Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?

Choices:
A. Having excellent hearing
B. Living six to seven years
C. Dropping nuts in front of cars
D. Having black feathers

Prompt:
Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?
A. Having excellent hearing
B. Living six to seven years
C. Dropping nuts in front of cars
D. Having black feathers
Answer:

Answer: 2

Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?

Choices:
A. Having excellent hearing
B. Living six to seven years
C. Having black feathers
D. Dropping nuts in front of cars

Prompt:
Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?
A. Having excellent hearing
B. Living six to seven years
C. Having black feathers
D. Dropping nuts in front of cars
Answer:

Answer: 3

Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?

Choices:
1. Having excellent hearing
2. Living six to seven years
3. Dropping nuts in front of cars
4. Having black feathers

Prompt:
Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?
1. Having excellent hearing
2. Living six to seven years
3. Dropping nuts in front of cars
4. Having black feathers
Answer:

Answer: 2

Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?

Choices:
X. Having excellent hearing
C. Living six to seven years
W. Dropping nuts in front of cars
P. Having black feathers

Prompt:
Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?
X. Having excellent hearing
C. Living six to seven years
W. Dropping nuts in front of cars
P. Having black feathers
Answer:

Answer: 2

Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?

Choices:
X. Having excellent hearing
C. Living six to seven years
W. Having black feathers
P. Dropping nuts in front of cars

Prompt:
Question: Crows are found throughout many parts of the world. They are black birds with excellent hearing. In the wild they live for six to seven years. Some crows in Japan open hard-shelled nuts by dropping them in front of moving cars. Which of these is a learned behavior?
X. Having excellent hearing
C. Living six to seven years
W. Having black feathers
P. Dropping nuts in front of cars
Answer:

Answer: 3


Question: Which object would best help a student determine if a block of an unknown material is magnetic?

Choices:
A. wooden ruler
B. paper clip
C. glass marble
D. magnifying glass

Prompt:
Question: Which object would best help a student determine if a block of an unknown material is magnetic?
A. wooden ruler
B. paper clip
C. glass marble
D. magnifying glass
Answer:

Answer: 1

Question: Which object would best help a student determine if a block of an unknown material is magnetic?

Choices:
A. wooden ruler
B. magnifying glass
C. paper clip
D. glass marble

Prompt:
Question: Which object would best help a student determine if a block of an unknown material is magnetic?
A. wooden ruler
B. magnifying glass
C. paper clip
D. glass marble
Answer:

Answer: 2

Question: Which object would best help a student determine if a block of an unknown material is magnetic?

Choices:
1. wooden ruler
2. paper clip
3. glass marble
4. magnifying glass

Prompt:
Question: Which object would best help a student determine if a block of an unknown material is magnetic?
1. wooden ruler
2. paper clip
3. glass marble
4. magnifying glass
Answer:

Answer: 1

Question: Which object would best help a student determine if a block of an unknown material is magnetic?

Choices:
U. wooden ruler
L. paper clip
Z. glass marble
J. magnifying glass

Prompt:
Question: Which object would best help a student determine if a block of an unknown material is magnetic?
U. wooden ruler
L. paper clip
Z. glass marble
J. magnifying glass
Answer:

Answer: 1

Question: Which object would best help a student determine if a block of an unknown material is magnetic?

Choices:
U. wooden ruler
L. magnifying glass
Z. paper clip
J. glass marble

Prompt:
Question: Which object would best help a student determine if a block of an unknown material is magnetic?
U. wooden ruler
L. magnifying glass
Z. paper clip
J. glass marble
Answer:

Answer: 2


Question: About how much of Earth's surface is covered by oceans?

Choices:
A. less than 20%
B. about 50%
C. about 70%
D. more than 90%

Prompt:
Question: About how much of Earth's surface is covered by oceans?
A. less than 20%
B. about 50%
C. about 70%
D. more than 90%
Answer:

Answer: 2

Question: About how much of Earth's surface is covered by oceans?

