Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?

Choices:
A. A home burns natural gas for heat.
B. A city burns coal to generate electricity.
C. A farmer plants different types of crops to protect the soil.
D. A construction crew builds a road from rock, sand, and gravel.

Prompt:
Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?
A. A home burns natural gas for heat.
B. A city burns coal to generate electricity.
C. A farmer plants different types of crops to protect the soil.
D. A construction crew builds a road from rock, sand, and gravel.
Answer:

Answer: 2

Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?

Choices:
A. A farmer plants different types of crops to protect the soil.
B. A home burns natural gas for heat.
C. A construction crew builds a road from rock, sand, and gravel.
D. A city burns coal to generate electricity.

Prompt:
Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?
A. A farmer plants different types of crops to protect the soil.
B. A home burns natural gas for heat.
C. A construction crew builds a road from rock, sand, and gravel.
D. A city burns coal to generate electricity.
Answer:

Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?

Choices:
1. A home burns natural gas for heat.
2. A city burns coal to generate electricity.
3. A farmer plants different types of crops to protect the soil.
4. A construction crew builds a road from rock, sand, and gravel.

Prompt:
Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?
1. A home burns natural gas for heat.
2. A city burns coal to generate electricity.
3. A farmer plants different types of crops to protect the soil.
4. A construction crew builds a road from rock, sand, and gravel.
Answer:

Answer: 2

Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?

Choices:
U. A home burns natural gas for heat.
R. A city burns coal to generate electricity.
C. A farmer plants different types of crops to protect the soil.
Y. A construction crew builds a road from rock, sand, and gravel.

Prompt:
Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?
U. A home burns natural gas for heat.
R. A city burns coal to generate electricity.
C. A farmer plants different types of crops to protect the soil.
Y. A construction crew builds a road from rock, sand, and gravel.
Answer:

Answer: 2

Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?

Choices:
U. A farmer plants different types of crops to protect the soil.
R. A home burns natural gas for heat.
C. A construction crew builds a road from rock, sand, and gravel.
Y. A city burns coal to generate electricity.

Prompt:
Question: All natural resources on Earth are either renewable or nonrenewable. Whether a resource is renewable or nonrenewable depends on how fast or slow the resource is replaced. If the resource is used faster than it is replaced, then the resource will, in time, disappear. Which statement describes the use of a renewable natural resource?
U. A farmer plants different types of crops to protect the soil.
R. A home burns natural gas for heat.
C. A construction crew builds a road from rock, sand, and gravel.
Y. A city burns coal to generate electricity.
Answer:


Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?

Choices:
A. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
B. California is located on the boundary of two crustal plates, but Massachusetts is not.
C. The rock under California is soft, but the rock under Massachusetts is hard.
D. California is located on a continental plate, but Massachusetts is not.

Prompt:
Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?
A. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
B. California is located on the boundary of two crustal plates, but Massachusetts is not.
C. The rock under California is soft, but the rock under Massachusetts is hard.
D. California is located on a continental plate, but Massachusetts is not.
Answer:

Answer: 1

Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?

Choices:
A. California is located on the boundary of two crustal plates, but Massachusetts is not.
B. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
C. California is located on a continental plate, but Massachusetts is not.
D. The rock under California is soft, but the rock under Massachusetts is hard.

Prompt:
Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?
A. California is located on the boundary of two crustal plates, but Massachusetts is not.
B. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
C. California is located on a continental plate, but Massachusetts is not.
D. The rock under California is soft, but the rock under Massachusetts is hard.
Answer:

Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?

Choices:
1. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
2. California is located on the boundary of two crustal plates, but Massachusetts is not.
3. The rock under California is soft, but the rock under Massachusetts is hard.
4. California is located on a continental plate, but Massachusetts is not.

Prompt:
Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?
1. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
2. California is located on the boundary of two crustal plates, but Massachusetts is not.
3. The rock under California is soft, but the rock under Massachusetts is hard.
4. California is located on a continental plate, but Massachusetts is not.
Answer:

Answer: 1

Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?

Choices:
U. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
S. California is located on the boundary of two crustal plates, but Massachusetts is not.
E. The rock under California is soft, but the rock under Massachusetts is hard.
A. California is located on a continental plate, but Massachusetts is not.

Prompt:
Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?
U. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
S. California is located on the boundary of two crustal plates, but Massachusetts is not.
E. The rock under California is soft, but the rock under Massachusetts is hard.
A. California is located on a continental plate, but Massachusetts is not.
Answer:

Answer: 1

Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?

Choices:
U. California is located on the boundary of two crustal plates, but Massachusetts is not.
S. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
E. California is located on a continental plate, but Massachusetts is not.
A. The rock under California is soft, but the rock under Massachusetts is hard.

Prompt:
Question: Which of the following statements best explains why earthquakes occur more frequently in California than in Massachusetts?
U. California is located on the boundary of two crustal plates, but Massachusetts is not.
S. The rock found in California is igneous, but the rock found in Massachusetts is sedimentary.
E. California is located on a continental plate, but Massachusetts is not.
A. The rock under California is soft, but the rock under Massachusetts is hard.
Answer:


Question: Which of these describes a chemical change?

Choices:
A. water freezing
B. paper burning
C. water becoming steam
D. paper being torn

Prompt:
Question: Which of these describes a chemical change?
A. water freezing
B. paper burning
C. water becoming steam
D. paper being torn
Answer:

Answer: 1

Question: Which of these describes a chemical change?

Choices:
A. paper burning
B. paper being torn
C. water becoming steam
D. water freezing

Prompt:
Question: Which of these describes a chemical change?
A. paper burning
B. paper being torn
C. water becoming steam
D. water freezing
Answer:

Question: Which of these describes a chemical change?

Choices:
1. water freezing
2. paper burning
3. water becoming steam
4. paper being torn

Prompt:
Question: Which of these describes a chemical change?
1. water freezing
2. paper burning
3. water becoming steam
4. paper being torn
Answer:

Answer: 1

Question: Which of these describes a chemical change?

Choices:
O. water freezing
N. paper burning
H. water becoming steam
Y. paper being torn

Prompt:
Question: Which of these describes a chemical change?
O. water freezing
N. paper burning
H. water becoming steam
Y. paper being torn
Answer:

Answer: 1

Question: Which of these describes a chemical change?

Choices:
O. paper burning
N. paper being torn
H. water becoming steam
Y. water freezing

Prompt:
Question: Which of these describes a chemical change?
O. paper burning
N. paper being torn
H. water becoming steam
Y. water freezing
Answer:


Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?

Choices:
A. measure the height of the tree
B. measure the thickness of the bark
C. count the number of rings in the trunk
D. count the branches growing from the trunk

Prompt:
Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?
A. measure the height of the tree
B. measure the thickness of the bark
C. count the number of rings in the trunk
D. count the branches growing from the trunk
Answer:

Answer: 2

Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?

Choices:
A. count the branches growing from the trunk
B. measure the thickness of the bark
C. measure the height of the tree
D. count the number of rings in the trunk

Prompt:
Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?
A. count the branches growing from the trunk
B. measure the thickness of the bark
C. measure the height of the tree
D. count the number of rings in the trunk
Answer:

Answer: 3

Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?

Choices:
1. measure the height of the tree
2. measure the thickness of the bark
3. count the number of rings in the trunk
4. count the branches growing from the trunk

Prompt:
Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?
1. measure the height of the tree
2. measure the thickness of the bark
3. count the number of rings in the trunk
4. count the branches growing from the trunk
Answer:

Answer: 2

Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?

Choices:
S. measure the height of the tree
M. measure the thickness of the bark
L. count the number of rings in the trunk
G. count the branches growing from the trunk

Prompt:
Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?
S. measure the height of the tree
M. measure the thickness of the bark
L. count the number of rings in the trunk
G. count the branches growing from the trunk
Answer:

Answer: 2

Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?

Choices:
S. count the branches growing from the trunk
M. measure the thickness of the bark
L. measure the height of the tree
G. count the number of rings in the trunk

Prompt:
Question: A large tree was cut down with a saw. What is the best way to estimate the age of this tree?
S. count the branches growing from the trunk
M. measure the thickness of the bark
L. measure the height of the tree
G. count the number of rings in the trunk
Answer:

Answer: 3


Question: From smallest to largest, the levels of organization in living things are

Choices:
A. tissues, cells, organs, organ systems.
B. tissues, cells, organ systems, organs.
C. cells, tissues, organs, organ systems.
D. cells, tissues, organ systems, organs.

Prompt:
Question: From smallest to largest, the levels of organization in living things are
A. tissues, cells, organs, organ systems.
B. tissues, cells, organ systems, organs.
C. cells, tissues, organs, organ systems.
D. cells, tissues, organ systems, organs.
Answer:

Answer: 2

Question: From smallest to largest, the levels of organization in living things are

Choices:
A. cells, tissues, organs, organ systems.
B. cells, tissues, organ systems, organs.
C. tissues, cells, organ systems, organs.
D. tissues, cells, organs, organ systems.

