friction

Prompt:
Question: When a book is dropped onto a wooden desk, the molecules in the wood begin to vibrate from the force of the book. Which of these is produced by the vibrations?
T. sound waves
U. ultrasonic waves
B. interference
W. friction
Answer:


Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a

Choices:
A. space probe.
B. space shuttle.
C. lunar module.
D. natural satellite.

Prompt:
Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a
A. space probe.
B. space shuttle.
C. lunar module.
D. natural satellite.
Answer:

Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a

Choices:
A. natural satellite.
B. space shuttle.
C. space probe.
D. lunar module.

Prompt:
Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a
A. natural satellite.
B. space shuttle.
C. space probe.
D. lunar module.
Answer:

Answer: 2

Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a

Choices:
1. space probe.
2. space shuttle.
3. lunar module.
4. natural satellite.

Prompt:
Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a
1. space probe.
2. space shuttle.
3. lunar module.
4. natural satellite.
Answer:

Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a

Choices:
M. space probe.
P. space shuttle.
U. lunar module.
J. natural satellite.

Prompt:
Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a
M. space probe.
P. space shuttle.
U. lunar module.
J. natural satellite.
Answer:

Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a

Choices:
M. natural satellite.
P. space shuttle.
U. space probe.
J. lunar module.

Prompt:
Question: In 1976, the Viking I Lander was sent to Mars to analyze atmospheric gases and soil samples. The Viking I Lander was most likely a
M. natural satellite.
P. space shuttle.
U. space probe.
J. lunar module.
Answer:

Answer: 2


Question: Which action forms a different chemical substance?

Choices:
A. crushing a rock
B. burning a piece of wood
C. mixing salt and pepper
D. melting an ice cube

Prompt:
Question: Which action forms a different chemical substance?
A. crushing a rock
B. burning a piece of wood
C. mixing salt and pepper
D. melting an ice cube
Answer:

Answer: 1

Question: Which action forms a different chemical substance?

Choices:
A. melting an ice cube
B. crushing a rock
C. burning a piece of wood
D. mixing salt and pepper

Prompt:
Question: Which action forms a different chemical substance?
A. melting an ice cube
B. crushing a rock
C. burning a piece of wood
D. mixing salt and pepper
Answer:

Answer: 2

Question: Which action forms a different chemical substance?

Choices:
1. crushing a rock
2. burning a piece of wood
3. mixing salt and pepper
4. melting an ice cube

Prompt:
Question: Which action forms a different chemical substance?
1. crushing a rock
2. burning a piece of wood
3. mixing salt and pepper
4. melting an ice cube
Answer:

Answer: 1

Question: Which action forms a different chemical substance?

Choices:
B. crushing a rock
H. burning a piece of wood
R. mixing salt and pepper
Q. melting an ice cube

Prompt:
Question: Which action forms a different chemical substance?
B. crushing a rock
H. burning a piece of wood
R. mixing salt and pepper
Q. melting an ice cube
Answer:

Answer: 1

Question: Which action forms a different chemical substance?

Choices:
B. melting an ice cube
H. crushing a rock
R. burning a piece of wood
Q. mixing salt and pepper

Prompt:
Question: Which action forms a different chemical substance?
B. melting an ice cube
H. crushing a rock
R. burning a piece of wood
Q. mixing salt and pepper
Answer:

Answer: 2


Question: Why do dogs have most of the characteristics of their parents?

Choices:
A. They inherit them from their parents.
B. They live in the same habitats as their parents.
C. They learn them by observing their parents.
D. They eat the same foods as their parents.

Prompt:
Question: Why do dogs have most of the characteristics of their parents?
A. They inherit them from their parents.
B. They live in the same habitats as their parents.
C. They learn them by observing their parents.
D. They eat the same foods as their parents.
Answer:

Question: Why do dogs have most of the characteristics of their parents?

Choices:
A. They eat the same foods as their parents.
B. They learn them by observing their parents.
C. They live in the same habitats as their parents.
D. They inherit them from their parents.

Prompt:
Question: Why do dogs have most of the characteristics of their parents?
A. They eat the same foods as their parents.
B. They learn them by observing their parents.
C. They live in the same habitats as their parents.
D. They inherit them from their parents.
Answer:

Answer: 3

Question: Why do dogs have most of the characteristics of their parents?

Choices:
1. They inherit them from their parents.
2. They live in the same habitats as their parents.
3. They learn them by observing their parents.
4. They eat the same foods as their parents.

Prompt:
Question: Why do dogs have most of the characteristics of their parents?
1. They inherit them from their parents.
2. They live in the same habitats as their parents.
3. They learn them by observing their parents.
4. They eat the same foods as their parents.
Answer:

Question: Why do dogs have most of the characteristics of their parents?

Choices:
A. They inherit them from their parents.
V. They live in the same habitats as their parents.
G. They learn them by observing their parents.
F. They eat the same foods as their parents.

Prompt:
Question: Why do dogs have most of the characteristics of their parents?
A. They inherit them from their parents.
V. They live in the same habitats as their parents.
G. They learn them by observing their parents.
F. They eat the same foods as their parents.
Answer:

Question: Why do dogs have most of the characteristics of their parents?

Choices:
A. They eat the same foods as their parents.
V. They learn them by observing their parents.
G. They live in the same habitats as their parents.
F. They inherit them from their parents.

Prompt:
Question: Why do dogs have most of the characteristics of their parents?
A. They eat the same foods as their parents.
V. They learn them by observing their parents.
G. They live in the same habitats as their parents.
F. They inherit them from their parents.
Answer:

Answer: 3


Question: Which describes a specific characteristic necessary for survival in the desert?