Choices:
A. about 50%
B. about 70%
C. more than 90%
D. less than 20%

Prompt:
Question: About how much of Earth's surface is covered by oceans?
A. about 50%
B. about 70%
C. more than 90%
D. less than 20%
Answer:

Answer: 1

Question: About how much of Earth's surface is covered by oceans?

Choices:
1. less than 20%
2. about 50%
3. about 70%
4. more than 90%

Prompt:
Question: About how much of Earth's surface is covered by oceans?
1. less than 20%
2. about 50%
3. about 70%
4. more than 90%
Answer:

Answer: 2

Question: About how much of Earth's surface is covered by oceans?

Choices:
M. less than 20%
P. about 50%
R. about 70%
V. more than 90%

Prompt:
Question: About how much of Earth's surface is covered by oceans?
M. less than 20%
P. about 50%
R. about 70%
V. more than 90%
Answer:

Answer: 2

Question: About how much of Earth's surface is covered by oceans?

Choices:
M. about 50%
P. about 70%
R. more than 90%
V. less than 20%

Prompt:
Question: About how much of Earth's surface is covered by oceans?
M. about 50%
P. about 70%
R. more than 90%
V. less than 20%
Answer:

Answer: 1


Question: Sound will not travel in a

Choices:
A. solid
B. liquid
C. gas
D. vacuum

Prompt:
Question: Sound will not travel in a
A. solid
B. liquid
C. gas
D. vacuum
Answer:

Answer: 3

Question: Sound will not travel in a

Choices:
A. liquid
B. vacuum
C. solid
D. gas

Prompt:
Question: Sound will not travel in a
A. liquid
B. vacuum
C. solid
D. gas
Answer:

Answer: 1

Question: Sound will not travel in a

Choices:
1. solid
2. liquid
3. gas
4. vacuum

Prompt:
Question: Sound will not travel in a
1. solid
2. liquid
3. gas
4. vacuum
Answer:

Answer: 3

Question: Sound will not travel in a

Choices:
J. solid
M. liquid
S. gas
F. vacuum

Prompt:
Question: Sound will not travel in a
J. solid
M. liquid
S. gas
F. vacuum
Answer:

Answer: 3

Question: Sound will not travel in a

Choices:
J. liquid
M. vacuum
S. solid
F. gas

Prompt:
Question: Sound will not travel in a
J. liquid
M. vacuum
S. solid
F. gas
Answer:

Answer: 1


Question: What supplies most of the energy that plants need to make food?

Choices:
A. rain
B. wind
C. minerals
D. sunlight

Prompt:
Question: What supplies most of the energy that plants need to make food?
A. rain
B. wind
C. minerals
D. sunlight
Answer:

Answer: 3

Question: What supplies most of the energy that plants need to make food?

Choices:
A. rain
B. sunlight
C. minerals
D. wind

Prompt:
Question: What supplies most of the energy that plants need to make food?
A. rain
B. sunlight
C. minerals
D. wind
Answer:

Answer: 1

Question: What supplies most of the energy that plants need to make food?

Choices:
1. rain
2. wind
3. minerals
4. sunlight

Prompt:
Question: What supplies most of the energy that plants need to make food?
1. rain
2. wind
3. minerals
4. sunlight
Answer:

Answer: 3

Question: What supplies most of the energy that plants need to make food?

Choices:
Z. rain
H. wind
O. minerals
T. sunlight

Prompt:
Question: What supplies most of the energy that plants need to make food?
Z. rain
H. wind
O. minerals
T. sunlight
Answer:

Answer: 3

Question: What supplies most of the energy that plants need to make food?

Choices:
Z. rain
H. sunlight
O. minerals
T. wind

Prompt:
Question: What supplies most of the energy that plants need to make food?
Z. rain
H. sunlight
O. minerals
T. wind
Answer:

Answer: 1


Question: Which of the following is the main role of flowers found on most flowering plants?