Prompt:
Question: From smallest to largest, the levels of organization in living things are
A. cells, tissues, organs, organ systems.
B. cells, tissues, organ systems, organs.
C. tissues, cells, organ systems, organs.
D. tissues, cells, organs, organ systems.
Answer:

Question: From smallest to largest, the levels of organization in living things are

Choices:
1. tissues, cells, organs, organ systems.
2. tissues, cells, organ systems, organs.
3. cells, tissues, organs, organ systems.
4. cells, tissues, organ systems, organs.

Prompt:
Question: From smallest to largest, the levels of organization in living things are
1. tissues, cells, organs, organ systems.
2. tissues, cells, organ systems, organs.
3. cells, tissues, organs, organ systems.
4. cells, tissues, organ systems, organs.
Answer:

Answer: 2

Question: From smallest to largest, the levels of organization in living things are

Choices:
F. tissues, cells, organs, organ systems.
R. tissues, cells, organ systems, organs.
Q. cells, tissues, organs, organ systems.
Z. cells, tissues, organ systems, organs.

Prompt:
Question: From smallest to largest, the levels of organization in living things are
F. tissues, cells, organs, organ systems.
R. tissues, cells, organ systems, organs.
Q. cells, tissues, organs, organ systems.
Z. cells, tissues, organ systems, organs.
Answer:

Answer: 2

Question: From smallest to largest, the levels of organization in living things are

Choices:
F. cells, tissues, organs, organ systems.
R. cells, tissues, organ systems, organs.
Q. tissues, cells, organ systems, organs.
Z. tissues, cells, organs, organ systems.

Prompt:
Question: From smallest to largest, the levels of organization in living things are
F. cells, tissues, organs, organ systems.
R. cells, tissues, organ systems, organs.
Q. tissues, cells, organ systems, organs.
Z. tissues, cells, organs, organ systems.
Answer:


Question: Which object is nonliving?

Choices:
A. bear
B. bicycle
C. bird
D. butterfly

Prompt:
Question: Which object is nonliving?
A. bear
B. bicycle
C. bird
D. butterfly
Answer:

Answer: 1

Question: Which object is nonliving?

Choices:
A. bird
B. butterfly
C. bear
D. bicycle

Prompt:
Question: Which object is nonliving?
A. bird
B. butterfly
C. bear
D. bicycle
Answer:

Answer: 3

Question: Which object is nonliving?

Choices:
1. bear
2. bicycle
3. bird
4. butterfly

Prompt:
Question: Which object is nonliving?
1. bear
2. bicycle
3. bird
4. butterfly
Answer:

Answer: 1

Question: Which object is nonliving?

Choices:
L. bear
Y. bicycle
C. bird
W. butterfly

Prompt:
Question: Which object is nonliving?
L. bear
Y. bicycle
C. bird
W. butterfly
Answer:

Answer: 1

Question: Which object is nonliving?

Choices:
L. bird
Y. butterfly
C. bear
W. bicycle

Prompt:
Question: Which object is nonliving?
L. bird
Y. butterfly
C. bear
W. bicycle
Answer:

Answer: 3


Question: What happens when oil and water are mixed?

Choices:
A. The mixture changes color.
B. The water becomes cloudy.
C. The oil dissolves in the water.
D. The oil and water remain separate.

Prompt:
Question: What happens when oil and water are mixed?
A. The mixture changes color.
B. The water becomes cloudy.
C. The oil dissolves in the water.
D. The oil and water remain separate.
Answer:

Answer: 3

Question: What happens when oil and water are mixed?

Choices:
A. The water becomes cloudy.
B. The oil and water remain separate.
C. The mixture changes color.
D. The oil dissolves in the water.

Prompt:
Question: What happens when oil and water are mixed?
A. The water becomes cloudy.
B. The oil and water remain separate.
C. The mixture changes color.
D. The oil dissolves in the water.
Answer:

Answer: 1

Question: What happens when oil and water are mixed?

Choices:
1. The mixture changes color.
2. The water becomes cloudy.
3. The oil dissolves in the water.
4. The oil and water remain separate.

Prompt:
Question: What happens when oil and water are mixed?
1. The mixture changes color.
2. The water becomes cloudy.
3. The oil dissolves in the water.
4. The oil and water remain separate.
Answer:

Answer: 3

Question: What happens when oil and water are mixed?

Choices:
O. The mixture changes color.
D. The water becomes cloudy.
R. The oil dissolves in the water.
M. The oil and water remain separate.

Prompt:
Question: What happens when oil and water are mixed?
O. The mixture changes color.
D. The water becomes cloudy.
R. The oil dissolves in the water.
M. The oil and water remain separate.
Answer:

Answer: 3

Question: What happens when oil and water are mixed?

Choices:
O. The water becomes cloudy.
D. The oil and water remain separate.
R. The mixture changes color.
M. The oil dissolves in the water.

Prompt:
Question: What happens when oil and water are mixed?
O. The water becomes cloudy.
D. The oil and water remain separate.
R. The mixture changes color.
M. The oil dissolves in the water.
Answer:

Answer: 1


Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?

Choices:
A. centimeters
B. grams
C. milliliters
D. seconds

Prompt:
Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?
A. centimeters
B. grams
C. milliliters
D. seconds
Answer:

Answer: 3

Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?

Choices:
A. seconds
B. grams
C. centimeters
D. milliliters

Prompt:
Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?
A. seconds
B. grams
C. centimeters
D. milliliters
Answer:

Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?

Choices:
1. centimeters
2. grams
3. milliliters
4. seconds

Prompt:
Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?
1. centimeters
2. grams
3. milliliters
4. seconds
Answer:

Answer: 3

Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?

Choices:
W. centimeters
Q. grams
G. milliliters
S. seconds

Prompt:
Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?
W. centimeters
Q. grams
G. milliliters
S. seconds
Answer:

Answer: 3

Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?

Choices:
W. seconds
Q. grams
G. centimeters
S. milliliters

Prompt:
Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?
W. seconds
Q. grams
G. centimeters
S. milliliters
Answer:


Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?

Choices:
A. coal
B. gas
C. oil
D. solar

Prompt:
Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?
A. coal
B. gas
C. oil
D. solar
Answer:

Answer: 3

Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?

Choices:
A. coal
B. solar
C. gas
D. oil

Prompt:
Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?
A. coal
B. solar
C. gas
D. oil
Answer:

Answer: 1

Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?

Choices:
1. coal
2. gas
3. oil
4. solar

Prompt:
Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?
1. coal
2. gas
3. oil
4. solar
Answer:

Answer: 3

Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?

Choices:
S. coal
C. gas
B. oil
J. solar

Prompt:
Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?
S. coal
C. gas
B. oil
J. solar
Answer:

Answer: 3

Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?

Choices:
S. coal
C. solar
B. gas
J. oil

Prompt:
Question: A homeowner wants to use a renewable resource to heat the home. Which resource would be the best to use?
S. coal
C. solar
B. gas
J. oil
Answer:

Answer: 1


Question: Which of the following animal features most helps the animal move around in its habitat?

Choices:
A. A bird's sharp beak
B. A cow's tail
C. A sea turtle's flippers
D. A black bear's fur

Prompt:
Question: Which of the following animal features most helps the animal move around in its habitat?
A. A bird's sharp beak
B. A cow's tail
C. A sea turtle's flippers
D. A black bear's fur
Answer:

Answer: 2

Question: Which of the following animal features most helps the animal move around in its habitat?

Choices:
A. A sea turtle's flippers
B. A black bear's fur
C. A bird's sharp beak
D. A cow's tail

Prompt:
Question: Which of the following animal features most helps the animal move around in its habitat?
A. A sea turtle's flippers
B. A black bear's fur
C. A bird's sharp beak
D. A cow's tail
Answer:

Question: Which of the following animal features most helps the animal move around in its habitat?

Choices:
1. A bird's sharp beak
2. A cow's tail
3. A sea turtle's flippers
4. A black bear's fur

Prompt:
Question: Which of the following animal features most helps the animal move around in its habitat?
1. A bird's sharp beak
2. A cow's tail
3. A sea turtle's flippers
4. A black bear's fur
Answer:

Answer: 2

Question: Which of the following animal features most helps the animal move around in its habitat?

Choices:
K. A bird's sharp beak
V. A cow's tail
Y. A sea turtle's flippers
M. A black bear's fur

Prompt:
Question: Which of the following animal features most helps the animal move around in its habitat?
K. A bird's sharp beak
V. A cow's tail
Y. A sea turtle's flippers
M. A black bear's fur
Answer:

Answer: 2

Question: Which of the following animal features most helps the animal move around in its habitat?