Choices:
A. conserving water
B. hiding from predators
C. hibernating for long periods
D. producing many offspring

Prompt:
Question: Which describes a specific characteristic necessary for survival in the desert?
A. conserving water
B. hiding from predators
C. hibernating for long periods
D. producing many offspring
Answer:

Question: Which describes a specific characteristic necessary for survival in the desert?

Choices:
A. hibernating for long periods
B. conserving water
C. hiding from predators
D. producing many offspring

Prompt:
Question: Which describes a specific characteristic necessary for survival in the desert?
A. hibernating for long periods
B. conserving water
C. hiding from predators
D. producing many offspring
Answer:

Answer: 1

Question: Which describes a specific characteristic necessary for survival in the desert?

Choices:
1. conserving water
2. hiding from predators
3. hibernating for long periods
4. producing many offspring

Prompt:
Question: Which describes a specific characteristic necessary for survival in the desert?
1. conserving water
2. hiding from predators
3. hibernating for long periods
4. producing many offspring
Answer:

Question: Which describes a specific characteristic necessary for survival in the desert?

Choices:
B. conserving water
K. hiding from predators
X. hibernating for long periods
Z. producing many offspring

Prompt:
Question: Which describes a specific characteristic necessary for survival in the desert?
B. conserving water
K. hiding from predators
X. hibernating for long periods
Z. producing many offspring
Answer:

Question: Which describes a specific characteristic necessary for survival in the desert?

Choices:
B. hibernating for long periods
K. conserving water
X. hiding from predators
Z. producing many offspring

Prompt:
Question: Which describes a specific characteristic necessary for survival in the desert?
B. hibernating for long periods
K. conserving water
X. hiding from predators
Z. producing many offspring
Answer:

Answer: 1


Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things

Choices:
A. go through a life cycle
B. form a food web
C. act as a source of food
D. affect other parts of the ecosystem

Prompt:
Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things
A. go through a life cycle
B. form a food web
C. act as a source of food
D. affect other parts of the ecosystem
Answer:

Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things

Choices:
A. form a food web
B. affect other parts of the ecosystem
C. go through a life cycle
D. act as a source of food

Prompt:
Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things
A. form a food web
B. affect other parts of the ecosystem
C. go through a life cycle
D. act as a source of food
Answer:

Answer: 2

Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things

Choices:
1. go through a life cycle
2. form a food web
3. act as a source of food
4. affect other parts of the ecosystem

Prompt:
Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things
1. go through a life cycle
2. form a food web
3. act as a source of food
4. affect other parts of the ecosystem
Answer:

Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things

Choices:
A. go through a life cycle
G. form a food web
C. act as a source of food
O. affect other parts of the ecosystem

Prompt:
Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things
A. go through a life cycle
G. form a food web
C. act as a source of food
O. affect other parts of the ecosystem
Answer:

Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things

Choices:
A. form a food web
G. affect other parts of the ecosystem
C. go through a life cycle
O. act as a source of food

Prompt:
Question: Frogs lay eggs that develop into tadpoles and then into adult frogs. This sequence of changes is an example of how living things
A. form a food web
G. affect other parts of the ecosystem
C. go through a life cycle
O. act as a source of food
Answer:

Answer: 2


Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form

Choices:
A. rocks.
B. magma.
C. soil deposits.
D. organic material.

Prompt:
Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form
A. rocks.
B. magma.
C. soil deposits.
D. organic material.
Answer:

Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form

Choices:
A. soil deposits.
B. rocks.
C. magma.
D. organic material.

Prompt:
Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form
A. soil deposits.
B. rocks.
C. magma.
D. organic material.
Answer:

Answer: 1

Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form

Choices:
1. rocks.
2. magma.
3. soil deposits.
4. organic material.

Prompt:
Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form
1. rocks.
2. magma.
3. soil deposits.
4. organic material.
Answer:

Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form

Choices:
Q. rocks.
Z. magma.
F. soil deposits.
C. organic material.

Prompt:
Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form
Q. rocks.
Z. magma.
F. soil deposits.
C. organic material.
Answer:

Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form

Choices:
Q. soil deposits.
Z. rocks.
F. magma.
C. organic material.

Prompt:
Question: Quartz and feldspar are two common minerals. When they are found mixed together in nature they form
Q. soil deposits.
Z. rocks.
F. magma.
C. organic material.
Answer:

Answer: 1


Question: Atoms of which of these elements are part of many organic molecules?

Choices:
A. calcium
B. magnesium
C. oxygen
D. silicon

Prompt:
Question: Atoms of which of these elements are part of many organic molecules?
A. calcium
B. magnesium
C. oxygen
D. silicon
Answer:

Answer: 2

Question: Atoms of which of these elements are part of many organic molecules?

Choices:
A. oxygen
B. magnesium
C. calcium
D. silicon

Prompt:
Question: Atoms of which of these elements are part of many organic molecules?
A. oxygen
B. magnesium
C. calcium
D. silicon
Answer:

Question: Atoms of which of these elements are part of many organic molecules?

Choices:
1. calcium
2. magnesium
3. oxygen
4. silicon

Prompt:
Question: Atoms of which of these elements are part of many organic molecules?
1. calcium
2. magnesium
3. oxygen
4. silicon
Answer:

Answer: 2

Question: Atoms of which of these elements are part of many organic molecules?

Choices:
O. calcium
K. magnesium
W. oxygen
X. silicon

Prompt:
Question: Atoms of which of these elements are part of many organic molecules?
O. calcium
K. magnesium
W. oxygen
X. silicon
Answer:

Answer: 2

Question: Atoms of which of these elements are part of many organic molecules?