Choices:
A. to take in air
B. to produce seeds
C. to absorb nutrients
D. to protect the stem

Prompt:
Question: Which of the following is the main role of flowers found on most flowering plants?
A. to take in air
B. to produce seeds
C. to absorb nutrients
D. to protect the stem
Answer:

Answer: 1

Question: Which of the following is the main role of flowers found on most flowering plants?

Choices:
A. to protect the stem
B. to take in air
C. to absorb nutrients
D. to produce seeds

Prompt:
Question: Which of the following is the main role of flowers found on most flowering plants?
A. to protect the stem
B. to take in air
C. to absorb nutrients
D. to produce seeds
Answer:

Answer: 3

Question: Which of the following is the main role of flowers found on most flowering plants?

Choices:
1. to take in air
2. to produce seeds
3. to absorb nutrients
4. to protect the stem

Prompt:
Question: Which of the following is the main role of flowers found on most flowering plants?
1. to take in air
2. to produce seeds
3. to absorb nutrients
4. to protect the stem
Answer:

Answer: 1

Question: Which of the following is the main role of flowers found on most flowering plants?

Choices:
L. to take in air
C. to produce seeds
S. to absorb nutrients
D. to protect the stem

Prompt:
Question: Which of the following is the main role of flowers found on most flowering plants?
L. to take in air
C. to produce seeds
S. to absorb nutrients
D. to protect the stem
Answer:

Answer: 1

Question: Which of the following is the main role of flowers found on most flowering plants?

Choices:
L. to protect the stem
C. to take in air
S. to absorb nutrients
D. to produce seeds

Prompt:
Question: Which of the following is the main role of flowers found on most flowering plants?
L. to protect the stem
C. to take in air
S. to absorb nutrients
D. to produce seeds
Answer:

Answer: 3


Question: Which adaptation will warn predators not to eat an animal?

Choices:
A. bright colors
B. bulging eyes
C. geometric shapes
D. poisonous secretions

Prompt:
Question: Which adaptation will warn predators not to eat an animal?
A. bright colors
B. bulging eyes
C. geometric shapes
D. poisonous secretions
Answer:

Question: Which adaptation will warn predators not to eat an animal?

Choices:
A. poisonous secretions
B. bulging eyes
C. bright colors
D. geometric shapes

Prompt:
Question: Which adaptation will warn predators not to eat an animal?
A. poisonous secretions
B. bulging eyes
C. bright colors
D. geometric shapes
Answer:

Answer: 2

Question: Which adaptation will warn predators not to eat an animal?

Choices:
1. bright colors
2. bulging eyes
3. geometric shapes
4. poisonous secretions

Prompt:
Question: Which adaptation will warn predators not to eat an animal?
1. bright colors
2. bulging eyes
3. geometric shapes
4. poisonous secretions
Answer:

Question: Which adaptation will warn predators not to eat an animal?

Choices:
I. bright colors
L. bulging eyes
D. geometric shapes
Z. poisonous secretions

Prompt:
Question: Which adaptation will warn predators not to eat an animal?
I. bright colors
L. bulging eyes
D. geometric shapes
Z. poisonous secretions
Answer:

Question: Which adaptation will warn predators not to eat an animal?

Choices:
I. poisonous secretions
L. bulging eyes
D. bright colors
Z. geometric shapes

Prompt:
Question: Which adaptation will warn predators not to eat an animal?
I. poisonous secretions
L. bulging eyes
D. bright colors
Z. geometric shapes
Answer:

Answer: 2


Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?

Choices:
A. during a flood
B. after a fire
C. during a drought
D. after a disease

Prompt:
Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?
A. during a flood
B. after a fire
C. during a drought
D. after a disease
Answer:

Answer: 1

Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?

Choices:
A. after a fire
B. during a flood
C. during a drought
D. after a disease

Prompt:
Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?
A. after a fire
B. during a flood
C. during a drought
D. after a disease
Answer:

Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?

Choices:
1. during a flood
2. after a fire
3. during a drought
4. after a disease

Prompt:
Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?
1. during a flood
2. after a fire
3. during a drought
4. after a disease
Answer:

Answer: 1

Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?