Choices:
K. A sea turtle's flippers
V. A black bear's fur
Y. A bird's sharp beak
M. A cow's tail

Prompt:
Question: Which of the following animal features most helps the animal move around in its habitat?
K. A sea turtle's flippers
V. A black bear's fur
Y. A bird's sharp beak
M. A cow's tail
Answer:


Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?

Choices:
A. Cell theory was developed using a microscope.
B. Cell theory was developed to study living things.
C. Cell theory states that all living things are made of cells.
D. Cell theory states that scientists may classify things as living or nonliving.

Prompt:
Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?
A. Cell theory was developed using a microscope.
B. Cell theory was developed to study living things.
C. Cell theory states that all living things are made of cells.
D. Cell theory states that scientists may classify things as living or nonliving.
Answer:

Answer: 2

Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?

Choices:
A. Cell theory states that scientists may classify things as living or nonliving.
B. Cell theory states that all living things are made of cells.
C. Cell theory was developed using a microscope.
D. Cell theory was developed to study living things.

Prompt:
Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?
A. Cell theory states that scientists may classify things as living or nonliving.
B. Cell theory states that all living things are made of cells.
C. Cell theory was developed using a microscope.
D. Cell theory was developed to study living things.
Answer:

Answer: 1

Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?

Choices:
1. Cell theory was developed using a microscope.
2. Cell theory was developed to study living things.
3. Cell theory states that all living things are made of cells.
4. Cell theory states that scientists may classify things as living or nonliving.

Prompt:
Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?
1. Cell theory was developed using a microscope.
2. Cell theory was developed to study living things.
3. Cell theory states that all living things are made of cells.
4. Cell theory states that scientists may classify things as living or nonliving.
Answer:

Answer: 2

Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?

Choices:
W. Cell theory was developed using a microscope.
K. Cell theory was developed to study living things.
Z. Cell theory states that all living things are made of cells.
P. Cell theory states that scientists may classify things as living or nonliving.

Prompt:
Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?
W. Cell theory was developed using a microscope.
K. Cell theory was developed to study living things.
Z. Cell theory states that all living things are made of cells.
P. Cell theory states that scientists may classify things as living or nonliving.
Answer:

Answer: 2

Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?

Choices:
W. Cell theory states that scientists may classify things as living or nonliving.
K. Cell theory states that all living things are made of cells.
Z. Cell theory was developed using a microscope.
P. Cell theory was developed to study living things.

Prompt:
Question: A student observes cells in an object by using a microscope. The student thinks that the object was part of a living thing. Which statement explains why cell theory can be used to support the student's thinking?
W. Cell theory states that scientists may classify things as living or nonliving.
K. Cell theory states that all living things are made of cells.
Z. Cell theory was developed using a microscope.
P. Cell theory was developed to study living things.
Answer:

Answer: 1


Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?

Choices:
A. The organism avoids radio waves.
B. The organism avoids gamma rays.
C. The organism moves away from vibrations.
D. The organism moves away from heat sources.

Prompt:
Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?
A. The organism avoids radio waves.
B. The organism avoids gamma rays.
C. The organism moves away from vibrations.
D. The organism moves away from heat sources.
Answer:

Answer: 3

Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?

Choices:
A. The organism avoids radio waves.
B. The organism moves away from heat sources.
C. The organism avoids gamma rays.
D. The organism moves away from vibrations.

Prompt:
Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?
A. The organism avoids radio waves.
B. The organism moves away from heat sources.
C. The organism avoids gamma rays.
D. The organism moves away from vibrations.
Answer:

Answer: 1

Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?

Choices:
1. The organism avoids radio waves.
2. The organism avoids gamma rays.
3. The organism moves away from vibrations.
4. The organism moves away from heat sources.

Prompt:
Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?
1. The organism avoids radio waves.
2. The organism avoids gamma rays.
3. The organism moves away from vibrations.
4. The organism moves away from heat sources.
Answer:

Answer: 3

Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?

Choices:
B. The organism avoids radio waves.
G. The organism avoids gamma rays.
H. The organism moves away from vibrations.
E. The organism moves away from heat sources.

Prompt:
Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?
B. The organism avoids radio waves.
G. The organism avoids gamma rays.
H. The organism moves away from vibrations.
E. The organism moves away from heat sources.
Answer:

Answer: 3

Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?

Choices:
B. The organism avoids radio waves.
G. The organism moves away from heat sources.
H. The organism avoids gamma rays.
E. The organism moves away from vibrations.

Prompt:
Question: A researcher observes that an organism placed in a glass container filled with water moves away when a penlight is focused on the container. The researcher concludes that the organism is light sensitive. Which other explanation for the organism's response to the light is most possible?
B. The organism avoids radio waves.
G. The organism moves away from heat sources.
H. The organism avoids gamma rays.
E. The organism moves away from vibrations.
Answer:

Answer: 1


Question: Which behavior is an example of an animal adapting to a change in the environment?

Choices:
A. a squirrel climbing a tree
B. a rabbit feeding its young
C. a frog eating an insect
D. a bird migrating south

Prompt:
Question: Which behavior is an example of an animal adapting to a change in the environment?
A. a squirrel climbing a tree
B. a rabbit feeding its young
C. a frog eating an insect
D. a bird migrating south
Answer:

Answer: 3

Question: Which behavior is an example of an animal adapting to a change in the environment?

Choices:
A. a frog eating an insect
B. a rabbit feeding its young
C. a bird migrating south
D. a squirrel climbing a tree

Prompt:
Question: Which behavior is an example of an animal adapting to a change in the environment?
A. a frog eating an insect
B. a rabbit feeding its young
C. a bird migrating south
D. a squirrel climbing a tree
Answer:

Answer: 2

Question: Which behavior is an example of an animal adapting to a change in the environment?

Choices:
1. a squirrel climbing a tree
2. a rabbit feeding its young
3. a frog eating an insect
4. a bird migrating south

Prompt:
Question: Which behavior is an example of an animal adapting to a change in the environment?
1. a squirrel climbing a tree
2. a rabbit feeding its young
3. a frog eating an insect
4. a bird migrating south
Answer:

Answer: 3

Question: Which behavior is an example of an animal adapting to a change in the environment?

Choices:
T. a squirrel climbing a tree
H. a rabbit feeding its young
U. a frog eating an insect
P. a bird migrating south

Prompt:
Question: Which behavior is an example of an animal adapting to a change in the environment?
T. a squirrel climbing a tree
H. a rabbit feeding its young
U. a frog eating an insect
P. a bird migrating south
Answer:

Answer: 3

Question: Which behavior is an example of an animal adapting to a change in the environment?

Choices:
T. a frog eating an insect
H. a rabbit feeding its young
U. a bird migrating south
P. a squirrel climbing a tree

Prompt:
Question: Which behavior is an example of an animal adapting to a change in the environment?
T. a frog eating an insect
H. a rabbit feeding its young
U. a bird migrating south
P. a squirrel climbing a tree
Answer:

Answer: 2


Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?

Choices:
A. skin
B. bone
C. blood
D. muscle

Prompt:
Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?
A. skin
B. bone
C. blood
D. muscle
Answer:

Answer: 3

Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?

Choices:
A. skin
B. muscle
C. blood
D. bone

Prompt:
Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?
A. skin
B. muscle
C. blood
D. bone
Answer:

Answer: 1

Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?

Choices:
1. skin
2. bone
3. blood
4. muscle

Prompt:
Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?
1. skin
2. bone
3. blood
4. muscle
Answer:

Answer: 3

Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?

Choices:
R. skin
S. bone
K. blood
J. muscle

Prompt:
Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?
R. skin
S. bone
K. blood
J. muscle
Answer:

Answer: 3

Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?

Choices:
R. skin
S. muscle
K. blood
J. bone

Prompt:
Question: Mitochondria are cell organelles that play a large role in energy processes within the body. Which cells are most likely to have a greater amount of mitochondria?
R. skin
S. muscle
K. blood
J. bone
Answer:

Answer: 1


Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?

Choices:
A. burn them once a month
B. send them to be dumped in a remote area
C. have them recycled for future paper products
D. put them into a dumpster with the rest of the trash

Prompt:
Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?
A. burn them once a month
B. send them to be dumped in a remote area
C. have them recycled for future paper products
D. put them into a dumpster with the rest of the trash
Answer:

Answer: 2

Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?

Choices:
A. burn them once a month
B. have them recycled for future paper products
C. send them to be dumped in a remote area
D. put them into a dumpster with the rest of the trash

Prompt:
Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?
A. burn them once a month
B. have them recycled for future paper products
C. send them to be dumped in a remote area
D. put them into a dumpster with the rest of the trash
Answer:

Answer: 1

Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?

Choices:
1. burn them once a month
2. send them to be dumped in a remote area
3. have them recycled for future paper products
4. put them into a dumpster with the rest of the trash

Prompt:
Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?
1. burn them once a month
2. send them to be dumped in a remote area
3. have them recycled for future paper products
4. put them into a dumpster with the rest of the trash
Answer:

Answer: 2

Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?