Choices:
O. oxygen
K. magnesium
W. calcium
X. silicon

Prompt:
Question: Atoms of which of these elements are part of many organic molecules?
O. oxygen
K. magnesium
W. calcium
X. silicon
Answer:


Question: Which object is the best conductor of electricity?

Choices:
A. metal fork
B. rubber boot
C. plastic spoon
D. wooden bat

Prompt:
Question: Which object is the best conductor of electricity?
A. metal fork
B. rubber boot
C. plastic spoon
D. wooden bat
Answer:

Question: Which object is the best conductor of electricity?

Choices:
A. plastic spoon
B. rubber boot
C. wooden bat
D. metal fork

Prompt:
Question: Which object is the best conductor of electricity?
A. plastic spoon
B. rubber boot
C. wooden bat
D. metal fork
Answer:

Answer: 3

Question: Which object is the best conductor of electricity?

Choices:
1. metal fork
2. rubber boot
3. plastic spoon
4. wooden bat

Prompt:
Question: Which object is the best conductor of electricity?
1. metal fork
2. rubber boot
3. plastic spoon
4. wooden bat
Answer:

Question: Which object is the best conductor of electricity?

Choices:
F. metal fork
R. rubber boot
L. plastic spoon
G. wooden bat

Prompt:
Question: Which object is the best conductor of electricity?
F. metal fork
R. rubber boot
L. plastic spoon
G. wooden bat
Answer:

Question: Which object is the best conductor of electricity?

Choices:
F. plastic spoon
R. rubber boot
L. wooden bat
G. metal fork

Prompt:
Question: Which object is the best conductor of electricity?
F. plastic spoon
R. rubber boot
L. wooden bat
G. metal fork
Answer:

Answer: 3


Question: An element with which property would be best to use in electrical wiring?

Choices:
A. insulator
B. conductor
C. malleable
D. porous

Prompt:
Question: An element with which property would be best to use in electrical wiring?
A. insulator
B. conductor
C. malleable
D. porous
Answer:

Answer: 1

Question: An element with which property would be best to use in electrical wiring?

Choices:
A. conductor
B. porous
C. insulator
D. malleable

Prompt:
Question: An element with which property would be best to use in electrical wiring?
A. conductor
B. porous
C. insulator
D. malleable
Answer:

Question: An element with which property would be best to use in electrical wiring?

Choices:
1. insulator
2. conductor
3. malleable
4. porous

Prompt:
Question: An element with which property would be best to use in electrical wiring?
1. insulator
2. conductor
3. malleable
4. porous
Answer:

Answer: 1

Question: An element with which property would be best to use in electrical wiring?

Choices:
T. insulator
R. conductor
B. malleable
P. porous

Prompt:
Question: An element with which property would be best to use in electrical wiring?
T. insulator
R. conductor
B. malleable
P. porous
Answer:

Answer: 1

Question: An element with which property would be best to use in electrical wiring?

Choices:
T. conductor
R. porous
B. insulator
P. malleable

Prompt:
Question: An element with which property would be best to use in electrical wiring?
T. conductor
R. porous
B. insulator
P. malleable
Answer:


Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?

Choices:
A. steady winds blowing throughout the years
B. gentle rain falling during each spring and fall
C. lack of rain falling during a four-year drought
D. water repeatedly freezing and thawing in a crack

Prompt:
Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?
A. steady winds blowing throughout the years
B. gentle rain falling during each spring and fall
C. lack of rain falling during a four-year drought
D. water repeatedly freezing and thawing in a crack
Answer:

Answer: 3

Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?

Choices:
A. lack of rain falling during a four-year drought
B. water repeatedly freezing and thawing in a crack
C. gentle rain falling during each spring and fall
D. steady winds blowing throughout the years

Prompt:
Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?
A. lack of rain falling during a four-year drought
B. water repeatedly freezing and thawing in a crack
C. gentle rain falling during each spring and fall
D. steady winds blowing throughout the years
Answer:

Answer: 1

Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?

Choices:
1. steady winds blowing throughout the years
2. gentle rain falling during each spring and fall
3. lack of rain falling during a four-year drought
4. water repeatedly freezing and thawing in a crack

Prompt:
Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?
1. steady winds blowing throughout the years
2. gentle rain falling during each spring and fall
3. lack of rain falling during a four-year drought
4. water repeatedly freezing and thawing in a crack
Answer:

Answer: 3

Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?

Choices:
B. steady winds blowing throughout the years
K. gentle rain falling during each spring and fall
L. lack of rain falling during a four-year drought
Z. water repeatedly freezing and thawing in a crack

Prompt:
Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?
B. steady winds blowing throughout the years
K. gentle rain falling during each spring and fall
L. lack of rain falling during a four-year drought
Z. water repeatedly freezing and thawing in a crack
Answer:

Answer: 3

Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?

Choices:
B. lack of rain falling during a four-year drought
K. water repeatedly freezing and thawing in a crack
L. gentle rain falling during each spring and fall
Z. steady winds blowing throughout the years

Prompt:
Question: A large rock breaks into small pieces within 10 years. Which process is most likely responsible for breaking the large rock into small pieces within 10 years?
B. lack of rain falling during a four-year drought
K. water repeatedly freezing and thawing in a crack
L. gentle rain falling during each spring and fall
Z. steady winds blowing throughout the years
Answer:

Answer: 1


Question: Paco throws a ball. What force pulls the ball down toward the ground?