Choices:
O. during a flood
I. after a fire
N. during a drought
V. after a disease

Prompt:
Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?
O. during a flood
I. after a fire
N. during a drought
V. after a disease
Answer:

Answer: 1

Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?

Choices:
O. after a fire
I. during a flood
N. during a drought
V. after a disease

Prompt:
Question: The cones of a jack pine tree require great amounts of heat to release their seeds. When are jack pine tree seeds most likely released?
O. after a fire
I. during a flood
N. during a drought
V. after a disease
Answer:


Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely

Choices:
A. atoms.
B. dust.
C. cells.
D. bubbles.

Prompt:
Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely
A. atoms.
B. dust.
C. cells.
D. bubbles.
Answer:

Answer: 2

Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely

Choices:
A. dust.
B. cells.
C. atoms.
D. bubbles.

Prompt:
Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely
A. dust.
B. cells.
C. atoms.
D. bubbles.
Answer:

Answer: 1

Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely

Choices:
1. atoms.
2. dust.
3. cells.
4. bubbles.

Prompt:
Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely
1. atoms.
2. dust.
3. cells.
4. bubbles.
Answer:

Answer: 2

Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely

Choices:
K. atoms.
P. dust.
F. cells.
H. bubbles.

Prompt:
Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely
K. atoms.
P. dust.
F. cells.
H. bubbles.
Answer:

Answer: 2

Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely

Choices:
K. dust.
P. cells.
F. atoms.
H. bubbles.

Prompt:
Question: When a thin slice from an onion is viewed through a microscope, lots of little box-like shapes are seen. These shapes are most likely
K. dust.
P. cells.
F. atoms.
H. bubbles.
Answer:

Answer: 1


Question: Which is an example of substances reacting chemically?

Choices:
A. iron and oxygen forming rust
B. paper being cut into small pieces
C. chocolate melting in a pan
D. flour and sugar mixed together in a bowl

Prompt:
Question: Which is an example of substances reacting chemically?
A. iron and oxygen forming rust
B. paper being cut into small pieces
C. chocolate melting in a pan
D. flour and sugar mixed together in a bowl
Answer:

Question: Which is an example of substances reacting chemically?

Choices:
A. paper being cut into small pieces
B. chocolate melting in a pan
C. flour and sugar mixed together in a bowl
D. iron and oxygen forming rust

Prompt:
Question: Which is an example of substances reacting chemically?
A. paper being cut into small pieces
B. chocolate melting in a pan
C. flour and sugar mixed together in a bowl
D. iron and oxygen forming rust
Answer:

Answer: 3

Question: Which is an example of substances reacting chemically?

Choices:
1. iron and oxygen forming rust
2. paper being cut into small pieces
3. chocolate melting in a pan
4. flour and sugar mixed together in a bowl

Prompt:
Question: Which is an example of substances reacting chemically?
1. iron and oxygen forming rust
2. paper being cut into small pieces
3. chocolate melting in a pan
4. flour and sugar mixed together in a bowl
Answer:

Question: Which is an example of substances reacting chemically?

Choices:
V. iron and oxygen forming rust
B. paper being cut into small pieces
G. chocolate melting in a pan
W. flour and sugar mixed together in a bowl

Prompt:
Question: Which is an example of substances reacting chemically?
V. iron and oxygen forming rust
B. paper being cut into small pieces
G. chocolate melting in a pan
W. flour and sugar mixed together in a bowl
Answer:

Question: Which is an example of substances reacting chemically?