Choices:
P. burn them once a month
V. send them to be dumped in a remote area
O. have them recycled for future paper products
I. put them into a dumpster with the rest of the trash

Prompt:
Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?
P. burn them once a month
V. send them to be dumped in a remote area
O. have them recycled for future paper products
I. put them into a dumpster with the rest of the trash
Answer:

Answer: 2

Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?

Choices:
P. burn them once a month
V. have them recycled for future paper products
O. send them to be dumped in a remote area
I. put them into a dumpster with the rest of the trash

Prompt:
Question: Which would be the best method to use to dispose of cardboard boxes not utilized by a local grocery store?
P. burn them once a month
V. have them recycled for future paper products
O. send them to be dumped in a remote area
I. put them into a dumpster with the rest of the trash
Answer:

Answer: 1


Question: Which item is used for protection from chemical splashing?

Choices:
A. compass
B. hand lens
C. microscope
D. safety goggles

Prompt:
Question: Which item is used for protection from chemical splashing?
A. compass
B. hand lens
C. microscope
D. safety goggles
Answer:

Answer: 3

Question: Which item is used for protection from chemical splashing?

Choices:
A. safety goggles
B. microscope
C. hand lens
D. compass

Prompt:
Question: Which item is used for protection from chemical splashing?
A. safety goggles
B. microscope
C. hand lens
D. compass
Answer:

Question: Which item is used for protection from chemical splashing?

Choices:
1. compass
2. hand lens
3. microscope
4. safety goggles

Prompt:
Question: Which item is used for protection from chemical splashing?
1. compass
2. hand lens
3. microscope
4. safety goggles
Answer:

Answer: 3

Question: Which item is used for protection from chemical splashing?

Choices:
N. compass
X. hand lens
E. microscope
U. safety goggles

Prompt:
Question: Which item is used for protection from chemical splashing?
N. compass
X. hand lens
E. microscope
U. safety goggles
Answer:

Answer: 3

Question: Which item is used for protection from chemical splashing?

Choices:
N. safety goggles
X. microscope
E. hand lens
U. compass

Prompt:
Question: Which item is used for protection from chemical splashing?
N. safety goggles
X. microscope
E. hand lens
U. compass
Answer:


Question: Which processes change magma into igneous rock?

Choices:
A. cooling and crystallization
B. compaction and cementation
C. heat and pressure
D. weathering and erosion

Prompt:
Question: Which processes change magma into igneous rock?
A. cooling and crystallization
B. compaction and cementation
C. heat and pressure
D. weathering and erosion
Answer:

Question: Which processes change magma into igneous rock?

Choices:
A. compaction and cementation
B. heat and pressure
C. cooling and crystallization
D. weathering and erosion

Prompt:
Question: Which processes change magma into igneous rock?
A. compaction and cementation
B. heat and pressure
C. cooling and crystallization
D. weathering and erosion
Answer:

Answer: 2

Question: Which processes change magma into igneous rock?

Choices:
1. cooling and crystallization
2. compaction and cementation
3. heat and pressure
4. weathering and erosion

Prompt:
Question: Which processes change magma into igneous rock?
1. cooling and crystallization
2. compaction and cementation
3. heat and pressure
4. weathering and erosion
Answer:

Question: Which processes change magma into igneous rock?

Choices:
D. cooling and crystallization
A. compaction and cementation
V. heat and pressure
W. weathering and erosion

Prompt:
Question: Which processes change magma into igneous rock?
D. cooling and crystallization
A. compaction and cementation
V. heat and pressure
W. weathering and erosion
Answer:

Question: Which processes change magma into igneous rock?

Choices:
D. compaction and cementation
A. heat and pressure
V. cooling and crystallization
W. weathering and erosion

Prompt:
Question: Which processes change magma into igneous rock?
D. compaction and cementation
A. heat and pressure
V. cooling and crystallization
W. weathering and erosion
Answer:

Answer: 2


Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?

Choices:
A. tasting water from a water fountain
B. reading water test results
C. studying the rules for purifying water
D. investigating causes of water pollution

Prompt:
Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?
A. tasting water from a water fountain
B. reading water test results
C. studying the rules for purifying water
D. investigating causes of water pollution
Answer:

Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?

Choices:
A. reading water test results
B. studying the rules for purifying water
C. investigating causes of water pollution
D. tasting water from a water fountain

Prompt:
Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?
A. reading water test results
B. studying the rules for purifying water
C. investigating causes of water pollution
D. tasting water from a water fountain
Answer:

Answer: 3

Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?

Choices:
1. tasting water from a water fountain
2. reading water test results
3. studying the rules for purifying water
4. investigating causes of water pollution

Prompt:
Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?
1. tasting water from a water fountain
2. reading water test results
3. studying the rules for purifying water
4. investigating causes of water pollution
Answer:

Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?

Choices:
R. tasting water from a water fountain
L. reading water test results
E. studying the rules for purifying water
N. investigating causes of water pollution

Prompt:
Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?
R. tasting water from a water fountain
L. reading water test results
E. studying the rules for purifying water
N. investigating causes of water pollution
Answer:

Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?

Choices:
R. reading water test results
L. studying the rules for purifying water
E. investigating causes of water pollution
N. tasting water from a water fountain

Prompt:
Question: Sophie investigates the water supply at her school and the things that affect it. Which action is a direct observation?
R. reading water test results
L. studying the rules for purifying water
E. investigating causes of water pollution
N. tasting water from a water fountain
Answer:

Answer: 3


Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?

Choices:
A. decrease the distance between the books
B. decrease the mass of the books
C. decrease the mass of the table
D. decrease the temperature in the room

Prompt:
Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?
A. decrease the distance between the books
B. decrease the mass of the books
C. decrease the mass of the table
D. decrease the temperature in the room
Answer:

Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?

Choices:
A. decrease the mass of the books
B. decrease the temperature in the room
C. decrease the mass of the table
D. decrease the distance between the books

Prompt:
Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?
A. decrease the mass of the books
B. decrease the temperature in the room
C. decrease the mass of the table
D. decrease the distance between the books
Answer:

Answer: 3

Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?

Choices:
1. decrease the distance between the books
2. decrease the mass of the books
3. decrease the mass of the table
4. decrease the temperature in the room

Prompt:
Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?
1. decrease the distance between the books
2. decrease the mass of the books
3. decrease the mass of the table
4. decrease the temperature in the room
Answer:

Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?

Choices:
U. decrease the distance between the books
W. decrease the mass of the books
J. decrease the mass of the table
Z. decrease the temperature in the room

Prompt:
Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?
U. decrease the distance between the books
W. decrease the mass of the books
J. decrease the mass of the table
Z. decrease the temperature in the room
Answer:

Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?

Choices:
U. decrease the mass of the books
W. decrease the temperature in the room
J. decrease the mass of the table
Z. decrease the distance between the books

Prompt:
Question: Two identical books are on opposite ends of a table. Which of these would increase the gravitational force exerted between the two books?
U. decrease the mass of the books
W. decrease the temperature in the room
J. decrease the mass of the table
Z. decrease the distance between the books
Answer:

Answer: 3


Question: When a guitar string is plucked, sound is produced by

Choices:
A. the size of the guitar.
B. the metal on the guitar.
C. the wood on the guitar.
D. the vibrations of the string.

Prompt:
Question: When a guitar string is plucked, sound is produced by
A. the size of the guitar.
B. the metal on the guitar.
C. the wood on the guitar.
D. the vibrations of the string.
Answer:

Answer: 3

Question: When a guitar string is plucked, sound is produced by

Choices:
A. the vibrations of the string.
B. the metal on the guitar.
C. the size of the guitar.
D. the wood on the guitar.

Prompt:
Question: When a guitar string is plucked, sound is produced by
A. the vibrations of the string.
B. the metal on the guitar.
C. the size of the guitar.
D. the wood on the guitar.
Answer:

Question: When a guitar string is plucked, sound is produced by

Choices:
1. the size of the guitar.
2. the metal on the guitar.
3. the wood on the guitar.
4. the vibrations of the string.

Prompt:
Question: When a guitar string is plucked, sound is produced by
1. the size of the guitar.
2. the metal on the guitar.
3. the wood on the guitar.
4. the vibrations of the string.
Answer:

Answer: 3

Question: When a guitar string is plucked, sound is produced by

Choices:
I. the size of the guitar.
X. the metal on the guitar.
H. the wood on the guitar.
D. the vibrations of the string.

Prompt:
Question: When a guitar string is plucked, sound is produced by
I. the size of the guitar.
X. the metal on the guitar.
H. the wood on the guitar.
D. the vibrations of the string.
Answer:

Answer: 3

Question: When a guitar string is plucked, sound is produced by

Choices:
I. the vibrations of the string.
X. the metal on the guitar.
H. the size of the guitar.
D. the wood on the guitar.