Choices:
A. friction
B. gravity
C. inertia
D. momentum

Prompt:
Question: Paco throws a ball. What force pulls the ball down toward the ground?
A. friction
B. gravity
C. inertia
D. momentum
Answer:

Answer: 1

Question: Paco throws a ball. What force pulls the ball down toward the ground?

Choices:
A. friction
B. inertia
C. gravity
D. momentum

Prompt:
Question: Paco throws a ball. What force pulls the ball down toward the ground?
A. friction
B. inertia
C. gravity
D. momentum
Answer:

Answer: 2

Question: Paco throws a ball. What force pulls the ball down toward the ground?

Choices:
1. friction
2. gravity
3. inertia
4. momentum

Prompt:
Question: Paco throws a ball. What force pulls the ball down toward the ground?
1. friction
2. gravity
3. inertia
4. momentum
Answer:

Answer: 1

Question: Paco throws a ball. What force pulls the ball down toward the ground?

Choices:
H. friction
V. gravity
N. inertia
E. momentum

Prompt:
Question: Paco throws a ball. What force pulls the ball down toward the ground?
H. friction
V. gravity
N. inertia
E. momentum
Answer:

Answer: 1

Question: Paco throws a ball. What force pulls the ball down toward the ground?

Choices:
H. friction
V. inertia
N. gravity
E. momentum

Prompt:
Question: Paco throws a ball. What force pulls the ball down toward the ground?
H. friction
V. inertia
N. gravity
E. momentum
Answer:

Answer: 2


Question: Which is a unit of measure for length?

Choices:
A. meters
B. degrees
C. milliliters
D. atmospheres

Prompt:
Question: Which is a unit of measure for length?
A. meters
B. degrees
C. milliliters
D. atmospheres
Answer:

Question: Which is a unit of measure for length?

Choices:
A. milliliters
B. meters
C. atmospheres
D. degrees

Prompt:
Question: Which is a unit of measure for length?
A. milliliters
B. meters
C. atmospheres
D. degrees
Answer:

Answer: 1

Question: Which is a unit of measure for length?

Choices:
1. meters
2. degrees
3. milliliters
4. atmospheres

Prompt:
Question: Which is a unit of measure for length?
1. meters
2. degrees
3. milliliters
4. atmospheres
Answer:

Question: Which is a unit of measure for length?

Choices:
A. meters
H. degrees
K. milliliters
O. atmospheres

Prompt:
Question: Which is a unit of measure for length?
A. meters
H. degrees
K. milliliters
O. atmospheres
Answer:

Question: Which is a unit of measure for length?

Choices:
A. milliliters
H. meters
K. atmospheres
O. degrees

Prompt:
Question: Which is a unit of measure for length?
A. milliliters
H. meters
K. atmospheres
O. degrees
Answer:

Answer: 1


Question: Movement of Earth's crust along plate boundaries produces

Choices:
A. fronts
B. tides
C. hurricanes
D. earthquakes

Prompt:
Question: Movement of Earth's crust along plate boundaries produces
A. fronts
B. tides
C. hurricanes
D. earthquakes
Answer:

Answer: 3

Question: Movement of Earth's crust along plate boundaries produces

Choices:
A. earthquakes
B. fronts
C. tides
D. hurricanes

Prompt:
Question: Movement of Earth's crust along plate boundaries produces
A. earthquakes
B. fronts
C. tides
D. hurricanes
Answer:

Question: Movement of Earth's crust along plate boundaries produces

Choices:
1. fronts
2. tides
3. hurricanes
4. earthquakes

Prompt:
Question: Movement of Earth's crust along plate boundaries produces
1. fronts
2. tides
3. hurricanes
4. earthquakes
Answer:

Answer: 3

Question: Movement of Earth's crust along plate boundaries produces

Choices:
F. fronts
X. tides
B. hurricanes
Y. earthquakes

Prompt:
Question: Movement of Earth's crust along plate boundaries produces
F. fronts
X. tides
B. hurricanes
Y. earthquakes
Answer:

Answer: 3

Question: Movement of Earth's crust along plate boundaries produces

Choices:
F. earthquakes
X. fronts
B. tides
Y. hurricanes

Prompt:
Question: Movement of Earth's crust along plate boundaries produces
F. earthquakes
X. fronts
B. tides
Y. hurricanes
Answer:


Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?

Choices:
A. It increases the mutation rate of favorable genes.
B. It reduces the risk of being eaten by a predator.
C. It allows absorption of chlorophyll from plants.
D. It improves the chances of finding a mate.

Prompt:
Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?
A. It increases the mutation rate of favorable genes.
B. It reduces the risk of being eaten by a predator.
C. It allows absorption of chlorophyll from plants.
D. It improves the chances of finding a mate.
Answer:

Answer: 1

Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?

Choices:
A. It allows absorption of chlorophyll from plants.
B. It increases the mutation rate of favorable genes.
C. It improves the chances of finding a mate.
D. It reduces the risk of being eaten by a predator.

Prompt:
Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?
A. It allows absorption of chlorophyll from plants.
B. It increases the mutation rate of favorable genes.
C. It improves the chances of finding a mate.
D. It reduces the risk of being eaten by a predator.
Answer:

Answer: 3

Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?

Choices:
1. It increases the mutation rate of favorable genes.
2. It reduces the risk of being eaten by a predator.
3. It allows absorption of chlorophyll from plants.
4. It improves the chances of finding a mate.

Prompt:
Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?
1. It increases the mutation rate of favorable genes.
2. It reduces the risk of being eaten by a predator.
3. It allows absorption of chlorophyll from plants.
4. It improves the chances of finding a mate.
Answer:

Answer: 1

Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?