Choices:
V. paper being cut into small pieces
B. chocolate melting in a pan
G. flour and sugar mixed together in a bowl
W. iron and oxygen forming rust

Prompt:
Question: Which is an example of substances reacting chemically?
V. paper being cut into small pieces
B. chocolate melting in a pan
G. flour and sugar mixed together in a bowl
W. iron and oxygen forming rust
Answer:

Answer: 3


Question: An object's hardness, taste, and texture are examples of

Choices:
A. principles
B. stages
C. properties
D. processes

Prompt:
Question: An object's hardness, taste, and texture are examples of
A. principles
B. stages
C. properties
D. processes
Answer:

Answer: 2

Question: An object's hardness, taste, and texture are examples of

Choices:
A. properties
B. stages
C. processes
D. principles

Prompt:
Question: An object's hardness, taste, and texture are examples of
A. properties
B. stages
C. processes
D. principles
Answer:

Question: An object's hardness, taste, and texture are examples of

Choices:
1. principles
2. stages
3. properties
4. processes

Prompt:
Question: An object's hardness, taste, and texture are examples of
1. principles
2. stages
3. properties
4. processes
Answer:

Answer: 2

Question: An object's hardness, taste, and texture are examples of

Choices:
T. principles
F. stages
Q. properties
G. processes

Prompt:
Question: An object's hardness, taste, and texture are examples of
T. principles
F. stages
Q. properties
G. processes
Answer:

Answer: 2

Question: An object's hardness, taste, and texture are examples of

Choices:
T. properties
F. stages
Q. processes
G. principles

Prompt:
Question: An object's hardness, taste, and texture are examples of
T. properties
F. stages
Q. processes
G. principles
Answer:


Question: Some objects conduct electricity. Which object is the best conductor of electricity?

Choices:
A. a metal fork
B. a wood spoon
C. a plastic comb
D. a rubber eraser

Prompt:
Question: Some objects conduct electricity. Which object is the best conductor of electricity?
A. a metal fork
B. a wood spoon
C. a plastic comb
D. a rubber eraser
Answer:

Question: Some objects conduct electricity. Which object is the best conductor of electricity?

Choices:
A. a rubber eraser
B. a metal fork
C. a wood spoon
D. a plastic comb

Prompt:
Question: Some objects conduct electricity. Which object is the best conductor of electricity?
A. a rubber eraser
B. a metal fork
C. a wood spoon
D. a plastic comb
Answer:

Answer: 1

Question: Some objects conduct electricity. Which object is the best conductor of electricity?

Choices:
1. a metal fork
2. a wood spoon
3. a plastic comb
4. a rubber eraser

Prompt:
Question: Some objects conduct electricity. Which object is the best conductor of electricity?
1. a metal fork
2. a wood spoon
3. a plastic comb
4. a rubber eraser
Answer:

Question: Some objects conduct electricity. Which object is the best conductor of electricity?

Choices:
C. a metal fork
D. a wood spoon
L. a plastic comb
S. a rubber eraser

Prompt:
Question: Some objects conduct electricity. Which object is the best conductor of electricity?
C. a metal fork
D. a wood spoon
L. a plastic comb
S. a rubber eraser
Answer:

Question: Some objects conduct electricity. Which object is the best conductor of electricity?

Choices:
C. a rubber eraser
D. a metal fork
L. a wood spoon
S. a plastic comb

Prompt:
Question: Some objects conduct electricity. Which object is the best conductor of electricity?
C. a rubber eraser
D. a metal fork
L. a wood spoon
S. a plastic comb
Answer:

Answer: 1


Question: Which of the following eras is known as the "Age of Mammals"?

Choices:
A. Precambrian
B. Paleozoic
C. Mesozoic
D. Cenozoic

Prompt:
Question: Which of the following eras is known as the "Age of Mammals"?
A. Precambrian
B. Paleozoic
C. Mesozoic
D. Cenozoic
Answer:

Answer: 3

Question: Which of the following eras is known as the "Age of Mammals"?

Choices:
A. Precambrian
B. Paleozoic
C. Cenozoic
D. Mesozoic

Prompt:
Question: Which of the following eras is known as the "Age of Mammals"?
A. Precambrian
B. Paleozoic
C. Cenozoic
D. Mesozoic
Answer:

Answer: 2

Question: Which of the following eras is known as the "Age of Mammals"?