Prompt:
Question: When a guitar string is plucked, sound is produced by
I. the vibrations of the string.
X. the metal on the guitar.
H. the size of the guitar.
D. the wood on the guitar.
Answer:


Question: What is the role of chlorophyll in photosynthesis?

Choices:
A. absorbing oxygen
B. reflecting green light
C. absorbing light energy
D. blocking carbon dioxide

Prompt:
Question: What is the role of chlorophyll in photosynthesis?
A. absorbing oxygen
B. reflecting green light
C. absorbing light energy
D. blocking carbon dioxide
Answer:

Answer: 2

Question: What is the role of chlorophyll in photosynthesis?

Choices:
A. absorbing oxygen
B. absorbing light energy
C. blocking carbon dioxide
D. reflecting green light

Prompt:
Question: What is the role of chlorophyll in photosynthesis?
A. absorbing oxygen
B. absorbing light energy
C. blocking carbon dioxide
D. reflecting green light
Answer:

Answer: 1

Question: What is the role of chlorophyll in photosynthesis?

Choices:
1. absorbing oxygen
2. reflecting green light
3. absorbing light energy
4. blocking carbon dioxide

Prompt:
Question: What is the role of chlorophyll in photosynthesis?
1. absorbing oxygen
2. reflecting green light
3. absorbing light energy
4. blocking carbon dioxide
Answer:

Answer: 2

Question: What is the role of chlorophyll in photosynthesis?

Choices:
B. absorbing oxygen
T. reflecting green light
U. absorbing light energy
I. blocking carbon dioxide

Prompt:
Question: What is the role of chlorophyll in photosynthesis?
B. absorbing oxygen
T. reflecting green light
U. absorbing light energy
I. blocking carbon dioxide
Answer:

Answer: 2

Question: What is the role of chlorophyll in photosynthesis?

Choices:
B. absorbing oxygen
T. absorbing light energy
U. blocking carbon dioxide
I. reflecting green light

Prompt:
Question: What is the role of chlorophyll in photosynthesis?
B. absorbing oxygen
T. absorbing light energy
U. blocking carbon dioxide
I. reflecting green light
Answer:

Answer: 1


Question: Which tool should a student use to compare the masses of two small rocks?

Choices:
A. balance
B. hand lens
C. ruler
D. measuring cup

Prompt:
Question: Which tool should a student use to compare the masses of two small rocks?
A. balance
B. hand lens
C. ruler
D. measuring cup
Answer:

Question: Which tool should a student use to compare the masses of two small rocks?

Choices:
A. hand lens
B. measuring cup
C. balance
D. ruler

Prompt:
Question: Which tool should a student use to compare the masses of two small rocks?
A. hand lens
B. measuring cup
C. balance
D. ruler
Answer:

Answer: 2

Question: Which tool should a student use to compare the masses of two small rocks?

Choices:
1. balance
2. hand lens
3. ruler
4. measuring cup

Prompt:
Question: Which tool should a student use to compare the masses of two small rocks?
1. balance
2. hand lens
3. ruler
4. measuring cup
Answer:

Question: Which tool should a student use to compare the masses of two small rocks?

Choices:
U. balance
I. hand lens
L. ruler
Q. measuring cup

Prompt:
Question: Which tool should a student use to compare the masses of two small rocks?
U. balance
I. hand lens
L. ruler
Q. measuring cup
Answer:

Question: Which tool should a student use to compare the masses of two small rocks?

Choices:
U. hand lens
I. measuring cup
L. balance
Q. ruler

Prompt:
Question: Which tool should a student use to compare the masses of two small rocks?
U. hand lens
I. measuring cup
L. balance
Q. ruler
Answer:

Answer: 2


Question: Which is an example of a chemical reaction?

Choices:
A. Vinegar added to baking soda forms a gas.
B. Water evaporates into air.
C. Sugar dissolves in water.
D. Corn kernels are crushed to form flour.

Prompt:
Question: Which is an example of a chemical reaction?
A. Vinegar added to baking soda forms a gas.
B. Water evaporates into air.
C. Sugar dissolves in water.
D. Corn kernels are crushed to form flour.
Answer:

Question: Which is an example of a chemical reaction?

Choices:
A. Sugar dissolves in water.
B. Vinegar added to baking soda forms a gas.
C. Corn kernels are crushed to form flour.
D. Water evaporates into air.

Prompt:
Question: Which is an example of a chemical reaction?
A. Sugar dissolves in water.
B. Vinegar added to baking soda forms a gas.
C. Corn kernels are crushed to form flour.
D. Water evaporates into air.
Answer:

Answer: 1

Question: Which is an example of a chemical reaction?

Choices:
1. Vinegar added to baking soda forms a gas.
2. Water evaporates into air.
3. Sugar dissolves in water.
4. Corn kernels are crushed to form flour.

Prompt:
Question: Which is an example of a chemical reaction?
1. Vinegar added to baking soda forms a gas.
2. Water evaporates into air.
3. Sugar dissolves in water.
4. Corn kernels are crushed to form flour.
Answer:

Question: Which is an example of a chemical reaction?

Choices:
N. Vinegar added to baking soda forms a gas.
G. Water evaporates into air.
M. Sugar dissolves in water.
E. Corn kernels are crushed to form flour.

Prompt:
Question: Which is an example of a chemical reaction?
N. Vinegar added to baking soda forms a gas.
G. Water evaporates into air.
M. Sugar dissolves in water.
E. Corn kernels are crushed to form flour.
Answer:

Question: Which is an example of a chemical reaction?

Choices:
N. Sugar dissolves in water.
G. Vinegar added to baking soda forms a gas.
M. Corn kernels are crushed to form flour.
E. Water evaporates into air.

Prompt:
Question: Which is an example of a chemical reaction?
N. Sugar dissolves in water.
G. Vinegar added to baking soda forms a gas.
M. Corn kernels are crushed to form flour.
E. Water evaporates into air.
Answer:

Answer: 1


Question: Which type of evidence would a geologist need to support plate tectonic theory?

Choices:
A. plant fossils that are similar in size
B. the weathering and erosion of coastlines
C. new crust formed by the sea floor spreading
D. rocks with different physical appearances

Prompt:
Question: Which type of evidence would a geologist need to support plate tectonic theory?
A. plant fossils that are similar in size
B. the weathering and erosion of coastlines
C. new crust formed by the sea floor spreading
D. rocks with different physical appearances
Answer:

Answer: 2

Question: Which type of evidence would a geologist need to support plate tectonic theory?

Choices:
A. rocks with different physical appearances
B. new crust formed by the sea floor spreading
C. plant fossils that are similar in size
D. the weathering and erosion of coastlines

Prompt:
Question: Which type of evidence would a geologist need to support plate tectonic theory?
A. rocks with different physical appearances
B. new crust formed by the sea floor spreading
C. plant fossils that are similar in size
D. the weathering and erosion of coastlines
Answer:

Answer: 1

Question: Which type of evidence would a geologist need to support plate tectonic theory?

Choices:
1. plant fossils that are similar in size
2. the weathering and erosion of coastlines
3. new crust formed by the sea floor spreading
4. rocks with different physical appearances

Prompt:
Question: Which type of evidence would a geologist need to support plate tectonic theory?
1. plant fossils that are similar in size
2. the weathering and erosion of coastlines
3. new crust formed by the sea floor spreading
4. rocks with different physical appearances
Answer:

Answer: 2

Question: Which type of evidence would a geologist need to support plate tectonic theory?

Choices:
X. plant fossils that are similar in size
K. the weathering and erosion of coastlines
Q. new crust formed by the sea floor spreading
P. rocks with different physical appearances

Prompt:
Question: Which type of evidence would a geologist need to support plate tectonic theory?
X. plant fossils that are similar in size
K. the weathering and erosion of coastlines
Q. new crust formed by the sea floor spreading
P. rocks with different physical appearances
Answer:

Answer: 2

Question: Which type of evidence would a geologist need to support plate tectonic theory?