Choices:
O. It increases the mutation rate of favorable genes.
Y. It reduces the risk of being eaten by a predator.
S. It allows absorption of chlorophyll from plants.
W. It improves the chances of finding a mate.

Prompt:
Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?
O. It increases the mutation rate of favorable genes.
Y. It reduces the risk of being eaten by a predator.
S. It allows absorption of chlorophyll from plants.
W. It improves the chances of finding a mate.
Answer:

Answer: 1

Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?

Choices:
O. It allows absorption of chlorophyll from plants.
Y. It increases the mutation rate of favorable genes.
S. It improves the chances of finding a mate.
W. It reduces the risk of being eaten by a predator.

Prompt:
Question: The praying mantis is well camouflaged in its natural habitat. What is a benefit of this adaptation?
O. It allows absorption of chlorophyll from plants.
Y. It increases the mutation rate of favorable genes.
S. It improves the chances of finding a mate.
W. It reduces the risk of being eaten by a predator.
Answer:

Answer: 3


Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the

Choices:
A. atom.
B. proton.
C. neutron.
D. electron.

Prompt:
Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the
A. atom.
B. proton.
C. neutron.
D. electron.
Answer:

Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the

Choices:
A. neutron.
B. atom.
C. electron.
D. proton.

Prompt:
Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the
A. neutron.
B. atom.
C. electron.
D. proton.
Answer:

Answer: 1

Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the

Choices:
1. atom.
2. proton.
3. neutron.
4. electron.

Prompt:
Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the
1. atom.
2. proton.
3. neutron.
4. electron.
Answer:

Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the

Choices:
L. atom.
T. proton.
N. neutron.
M. electron.

Prompt:
Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the
L. atom.
T. proton.
N. neutron.
M. electron.
Answer:

Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the

Choices:
L. neutron.
T. atom.
N. electron.
M. proton.

Prompt:
Question: The Greek philosopher Aristotle described matter with the phrase "unable to be divided." The modern concept that grew from Aristotle's idea is the
L. neutron.
T. atom.
N. electron.
M. proton.
Answer:

Answer: 1


Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains

Choices:
A. melt
B. dissolve
C. become a fossil
D. evaporate into vapor

Prompt:
Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains
A. melt
B. dissolve
C. become a fossil
D. evaporate into vapor
Answer:

Answer: 2

Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains

Choices:
A. dissolve
B. melt
C. evaporate into vapor
D. become a fossil

Prompt:
Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains
A. dissolve
B. melt
C. evaporate into vapor
D. become a fossil
Answer:

Answer: 3

Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains

Choices:
1. melt
2. dissolve
3. become a fossil
4. evaporate into vapor

Prompt:
Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains
1. melt
2. dissolve
3. become a fossil
4. evaporate into vapor
Answer:

Answer: 2

Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains

Choices:
E. melt
Z. dissolve
C. become a fossil
X. evaporate into vapor

Prompt:
Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains
E. melt
Z. dissolve
C. become a fossil
X. evaporate into vapor
Answer:

Answer: 2

Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains

Choices:
E. dissolve
Z. melt
C. evaporate into vapor
X. become a fossil

Prompt:
Question: Paleontologists often find and study the remains of ancient plants and animals. When the remains of ancient plants and animals are covered by layers of sediment over time, the remains
E. dissolve
Z. melt
C. evaporate into vapor
X. become a fossil
Answer:

Answer: 3


Question: What are the basic structural units of living organisms?

Choices:
A. cells
B. nuclei
C. organs
D. tissues

Prompt:
Question: What are the basic structural units of living organisms?
A. cells
B. nuclei
C. organs
D. tissues
Answer:

Question: What are the basic structural units of living organisms?

Choices:
A. nuclei
B. cells
C. organs
D. tissues

Prompt:
Question: What are the basic structural units of living organisms?
A. nuclei
B. cells
C. organs
D. tissues
Answer:

Answer: 1

Question: What are the basic structural units of living organisms?

Choices:
1. cells
2. nuclei
3. organs
4. tissues

Prompt:
Question: What are the basic structural units of living organisms?
1. cells
2. nuclei
3. organs
4. tissues
Answer:

Question: What are the basic structural units of living organisms?

Choices:
O. cells
H. nuclei
D. organs
G. tissues

Prompt:
Question: What are the basic structural units of living organisms?
O. cells
H. nuclei
D. organs
G. tissues
Answer:

Question: What are the basic structural units of living organisms?

Choices:
O. nuclei
H. cells
D. organs
G. tissues

Prompt:
Question: What are the basic structural units of living organisms?
O. nuclei
H. cells
D. organs
G. tissues
Answer:

Answer: 1


Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that

Choices:
A. this area was once below sea level.
B. global temperature changed over time.
C. erosion took place after a flood.
D. volcanic activity affected the area.

Prompt:
Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that
A. this area was once below sea level.
B. global temperature changed over time.
C. erosion took place after a flood.
D. volcanic activity affected the area.
Answer:

Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that

Choices:
A. global temperature changed over time.
B. this area was once below sea level.
C. erosion took place after a flood.
D. volcanic activity affected the area.

Prompt:
Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that
A. global temperature changed over time.
B. this area was once below sea level.
C. erosion took place after a flood.
D. volcanic activity affected the area.
Answer:

Answer: 1

Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that

Choices:
1. this area was once below sea level.
2. global temperature changed over time.
3. erosion took place after a flood.
4. volcanic activity affected the area.

Prompt:
Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that
1. this area was once below sea level.
2. global temperature changed over time.
3. erosion took place after a flood.
4. volcanic activity affected the area.
Answer:

Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that

Choices:
P. this area was once below sea level.
O. global temperature changed over time.
D. erosion took place after a flood.
W. volcanic activity affected the area.