Choices:
1. Precambrian
2. Paleozoic
3. Mesozoic
4. Cenozoic

Prompt:
Question: Which of the following eras is known as the "Age of Mammals"?
1. Precambrian
2. Paleozoic
3. Mesozoic
4. Cenozoic
Answer:

Answer: 3

Question: Which of the following eras is known as the "Age of Mammals"?

Choices:
N. Precambrian
D. Paleozoic
Q. Mesozoic
J. Cenozoic

Prompt:
Question: Which of the following eras is known as the "Age of Mammals"?
N. Precambrian
D. Paleozoic
Q. Mesozoic
J. Cenozoic
Answer:

Answer: 3

Question: Which of the following eras is known as the "Age of Mammals"?

Choices:
N. Precambrian
D. Paleozoic
Q. Cenozoic
J. Mesozoic

Prompt:
Question: Which of the following eras is known as the "Age of Mammals"?
N. Precambrian
D. Paleozoic
Q. Cenozoic
J. Mesozoic
Answer:

Answer: 2


Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?

Choices:
A. The Sun burns hotter in the summer.
B. The Sun moves below the horizon in the summer.
C. The Northern Hemisphere is closer to the Sun in the winter.
D. The Northern Hemisphere is tilted away from the Sun in the winter.

Prompt:
Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?
A. The Sun burns hotter in the summer.
B. The Sun moves below the horizon in the summer.
C. The Northern Hemisphere is closer to the Sun in the winter.
D. The Northern Hemisphere is tilted away from the Sun in the winter.
Answer:

Answer: 3

Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?

Choices:
A. The Northern Hemisphere is closer to the Sun in the winter.
B. The Northern Hemisphere is tilted away from the Sun in the winter.
C. The Sun burns hotter in the summer.
D. The Sun moves below the horizon in the summer.

Prompt:
Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?
A. The Northern Hemisphere is closer to the Sun in the winter.
B. The Northern Hemisphere is tilted away from the Sun in the winter.
C. The Sun burns hotter in the summer.
D. The Sun moves below the horizon in the summer.
Answer:

Answer: 1

Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?

Choices:
1. The Sun burns hotter in the summer.
2. The Sun moves below the horizon in the summer.
3. The Northern Hemisphere is closer to the Sun in the winter.
4. The Northern Hemisphere is tilted away from the Sun in the winter.

Prompt:
Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?
1. The Sun burns hotter in the summer.
2. The Sun moves below the horizon in the summer.
3. The Northern Hemisphere is closer to the Sun in the winter.
4. The Northern Hemisphere is tilted away from the Sun in the winter.
Answer:

Answer: 3

Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?

Choices:
A. The Sun burns hotter in the summer.
D. The Sun moves below the horizon in the summer.
F. The Northern Hemisphere is closer to the Sun in the winter.
Y. The Northern Hemisphere is tilted away from the Sun in the winter.

Prompt:
Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?
A. The Sun burns hotter in the summer.
D. The Sun moves below the horizon in the summer.
F. The Northern Hemisphere is closer to the Sun in the winter.
Y. The Northern Hemisphere is tilted away from the Sun in the winter.
Answer:

Answer: 3

Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?

Choices:
A. The Northern Hemisphere is closer to the Sun in the winter.
D. The Northern Hemisphere is tilted away from the Sun in the winter.
F. The Sun burns hotter in the summer.
Y. The Sun moves below the horizon in the summer.

Prompt:
Question: In Alaska, there are fewer hours of daylight in the winter than in the summer. Which statement best explains why this difference occurs?
A. The Northern Hemisphere is closer to the Sun in the winter.
D. The Northern Hemisphere is tilted away from the Sun in the winter.
F. The Sun burns hotter in the summer.
Y. The Sun moves below the horizon in the summer.
Answer:

Answer: 1


Question: Most of Earth's major earthquakes are caused by

Choices:
A. seasonal heating and cooling of Earth's surface
B. weathering of rock at Earth's surface
C. Earth's gravitational attraction to the Moon
D. faulting of rock in Earth's crust