Choices:
X. rocks with different physical appearances
K. new crust formed by the sea floor spreading
Q. plant fossils that are similar in size
P. the weathering and erosion of coastlines

Prompt:
Question: Which type of evidence would a geologist need to support plate tectonic theory?
X. rocks with different physical appearances
K. new crust formed by the sea floor spreading
Q. plant fossils that are similar in size
P. the weathering and erosion of coastlines
Answer:

Answer: 1


Question: An example of a learned trait is

Choices:
A. being able to read
B. being able to breathe
C. having a scar
D. having brown eyes

Prompt:
Question: An example of a learned trait is
A. being able to read
B. being able to breathe
C. having a scar
D. having brown eyes
Answer:

Question: An example of a learned trait is

Choices:
A. being able to breathe
B. having a scar
C. having brown eyes
D. being able to read

Prompt:
Question: An example of a learned trait is
A. being able to breathe
B. having a scar
C. having brown eyes
D. being able to read
Answer:

Answer: 3

Question: An example of a learned trait is

Choices:
1. being able to read
2. being able to breathe
3. having a scar
4. having brown eyes

Prompt:
Question: An example of a learned trait is
1. being able to read
2. being able to breathe
3. having a scar
4. having brown eyes
Answer:

Question: An example of a learned trait is

Choices:
S. being able to read
K. being able to breathe
X. having a scar
R. having brown eyes

Prompt:
Question: An example of a learned trait is
S. being able to read
K. being able to breathe
X. having a scar
R. having brown eyes
Answer:

Question: An example of a learned trait is

Choices:
S. being able to breathe
K. having a scar
X. having brown eyes
R. being able to read

Prompt:
Question: An example of a learned trait is
S. being able to breathe
K. having a scar
X. having brown eyes
R. being able to read
Answer:

Answer: 3


Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?

Choices:
A. a microscope
B. a thermometer
C. a balance scale
D. a graduated cylinder

Prompt:
Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?
A. a microscope
B. a thermometer
C. a balance scale
D. a graduated cylinder
Answer:

Answer: 3

Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?

Choices:
A. a thermometer
B. a graduated cylinder
C. a balance scale
D. a microscope

Prompt:
Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?
A. a thermometer
B. a graduated cylinder
C. a balance scale
D. a microscope
Answer:

Answer: 1

Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?

Choices:
1. a microscope
2. a thermometer
3. a balance scale
4. a graduated cylinder

Prompt:
Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?
1. a microscope
2. a thermometer
3. a balance scale
4. a graduated cylinder
Answer:

Answer: 3

Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?

Choices:
B. a microscope
V. a thermometer
C. a balance scale
A. a graduated cylinder

Prompt:
Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?
B. a microscope
V. a thermometer
C. a balance scale
A. a graduated cylinder
Answer:

Answer: 3

Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?

Choices:
B. a thermometer
V. a graduated cylinder
C. a balance scale
A. a microscope

Prompt:
Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?
B. a thermometer
V. a graduated cylinder
C. a balance scale
A. a microscope
Answer:

Answer: 1


Question: In order for a glider to fly, its weight must be opposed by

Choices:
A. lift.
B. drag.
C. gravity.
D. friction.

Prompt:
Question: In order for a glider to fly, its weight must be opposed by
A. lift.
B. drag.
C. gravity.
D. friction.
Answer:

Question: In order for a glider to fly, its weight must be opposed by

Choices:
A. friction.
B. lift.
C. drag.
D. gravity.

Prompt:
Question: In order for a glider to fly, its weight must be opposed by
A. friction.
B. lift.
C. drag.
D. gravity.
Answer:

Answer: 1

Question: In order for a glider to fly, its weight must be opposed by

Choices:
1. lift.
2. drag.
3. gravity.
4. friction.

Prompt:
Question: In order for a glider to fly, its weight must be opposed by
1. lift.
2. drag.
3. gravity.
4. friction.
Answer:

Question: In order for a glider to fly, its weight must be opposed by

Choices:
W. lift.
M. drag.
Q. gravity.
C. friction.

Prompt:
Question: In order for a glider to fly, its weight must be opposed by
W. lift.
M. drag.
Q. gravity.
C. friction.
Answer:

Question: In order for a glider to fly, its weight must be opposed by

Choices:
W. friction.
M. lift.
Q. drag.
C. gravity.

Prompt:
Question: In order for a glider to fly, its weight must be opposed by
W. friction.
M. lift.
Q. drag.
C. gravity.
Answer:

Answer: 1


Question: Why does the leaf of a plant look green?

Choices:
A. Because it absorbs green light
B. Because it reflects green light
C. Because it absorbs only yellow and blue light
D. Because it reflects a mixture of yellow and blue light

Prompt:
Question: Why does the leaf of a plant look green?
A. Because it absorbs green light
B. Because it reflects green light
C. Because it absorbs only yellow and blue light
D. Because it reflects a mixture of yellow and blue light
Answer:

Answer: 1

Question: Why does the leaf of a plant look green?

Choices:
A. Because it reflects green light
B. Because it reflects a mixture of yellow and blue light
C. Because it absorbs only yellow and blue light
D. Because it absorbs green light

Prompt:
Question: Why does the leaf of a plant look green?
A. Because it reflects green light
B. Because it reflects a mixture of yellow and blue light
C. Because it absorbs only yellow and blue light
D. Because it absorbs green light
Answer:

Question: Why does the leaf of a plant look green?

Choices:
1. Because it absorbs green light
2. Because it reflects green light
3. Because it absorbs only yellow and blue light
4. Because it reflects a mixture of yellow and blue light

Prompt:
Question: Why does the leaf of a plant look green?
1. Because it absorbs green light
2. Because it reflects green light
3. Because it absorbs only yellow and blue light
4. Because it reflects a mixture of yellow and blue light
Answer:

Answer: 1

Question: Why does the leaf of a plant look green?

Choices:
N. Because it absorbs green light
P. Because it reflects green light
O. Because it absorbs only yellow and blue light
Q. Because it reflects a mixture of yellow and blue light

Prompt:
Question: Why does the leaf of a plant look green?
N. Because it absorbs green light
P. Because it reflects green light
O. Because it absorbs only yellow and blue light
Q. Because it reflects a mixture of yellow and blue light
Answer:

Answer: 1

Question: Why does the leaf of a plant look green?

Choices:
N. Because it reflects green light
P. Because it reflects a mixture of yellow and blue light
O. Because it absorbs only yellow and blue light
Q. Because it absorbs green light

Prompt:
Question: Why does the leaf of a plant look green?
N. Because it reflects green light
P. Because it reflects a mixture of yellow and blue light
O. Because it absorbs only yellow and blue light
Q. Because it absorbs green light
Answer:


Question: Which statement best describes the nature of sound?

Choices:
A. Sound travels fastest in air.
B. Sound travels faster than light.
C. Sound travels as longitudinal waves.
D. Sound travels as transverse waves.

Prompt:
Question: Which statement best describes the nature of sound?
A. Sound travels fastest in air.
B. Sound travels faster than light.
C. Sound travels as longitudinal waves.
D. Sound travels as transverse waves.
Answer:

Answer: 2

Question: Which statement best describes the nature of sound?

Choices:
A. Sound travels faster than light.
B. Sound travels fastest in air.
C. Sound travels as transverse waves.
D. Sound travels as longitudinal waves.

Prompt:
Question: Which statement best describes the nature of sound?
A. Sound travels faster than light.
B. Sound travels fastest in air.
C. Sound travels as transverse waves.
D. Sound travels as longitudinal waves.
Answer:

Answer: 3

Question: Which statement best describes the nature of sound?

Choices:
1. Sound travels fastest in air.
2. Sound travels faster than light.
3. Sound travels as longitudinal waves.
4. Sound travels as transverse waves.

Prompt:
Question: Which statement best describes the nature of sound?
1. Sound travels fastest in air.
2. Sound travels faster than light.
3. Sound travels as longitudinal waves.
4. Sound travels as transverse waves.
Answer:

Answer: 2

Question: Which statement best describes the nature of sound?

Choices:
E. Sound travels fastest in air.
M. Sound travels faster than light.
U. Sound travels as longitudinal waves.
H. Sound travels as transverse waves.

Prompt:
Question: Which statement best describes the nature of sound?
E. Sound travels fastest in air.
M. Sound travels faster than light.
U. Sound travels as longitudinal waves.
H. Sound travels as transverse waves.
Answer:

Answer: 2

Question: Which statement best describes the nature of sound?

Choices:
E. Sound travels faster than light.
M. Sound travels fastest in air.
U. Sound travels as transverse waves.
H. Sound travels as longitudinal waves.

Prompt:
Question: Which statement best describes the nature of sound?
E. Sound travels faster than light.
M. Sound travels fastest in air.
U. Sound travels as transverse waves.
H. Sound travels as longitudinal waves.
Answer:

Answer: 3


Question: Which of these provides most of the oxygen in Earth's atmosphere?

Choices:
A. coral reefs
B. rainforest plants
C. ocean phytoplankton
D. continental grasslands

Prompt:
Question: Which of these provides most of the oxygen in Earth's atmosphere?
A. coral reefs
B. rainforest plants
C. ocean phytoplankton
D. continental grasslands
Answer:

Answer: 2

Question: Which of these provides most of the oxygen in Earth's atmosphere?