Prompt:
Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that
P. this area was once below sea level.
O. global temperature changed over time.
D. erosion took place after a flood.
W. volcanic activity affected the area.
Answer:

Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that

Choices:
P. global temperature changed over time.
O. this area was once below sea level.
D. erosion took place after a flood.
W. volcanic activity affected the area.

Prompt:
Question: A student is visiting a local limestone quarry and finds fossils of seashells. The quarry is located hundreds of miles from the ocean. The fossils best indicate that
P. global temperature changed over time.
O. this area was once below sea level.
D. erosion took place after a flood.
W. volcanic activity affected the area.
Answer:

Answer: 1


Question: What happens to metal railroad tracks during the heat of a summer day?

Choices:
A. decrease in weight
B. increase in weight
C. decrease in length
D. increase in length

Prompt:
Question: What happens to metal railroad tracks during the heat of a summer day?
A. decrease in weight
B. increase in weight
C. decrease in length
D. increase in length
Answer:

Answer: 3

Question: What happens to metal railroad tracks during the heat of a summer day?

Choices:
A. decrease in weight
B. increase in length
C. decrease in length
D. increase in weight

Prompt:
Question: What happens to metal railroad tracks during the heat of a summer day?
A. decrease in weight
B. increase in length
C. decrease in length
D. increase in weight
Answer:

Answer: 1

Question: What happens to metal railroad tracks during the heat of a summer day?

Choices:
1. decrease in weight
2. increase in weight
3. decrease in length
4. increase in length

Prompt:
Question: What happens to metal railroad tracks during the heat of a summer day?
1. decrease in weight
2. increase in weight
3. decrease in length
4. increase in length
Answer:

Answer: 3

Question: What happens to metal railroad tracks during the heat of a summer day?

Choices:
L. decrease in weight
I. increase in weight
J. decrease in length
X. increase in length

Prompt:
Question: What happens to metal railroad tracks during the heat of a summer day?
L. decrease in weight
I. increase in weight
J. decrease in length
X. increase in length
Answer:

Answer: 3

Question: What happens to metal railroad tracks during the heat of a summer day?

Choices:
L. decrease in weight
I. increase in length
J. decrease in length
X. increase in weight

Prompt:
Question: What happens to metal railroad tracks during the heat of a summer day?
L. decrease in weight
I. increase in length
J. decrease in length
X. increase in weight
Answer:

Answer: 1


Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?

Choices:
A. He is growing plants in identical pots.
B. He is using the same amount of water.
C. He is growing one plant out of the sun.
D. He is using the same amount of fertilizer.

Prompt:
Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?
A. He is growing plants in identical pots.
B. He is using the same amount of water.
C. He is growing one plant out of the sun.
D. He is using the same amount of fertilizer.
Answer:

Answer: 2

Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?

Choices:
A. He is growing plants in identical pots.
B. He is using the same amount of fertilizer.
C. He is using the same amount of water.
D. He is growing one plant out of the sun.

Prompt:
Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?
A. He is growing plants in identical pots.
B. He is using the same amount of fertilizer.
C. He is using the same amount of water.
D. He is growing one plant out of the sun.
Answer:

Answer: 3

Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?

Choices:
1. He is growing plants in identical pots.
2. He is using the same amount of water.
3. He is growing one plant out of the sun.
4. He is using the same amount of fertilizer.

Prompt:
Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?
1. He is growing plants in identical pots.
2. He is using the same amount of water.
3. He is growing one plant out of the sun.
4. He is using the same amount of fertilizer.
Answer:

Answer: 2

Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?

Choices:
B. He is growing plants in identical pots.
G. He is using the same amount of water.
Y. He is growing one plant out of the sun.
T. He is using the same amount of fertilizer.

Prompt:
Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?
B. He is growing plants in identical pots.
G. He is using the same amount of water.
Y. He is growing one plant out of the sun.
T. He is using the same amount of fertilizer.
Answer:

Answer: 2

Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?

Choices:
B. He is growing plants in identical pots.
G. He is using the same amount of fertilizer.
Y. He is using the same amount of water.
T. He is growing one plant out of the sun.

Prompt:
Question: Jake is testing how light affects plant growth. He grows two plants in identical pots with the same amount of water and fertilizer. Jake grows one of the plants in the sun, and the other in the shade. Which part of Jake's process indicates that there is a control for this investigation?
B. He is growing plants in identical pots.
G. He is using the same amount of fertilizer.
Y. He is using the same amount of water.
T. He is growing one plant out of the sun.
Answer:

Answer: 3


Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?

Choices:
A. when frog eggs are laid in water
B. when frog eggs hatch into tadpoles
C. when tadpoles live in water and breathe with gills
D. when frogs use lungs for breathing out of water

Prompt:
Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?
A. when frog eggs are laid in water
B. when frog eggs hatch into tadpoles
C. when tadpoles live in water and breathe with gills
D. when frogs use lungs for breathing out of water
Answer:

Answer: 1

Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?

Choices:
A. when frog eggs hatch into tadpoles
B. when tadpoles live in water and breathe with gills
C. when frog eggs are laid in water
D. when frogs use lungs for breathing out of water

Prompt:
Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?
A. when frog eggs hatch into tadpoles
B. when tadpoles live in water and breathe with gills
C. when frog eggs are laid in water
D. when frogs use lungs for breathing out of water
Answer:

Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?