Prompt:
Question: Most of Earth's major earthquakes are caused by
A. seasonal heating and cooling of Earth's surface
B. weathering of rock at Earth's surface
C. Earth's gravitational attraction to the Moon
D. faulting of rock in Earth's crust
Answer:

Answer: 3

Question: Most of Earth's major earthquakes are caused by

Choices:
A. seasonal heating and cooling of Earth's surface
B. Earth's gravitational attraction to the Moon
C. faulting of rock in Earth's crust
D. weathering of rock at Earth's surface

Prompt:
Question: Most of Earth's major earthquakes are caused by
A. seasonal heating and cooling of Earth's surface
B. Earth's gravitational attraction to the Moon
C. faulting of rock in Earth's crust
D. weathering of rock at Earth's surface
Answer:

Answer: 2

Question: Most of Earth's major earthquakes are caused by

Choices:
1. seasonal heating and cooling of Earth's surface
2. weathering of rock at Earth's surface
3. Earth's gravitational attraction to the Moon
4. faulting of rock in Earth's crust

Prompt:
Question: Most of Earth's major earthquakes are caused by
1. seasonal heating and cooling of Earth's surface
2. weathering of rock at Earth's surface
3. Earth's gravitational attraction to the Moon
4. faulting of rock in Earth's crust
Answer:

Answer: 3

Question: Most of Earth's major earthquakes are caused by

Choices:
Y. seasonal heating and cooling of Earth's surface
F. weathering of rock at Earth's surface
M. Earth's gravitational attraction to the Moon
D. faulting of rock in Earth's crust

Prompt:
Question: Most of Earth's major earthquakes are caused by
Y. seasonal heating and cooling of Earth's surface
F. weathering of rock at Earth's surface
M. Earth's gravitational attraction to the Moon
D. faulting of rock in Earth's crust
Answer:

Answer: 3

Question: Most of Earth's major earthquakes are caused by

Choices:
Y. seasonal heating and cooling of Earth's surface
F. Earth's gravitational attraction to the Moon
M. faulting of rock in Earth's crust
D. weathering of rock at Earth's surface

Prompt:
Question: Most of Earth's major earthquakes are caused by
Y. seasonal heating and cooling of Earth's surface
F. Earth's gravitational attraction to the Moon
M. faulting of rock in Earth's crust
D. weathering of rock at Earth's surface
Answer:

Answer: 2


Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?

Choices:
A. leave her large jacket in her locker for the day
B. use goggles during the experiment
C. tie her hair back away from her face
D. wear a lab apron during the experiment

Prompt:
Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?
A. leave her large jacket in her locker for the day
B. use goggles during the experiment
C. tie her hair back away from her face
D. wear a lab apron during the experiment
Answer:

Answer: 2

Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?

Choices:
A. tie her hair back away from her face
B. wear a lab apron during the experiment
C. use goggles during the experiment
D. leave her large jacket in her locker for the day

Prompt:
Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?
A. tie her hair back away from her face
B. wear a lab apron during the experiment
C. use goggles during the experiment
D. leave her large jacket in her locker for the day
Answer:

Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?

Choices:
1. leave her large jacket in her locker for the day
2. use goggles during the experiment
3. tie her hair back away from her face
4. wear a lab apron during the experiment

Prompt:
Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?
1. leave her large jacket in her locker for the day
2. use goggles during the experiment
3. tie her hair back away from her face
4. wear a lab apron during the experiment
Answer:

Answer: 2

Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?

Choices:
L. leave her large jacket in her locker for the day
F. use goggles during the experiment
V. tie her hair back away from her face
A. wear a lab apron during the experiment

Prompt:
Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?
L. leave her large jacket in her locker for the day
F. use goggles during the experiment
V. tie her hair back away from her face
A. wear a lab apron during the experiment
Answer:

Answer: 2

Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?