Choices:
A. ocean phytoplankton
B. continental grasslands
C. rainforest plants
D. coral reefs

Prompt:
Question: Which of these provides most of the oxygen in Earth's atmosphere?
A. ocean phytoplankton
B. continental grasslands
C. rainforest plants
D. coral reefs
Answer:

Question: Which of these provides most of the oxygen in Earth's atmosphere?

Choices:
1. coral reefs
2. rainforest plants
3. ocean phytoplankton
4. continental grasslands

Prompt:
Question: Which of these provides most of the oxygen in Earth's atmosphere?
1. coral reefs
2. rainforest plants
3. ocean phytoplankton
4. continental grasslands
Answer:

Answer: 2

Question: Which of these provides most of the oxygen in Earth's atmosphere?

Choices:
P. coral reefs
C. rainforest plants
E. ocean phytoplankton
Y. continental grasslands

Prompt:
Question: Which of these provides most of the oxygen in Earth's atmosphere?
P. coral reefs
C. rainforest plants
E. ocean phytoplankton
Y. continental grasslands
Answer:

Answer: 2

Question: Which of these provides most of the oxygen in Earth's atmosphere?

Choices:
P. ocean phytoplankton
C. continental grasslands
E. rainforest plants
Y. coral reefs

Prompt:
Question: Which of these provides most of the oxygen in Earth's atmosphere?
P. ocean phytoplankton
C. continental grasslands
E. rainforest plants
Y. coral reefs
Answer:


Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?

Choices:
A. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
C. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
D. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)

Prompt:
Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?
A. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
C. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
D. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
Answer:

Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?

Choices:
A. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
C. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
D. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)

Prompt:
Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?
A. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
C. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
D. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
Answer:

Answer: 2

Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?

Choices:
1. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
2. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
3. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
4. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)

Prompt:
Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?
1. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
2. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
3. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
4. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
Answer:

Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?

Choices:
T. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
U. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
X. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)

Prompt:
Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?
T. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
U. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
X. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
Answer:

Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?

Choices:
T. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
U. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
X. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)

Prompt:
Question: A solution of lead (II) nitrate reacts with a solution of sodium iodide to produce a yellow solid of lead (II) iodide and aqueous sodium nitrate. Which of these illustrates the reaction?
T. Fe(NO_{3})_{2}(aq) + 2NaI(aq) -> FeI_{2} + 2NaNO_{3}(aq)
B. L_{2}N(aq) + SI(aq) -> L_{2}I(s) + SN(aq)
U. Pb(NO_{3})_{2}(aq) + 2NaI(aq) -> PbI_{2}(s) + 2NaNO_{3}(aq)
X. Pb_{2}N(aq) + NaI(aq) -> Pb_{2}I(s) NaN(aq)
Answer:

Answer: 2


Question: A meteoroid becomes a meteorite when it

Choices:
A. impacts the surface of a planet.
B. encounters the atmosphere of a planet.
C. makes a complete orbit around a planet.
D. starts to burn up in the atmosphere of a planet.

Prompt:
Question: A meteoroid becomes a meteorite when it
A. impacts the surface of a planet.
B. encounters the atmosphere of a planet.
C. makes a complete orbit around a planet.
D. starts to burn up in the atmosphere of a planet.
Answer:

Question: A meteoroid becomes a meteorite when it

Choices:
A. starts to burn up in the atmosphere of a planet.
B. makes a complete orbit around a planet.
C. impacts the surface of a planet.
D. encounters the atmosphere of a planet.

Prompt:
Question: A meteoroid becomes a meteorite when it
A. starts to burn up in the atmosphere of a planet.
B. makes a complete orbit around a planet.
C. impacts the surface of a planet.
D. encounters the atmosphere of a planet.
Answer:

Answer: 2

Question: A meteoroid becomes a meteorite when it

Choices:
1. impacts the surface of a planet.
2. encounters the atmosphere of a planet.
3. makes a complete orbit around a planet.
4. starts to burn up in the atmosphere of a planet.

Prompt:
Question: A meteoroid becomes a meteorite when it
1. impacts the surface of a planet.
2. encounters the atmosphere of a planet.
3. makes a complete orbit around a planet.
4. starts to burn up in the atmosphere of a planet.
Answer:

Question: A meteoroid becomes a meteorite when it

Choices:
M. impacts the surface of a planet.
T. encounters the atmosphere of a planet.
W. makes a complete orbit around a planet.
K. starts to burn up in the atmosphere of a planet.

Prompt:
Question: A meteoroid becomes a meteorite when it
M. impacts the surface of a planet.
T. encounters the atmosphere of a planet.
W. makes a complete orbit around a planet.
K. starts to burn up in the atmosphere of a planet.
Answer:

Question: A meteoroid becomes a meteorite when it

Choices:
M. starts to burn up in the atmosphere of a planet.
T. makes a complete orbit around a planet.
W. impacts the surface of a planet.
K. encounters the atmosphere of a planet.

Prompt:
Question: A meteoroid becomes a meteorite when it
M. starts to burn up in the atmosphere of a planet.
T. makes a complete orbit around a planet.
W. impacts the surface of a planet.
K. encounters the atmosphere of a planet.
Answer:

Answer: 2


Question: Which force causes rocks to roll downhill?

Choices:
A. gravity
B. friction
C. erosion
D. magnetism

Prompt:
Question: Which force causes rocks to roll downhill?
A. gravity
B. friction
C. erosion
D. magnetism
Answer:

Question: Which force causes rocks to roll downhill?

Choices:
A. magnetism
B. erosion
C. friction
D. gravity

Prompt:
Question: Which force causes rocks to roll downhill?
A. magnetism
B. erosion
C. friction
D. gravity
Answer:

Answer: 3

Question: Which force causes rocks to roll downhill?

Choices:
1. gravity
2. friction
3. erosion
4. magnetism

Prompt:
Question: Which force causes rocks to roll downhill?
1. gravity
2. friction
3. erosion
4. magnetism
Answer:

Question: Which force causes rocks to roll downhill?

Choices:
N. gravity
K. friction
S. erosion
W. magnetism

Prompt:
Question: Which force causes rocks to roll downhill?
N. gravity
K. friction
S. erosion
W. magnetism
Answer:

Question: Which force causes rocks to roll downhill?

Choices:
N. magnetism
K. erosion
S. friction
W. gravity

Prompt:
Question: Which force causes rocks to roll downhill?
N. magnetism
K. erosion
S. friction
W. gravity
Answer:

Answer: 3


Question: Infectious diseases are caused by

Choices:
A. allergies
B. vitamin deficiencies
C. chemical spills
D. microorganisms

Prompt:
Question: Infectious diseases are caused by
A. allergies
B. vitamin deficiencies
C. chemical spills
D. microorganisms
Answer:

Answer: 3

Question: Infectious diseases are caused by

Choices:
A. chemical spills
B. allergies
C. microorganisms
D. vitamin deficiencies

Prompt:
Question: Infectious diseases are caused by
A. chemical spills
B. allergies
C. microorganisms
D. vitamin deficiencies
Answer:

Answer: 2

Question: Infectious diseases are caused by

Choices:
1. allergies
2. vitamin deficiencies
3. chemical spills
4. microorganisms

Prompt:
Question: Infectious diseases are caused by
1. allergies
2. vitamin deficiencies
3. chemical spills
4. microorganisms
Answer:

Answer: 3

Question: Infectious diseases are caused by

Choices:
K. allergies
I. vitamin deficiencies
Y. chemical spills
A. microorganisms

Prompt:
Question: Infectious diseases are caused by
K. allergies
I. vitamin deficiencies
Y. chemical spills
A. microorganisms
Answer:

Answer: 3

Question: Infectious diseases are caused by

Choices:
K. chemical spills
I. allergies
Y. microorganisms
A. vitamin deficiencies

Prompt:
Question: Infectious diseases are caused by
K. chemical spills
I. allergies
Y. microorganisms
A. vitamin deficiencies
Answer:

Answer: 2


Question: A water wave that occurs in an ocean is an example of which type of wave?

Choices:
A. electromagnetic
B. gravitational
C. transverse
D. seismic

Prompt:
Question: A water wave that occurs in an ocean is an example of which type of wave?
A. electromagnetic
B. gravitational
C. transverse
D. seismic
Answer:

Answer: 2

Question: A water wave that occurs in an ocean is an example of which type of wave?

Choices:
A. seismic
B. transverse
C. gravitational
D. electromagnetic

Prompt:
Question: A water wave that occurs in an ocean is an example of which type of wave?
A. seismic
B. transverse
C. gravitational
D. electromagnetic
Answer:

Answer: 1

Question: A water wave that occurs in an ocean is an example of which type of wave?

Choices:
1. electromagnetic
2. gravitational
3. transverse
4. seismic

Prompt:
Question: A water wave that occurs in an ocean is an example of which type of wave?
1. electromagnetic
2. gravitational
3. transverse
4. seismic
Answer:

Answer: 2

Question: A water wave that occurs in an ocean is an example of which type of wave?