Choices:
1. when frog eggs are laid in water
2. when frog eggs hatch into tadpoles
3. when tadpoles live in water and breathe with gills
4. when frogs use lungs for breathing out of water

Prompt:
Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?
1. when frog eggs are laid in water
2. when frog eggs hatch into tadpoles
3. when tadpoles live in water and breathe with gills
4. when frogs use lungs for breathing out of water
Answer:

Answer: 1

Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?

Choices:
L. when frog eggs are laid in water
J. when frog eggs hatch into tadpoles
K. when tadpoles live in water and breathe with gills
G. when frogs use lungs for breathing out of water

Prompt:
Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?
L. when frog eggs are laid in water
J. when frog eggs hatch into tadpoles
K. when tadpoles live in water and breathe with gills
G. when frogs use lungs for breathing out of water
Answer:

Answer: 1

Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?

Choices:
L. when frog eggs hatch into tadpoles
J. when tadpoles live in water and breathe with gills
K. when frog eggs are laid in water
G. when frogs use lungs for breathing out of water

Prompt:
Question: Which stage of a frog's life cycle can be compared to a plant seed growing into a new plant?
L. when frog eggs hatch into tadpoles
J. when tadpoles live in water and breathe with gills
K. when frog eggs are laid in water
G. when frogs use lungs for breathing out of water
Answer:


Question: Which of these elements is likely to be found in an organic compound?

Choices:
A. helium
B. hydrogen
C. mercury
D. tin

Prompt:
Question: Which of these elements is likely to be found in an organic compound?
A. helium
B. hydrogen
C. mercury
D. tin
Answer:

Answer: 1

Question: Which of these elements is likely to be found in an organic compound?

Choices:
A. hydrogen
B. mercury
C. helium
D. tin

Prompt:
Question: Which of these elements is likely to be found in an organic compound?
A. hydrogen
B. mercury
C. helium
D. tin
Answer:

Question: Which of these elements is likely to be found in an organic compound?

Choices:
1. helium
2. hydrogen
3. mercury
4. tin

Prompt:
Question: Which of these elements is likely to be found in an organic compound?
1. helium
2. hydrogen
3. mercury
4. tin
Answer:

Answer: 1

Question: Which of these elements is likely to be found in an organic compound?

Choices:
R. helium
A. hydrogen
T. mercury
U. tin

Prompt:
Question: Which of these elements is likely to be found in an organic compound?
R. helium
A. hydrogen
T. mercury
U. tin
Answer:

Answer: 1

Question: Which of these elements is likely to be found in an organic compound?

Choices:
R. hydrogen
A. mercury
T. helium
U. tin

Prompt:
Question: Which of these elements is likely to be found in an organic compound?
R. hydrogen
A. mercury
T. helium
U. tin
Answer:


Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?

Choices:
A. It is carried by the umbilical cord to the placenta and then to the mother's blood.
B. It is released from the fetus by its breathing and then is absorbed by the placenta.
C. It is released through the fetal urine and then exits through the umbilical cord.
D. It is carried through shared blood vessels and then to the mother's lungs.

Prompt:
Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?
A. It is carried by the umbilical cord to the placenta and then to the mother's blood.
B. It is released from the fetus by its breathing and then is absorbed by the placenta.
C. It is released through the fetal urine and then exits through the umbilical cord.
D. It is carried through shared blood vessels and then to the mother's lungs.
Answer:

Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?

Choices:
A. It is released from the fetus by its breathing and then is absorbed by the placenta.
B. It is carried through shared blood vessels and then to the mother's lungs.
C. It is carried by the umbilical cord to the placenta and then to the mother's blood.
D. It is released through the fetal urine and then exits through the umbilical cord.

Prompt:
Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?
A. It is released from the fetus by its breathing and then is absorbed by the placenta.
B. It is carried through shared blood vessels and then to the mother's lungs.
C. It is carried by the umbilical cord to the placenta and then to the mother's blood.
D. It is released through the fetal urine and then exits through the umbilical cord.
Answer:

Answer: 2

Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?

Choices:
1. It is carried by the umbilical cord to the placenta and then to the mother's blood.
2. It is released from the fetus by its breathing and then is absorbed by the placenta.
3. It is released through the fetal urine and then exits through the umbilical cord.
4. It is carried through shared blood vessels and then to the mother's lungs.

Prompt:
Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?
1. It is carried by the umbilical cord to the placenta and then to the mother's blood.
2. It is released from the fetus by its breathing and then is absorbed by the placenta.
3. It is released through the fetal urine and then exits through the umbilical cord.
4. It is carried through shared blood vessels and then to the mother's lungs.
Answer:

Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?

Choices:
U. It is carried by the umbilical cord to the placenta and then to the mother's blood.
G. It is released from the fetus by its breathing and then is absorbed by the placenta.
C. It is released through the fetal urine and then exits through the umbilical cord.
H. It is carried through shared blood vessels and then to the mother's lungs.

Prompt:
Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?
U. It is carried by the umbilical cord to the placenta and then to the mother's blood.
G. It is released from the fetus by its breathing and then is absorbed by the placenta.
C. It is released through the fetal urine and then exits through the umbilical cord.
H. It is carried through shared blood vessels and then to the mother's lungs.
Answer:

Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?

Choices:
U. It is released from the fetus by its breathing and then is absorbed by the placenta.
G. It is carried through shared blood vessels and then to the mother's lungs.
C. It is carried by the umbilical cord to the placenta and then to the mother's blood.
H. It is released through the fetal urine and then exits through the umbilical cord.

Prompt:
Question: What statement describes what happens to the carbon dioxide waste produced by a developing baby during pregnancy?
U. It is released from the fetus by its breathing and then is absorbed by the placenta.
G. It is carried through shared blood vessels and then to the mother's lungs.
C. It is carried by the umbilical cord to the placenta and then to the mother's blood.
H. It is released through the fetal urine and then exits through the umbilical cord.
Answer:

Answer: 2


Question: Which part of the atom has a negative charge?