Choices:
U. electromagnetic
Y. gravitational
L. transverse
M. seismic

Prompt:
Question: A water wave that occurs in an ocean is an example of which type of wave?
U. electromagnetic
Y. gravitational
L. transverse
M. seismic
Answer:

Answer: 2

Question: A water wave that occurs in an ocean is an example of which type of wave?

Choices:
U. seismic
Y. transverse
L. gravitational
M. electromagnetic

Prompt:
Question: A water wave that occurs in an ocean is an example of which type of wave?
U. seismic
Y. transverse
L. gravitational
M. electromagnetic
Answer:

Answer: 1


Question: Which of the following is an example of how insects are beneficial to humans?

Choices:
A. Insects can spread diseases.
B. Insects have short life spans.
C. Insects pollinate flowering plants.
D. Insects sometimes eat poisonous plants.

Prompt:
Question: Which of the following is an example of how insects are beneficial to humans?
A. Insects can spread diseases.
B. Insects have short life spans.
C. Insects pollinate flowering plants.
D. Insects sometimes eat poisonous plants.
Answer:

Answer: 2

Question: Which of the following is an example of how insects are beneficial to humans?

Choices:
A. Insects sometimes eat poisonous plants.
B. Insects can spread diseases.
C. Insects have short life spans.
D. Insects pollinate flowering plants.

Prompt:
Question: Which of the following is an example of how insects are beneficial to humans?
A. Insects sometimes eat poisonous plants.
B. Insects can spread diseases.
C. Insects have short life spans.
D. Insects pollinate flowering plants.
Answer:

Answer: 3

Question: Which of the following is an example of how insects are beneficial to humans?

Choices:
1. Insects can spread diseases.
2. Insects have short life spans.
3. Insects pollinate flowering plants.
4. Insects sometimes eat poisonous plants.

Prompt:
Question: Which of the following is an example of how insects are beneficial to humans?
1. Insects can spread diseases.
2. Insects have short life spans.
3. Insects pollinate flowering plants.
4. Insects sometimes eat poisonous plants.
Answer:

Answer: 2

Question: Which of the following is an example of how insects are beneficial to humans?

Choices:
B. Insects can spread diseases.
C. Insects have short life spans.
Q. Insects pollinate flowering plants.
T. Insects sometimes eat poisonous plants.

Prompt:
Question: Which of the following is an example of how insects are beneficial to humans?
B. Insects can spread diseases.
C. Insects have short life spans.
Q. Insects pollinate flowering plants.
T. Insects sometimes eat poisonous plants.
Answer:

Answer: 2

Question: Which of the following is an example of how insects are beneficial to humans?

Choices:
B. Insects sometimes eat poisonous plants.
C. Insects can spread diseases.
Q. Insects have short life spans.
T. Insects pollinate flowering plants.

Prompt:
Question: Which of the following is an example of how insects are beneficial to humans?
B. Insects sometimes eat poisonous plants.
C. Insects can spread diseases.
Q. Insects have short life spans.
T. Insects pollinate flowering plants.
Answer:

Answer: 3


Question: In a closed system, what happens to the total energy of the system as energy conversions take place?

Choices:
A. It increases.
B. It decreases.
C. It remains constant.
D. It is transferred out of the system.

Prompt:
Question: In a closed system, what happens to the total energy of the system as energy conversions take place?
A. It increases.
B. It decreases.
C. It remains constant.
D. It is transferred out of the system.
Answer:

Answer: 2

Question: In a closed system, what happens to the total energy of the system as energy conversions take place?

Choices:
A. It increases.
B. It is transferred out of the system.
C. It decreases.
D. It remains constant.

Prompt:
Question: In a closed system, what happens to the total energy of the system as energy conversions take place?
A. It increases.
B. It is transferred out of the system.
C. It decreases.
D. It remains constant.
Answer:

Answer: 3

Question: In a closed system, what happens to the total energy of the system as energy conversions take place?

Choices:
1. It increases.
2. It decreases.
3. It remains constant.
4. It is transferred out of the system.

Prompt:
Question: In a closed system, what happens to the total energy of the system as energy conversions take place?
1. It increases.
2. It decreases.
3. It remains constant.
4. It is transferred out of the system.
Answer:

Answer: 2

Question: In a closed system, what happens to the total energy of the system as energy conversions take place?

Choices:
U. It increases.
J. It decreases.
S. It remains constant.
W. It is transferred out of the system.

Prompt:
Question: In a closed system, what happens to the total energy of the system as energy conversions take place?
U. It increases.
J. It decreases.
S. It remains constant.
W. It is transferred out of the system.
Answer:

Answer: 2

Question: In a closed system, what happens to the total energy of the system as energy conversions take place?

Choices:
U. It increases.
J. It is transferred out of the system.
S. It decreases.
W. It remains constant.

Prompt:
Question: In a closed system, what happens to the total energy of the system as energy conversions take place?
U. It increases.
J. It is transferred out of the system.
S. It decreases.
W. It remains constant.
Answer:

Answer: 3


Question: Which of these organisms is a producer in a marine ecosystem?

Choices:
A. fish
B. gull
C. algae
D. worm

Prompt:
Question: Which of these organisms is a producer in a marine ecosystem?
A. fish
B. gull
C. algae
D. worm
Answer:

Answer: 2

Question: Which of these organisms is a producer in a marine ecosystem?

Choices:
A. fish
B. algae
C. gull
D. worm

Prompt:
Question: Which of these organisms is a producer in a marine ecosystem?
A. fish
B. algae
C. gull
D. worm
Answer:

Answer: 1

Question: Which of these organisms is a producer in a marine ecosystem?

Choices:
1. fish
2. gull
3. algae
4. worm

Prompt:
Question: Which of these organisms is a producer in a marine ecosystem?
1. fish
2. gull
3. algae
4. worm
Answer:

Answer: 2

Question: Which of these organisms is a producer in a marine ecosystem?

Choices:
H. fish
W. gull
S. algae
C. worm

Prompt:
Question: Which of these organisms is a producer in a marine ecosystem?
H. fish
W. gull
S. algae
C. worm
Answer:

Answer: 2

Question: Which of these organisms is a producer in a marine ecosystem?

Choices:
H. fish
W. algae
S. gull
C. worm

Prompt:
Question: Which of these organisms is a producer in a marine ecosystem?
H. fish
W. algae
S. gull
C. worm
Answer:

Answer: 1


Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?

Choices:
A. to improve the flavors by increasing the sugar content
B. to speed up the ripening of produce picked too early
C. to partially cook the produce before canning or freezing
D. to extend the shelf life by killing existing microorganisms

Prompt:
Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?
A. to improve the flavors by increasing the sugar content
B. to speed up the ripening of produce picked too early
C. to partially cook the produce before canning or freezing
D. to extend the shelf life by killing existing microorganisms
Answer:

Answer: 3

Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?

Choices:
A. to speed up the ripening of produce picked too early
B. to improve the flavors by increasing the sugar content
C. to extend the shelf life by killing existing microorganisms
D. to partially cook the produce before canning or freezing

Prompt:
Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?
A. to speed up the ripening of produce picked too early
B. to improve the flavors by increasing the sugar content
C. to extend the shelf life by killing existing microorganisms
D. to partially cook the produce before canning or freezing
Answer:

Answer: 2

Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?

Choices:
1. to improve the flavors by increasing the sugar content
2. to speed up the ripening of produce picked too early
3. to partially cook the produce before canning or freezing
4. to extend the shelf life by killing existing microorganisms

Prompt:
Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?
1. to improve the flavors by increasing the sugar content
2. to speed up the ripening of produce picked too early
3. to partially cook the produce before canning or freezing
4. to extend the shelf life by killing existing microorganisms
Answer:

Answer: 3

Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?

Choices:
Q. to improve the flavors by increasing the sugar content
J. to speed up the ripening of produce picked too early
B. to partially cook the produce before canning or freezing
P. to extend the shelf life by killing existing microorganisms

Prompt:
Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?
Q. to improve the flavors by increasing the sugar content
J. to speed up the ripening of produce picked too early
B. to partially cook the produce before canning or freezing
P. to extend the shelf life by killing existing microorganisms
Answer:

Answer: 3

Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?

Choices:
Q. to speed up the ripening of produce picked too early
J. to improve the flavors by increasing the sugar content
B. to extend the shelf life by killing existing microorganisms
P. to partially cook the produce before canning or freezing

Prompt:
Question: Which of the following describes a reason why companies irradiate some fruits and vegetables before they are sold to the public?
Q. to speed up the ripening of produce picked too early
J. to improve the flavors by increasing the sugar content
B. to extend the shelf life by killing existing microorganisms
P. to partially cook the produce before canning or freezing
Answer:

Answer: 2