Choices:
A. neutron
B. nucleus
C. electron
D. proton

Prompt:
Question: Which part of the atom has a negative charge?
A. neutron
B. nucleus
C. electron
D. proton
Answer:

Answer: 2

Question: Which part of the atom has a negative charge?

Choices:
A. electron
B. proton
C. nucleus
D. neutron

Prompt:
Question: Which part of the atom has a negative charge?
A. electron
B. proton
C. nucleus
D. neutron
Answer:

Question: Which part of the atom has a negative charge?

Choices:
1. neutron
2. nucleus
3. electron
4. proton

Prompt:
Question: Which part of the atom has a negative charge?
1. neutron
2. nucleus
3. electron
4. proton
Answer:

Answer: 2

Question: Which part of the atom has a negative charge?

Choices:
O. neutron
P. nucleus
S. electron
B. proton

Prompt:
Question: Which part of the atom has a negative charge?
O. neutron
P. nucleus
S. electron
B. proton
Answer:

Answer: 2

Question: Which part of the atom has a negative charge?

Choices:
O. electron
P. proton
S. nucleus
B. neutron

Prompt:
Question: Which part of the atom has a negative charge?
O. electron
P. proton
S. nucleus
B. neutron
Answer:


Question: Which is a learned behavior?

Choices:
A. A dog uses its tongue to drink.
B. A robin holds a branch with its feet.
C. A chimpanzee digs for termites with a stick.
D. A worm moves to the top of flooded ground.

Prompt:
Question: Which is a learned behavior?
A. A dog uses its tongue to drink.
B. A robin holds a branch with its feet.
C. A chimpanzee digs for termites with a stick.
D. A worm moves to the top of flooded ground.
Answer:

Answer: 2

Question: Which is a learned behavior?

Choices:
A. A robin holds a branch with its feet.
B. A worm moves to the top of flooded ground.
C. A dog uses its tongue to drink.
D. A chimpanzee digs for termites with a stick.

Prompt:
Question: Which is a learned behavior?
A. A robin holds a branch with its feet.
B. A worm moves to the top of flooded ground.
C. A dog uses its tongue to drink.
D. A chimpanzee digs for termites with a stick.
Answer:

Answer: 3

Question: Which is a learned behavior?

Choices:
1. A dog uses its tongue to drink.
2. A robin holds a branch with its feet.
3. A chimpanzee digs for termites with a stick.
4. A worm moves to the top of flooded ground.

Prompt:
Question: Which is a learned behavior?
1. A dog uses its tongue to drink.
2. A robin holds a branch with its feet.
3. A chimpanzee digs for termites with a stick.
4. A worm moves to the top of flooded ground.
Answer:

Answer: 2

Question: Which is a learned behavior?

Choices:
Z. A dog uses its tongue to drink.
Q. A robin holds a branch with its feet.
F. A chimpanzee digs for termites with a stick.
A. A worm moves to the top of flooded ground.

Prompt:
Question: Which is a learned behavior?
Z. A dog uses its tongue to drink.
Q. A robin holds a branch with its feet.
F. A chimpanzee digs for termites with a stick.
A. A worm moves to the top of flooded ground.
Answer:

Answer: 2

Question: Which is a learned behavior?

Choices:
Z. A robin holds a branch with its feet.
Q. A worm moves to the top of flooded ground.
F. A dog uses its tongue to drink.
A. A chimpanzee digs for termites with a stick.

Prompt:
Question: Which is a learned behavior?
Z. A robin holds a branch with its feet.
Q. A worm moves to the top of flooded ground.
F. A dog uses its tongue to drink.
A. A chimpanzee digs for termites with a stick.
Answer:

Answer: 3


Question: Organisms that reproduce asexually generally have offspring that are

Choices:
A. unicellular.
B. multicellular.
C. genetically varied.
D. genetically identical.

Prompt:
Question: Organisms that reproduce asexually generally have offspring that are
A. unicellular.
B. multicellular.
C. genetically varied.
D. genetically identical.
Answer:

Answer: 3

Question: Organisms that reproduce asexually generally have offspring that are

Choices:
A. unicellular.
B. multicellular.
C. genetically identical.
D. genetically varied.

Prompt:
Question: Organisms that reproduce asexually generally have offspring that are
A. unicellular.
B. multicellular.
C. genetically identical.
D. genetically varied.
Answer:

Answer: 2

Question: Organisms that reproduce asexually generally have offspring that are

Choices:
1. unicellular.
2. multicellular.
3. genetically varied.
4. genetically identical.

Prompt:
Question: Organisms that reproduce asexually generally have offspring that are
1. unicellular.
2. multicellular.
3. genetically varied.
4. genetically identical.
Answer:

Answer: 3

Question: Organisms that reproduce asexually generally have offspring that are

Choices:
Q. unicellular.
V. multicellular.
C. genetically varied.
A. genetically identical.

Prompt:
Question: Organisms that reproduce asexually generally have offspring that are
Q. unicellular.
V. multicellular.
C. genetically varied.
A. genetically identical.
Answer:

Answer: 3

Question: Organisms that reproduce asexually generally have offspring that are

Choices:
Q. unicellular.
V. multicellular.
C. genetically identical.
A. genetically varied.

Prompt:
Question: Organisms that reproduce asexually generally have offspring that are
Q. unicellular.
V. multicellular.
C. genetically identical.
A. genetically varied.
Answer:

Answer: 2