Choices:
L. tie her hair back away from her face
F. wear a lab apron during the experiment
V. use goggles during the experiment
A. leave her large jacket in her locker for the day

Prompt:
Question: A girl with long hair is going to be participating in an experiment that uses an alcohol burner for an energy source. What is the best thing for her to do to prepare for this experiment?
L. tie her hair back away from her face
F. wear a lab apron during the experiment
V. use goggles during the experiment
A. leave her large jacket in her locker for the day
Answer:


Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?

Choices:
A. strong storms
B. long periods of drought
C. cold air temperatures
D. increasing daylight hours

Prompt:
Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?
A. strong storms
B. long periods of drought
C. cold air temperatures
D. increasing daylight hours
Answer:

Answer: 2

Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?

Choices:
A. strong storms
B. increasing daylight hours
C. long periods of drought
D. cold air temperatures

Prompt:
Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?
A. strong storms
B. increasing daylight hours
C. long periods of drought
D. cold air temperatures
Answer:

Answer: 3

Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?

Choices:
1. strong storms
2. long periods of drought
3. cold air temperatures
4. increasing daylight hours

Prompt:
Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?
1. strong storms
2. long periods of drought
3. cold air temperatures
4. increasing daylight hours
Answer:

Answer: 2

Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?

Choices:
D. strong storms
A. long periods of drought
Q. cold air temperatures
S. increasing daylight hours

Prompt:
Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?
D. strong storms
A. long periods of drought
Q. cold air temperatures
S. increasing daylight hours
Answer:

Answer: 2

Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?

Choices:
D. strong storms
A. increasing daylight hours
Q. long periods of drought
S. cold air temperatures

Prompt:
Question: Which factor would have the greatest influence on the southern migration of animals living in the Northern Hemisphere?
D. strong storms
A. increasing daylight hours
Q. long periods of drought
S. cold air temperatures
Answer:

Answer: 3


Question: What carries oxygen throughout the body?

Choices:
A. white blood cells
B. brain
C. red blood cells
D. nerves

Prompt:
Question: What carries oxygen throughout the body?
A. white blood cells
B. brain
C. red blood cells
D. nerves
Answer:

Answer: 2

Question: What carries oxygen throughout the body?

Choices:
A. red blood cells
B. brain
C. white blood cells
D. nerves

Prompt:
Question: What carries oxygen throughout the body?
A. red blood cells
B. brain
C. white blood cells
D. nerves
Answer:

Question: What carries oxygen throughout the body?

Choices:
1. white blood cells
2. brain
3. red blood cells
4. nerves

Prompt:
Question: What carries oxygen throughout the body?
1. white blood cells
2. brain
3. red blood cells
4. nerves
Answer:

Answer: 2

Question: What carries oxygen throughout the body?

Choices:
I. white blood cells
W. brain
Y. red blood cells
K. nerves

Prompt:
Question: What carries oxygen throughout the body?
I. white blood cells
W. brain
Y. red blood cells
K. nerves
Answer:

Answer: 2

Question: What carries oxygen throughout the body?

Choices:
I. red blood cells
W. brain
Y. white blood cells
K. nerves

Prompt:
Question: What carries oxygen throughout the body?
I. red blood cells
W. brain
Y. white blood cells
K. nerves
Answer:


Question: Which is the best example of an inherited behavior?

Choices:
A. a bear knowing the best place to catch salmon
B. a cat clawing on a tree to sharpen its claws
C. a dog coming when it hears a bell
D. a horse trotting its way back to the barn

Prompt:
Question: Which is the best example of an inherited behavior?
A. a bear knowing the best place to catch salmon
B. a cat clawing on a tree to sharpen its claws
C. a dog coming when it hears a bell
D. a horse trotting its way back to the barn
Answer:

Answer: 1

Question: Which is the best example of an inherited behavior?

Choices:
A. a bear knowing the best place to catch salmon
B. a dog coming when it hears a bell
C. a cat clawing on a tree to sharpen its claws
D. a horse trotting its way back to the barn

Prompt:
Question: Which is the best example of an inherited behavior?
A. a bear knowing the best place to catch salmon
B. a dog coming when it hears a bell
C. a cat clawing on a tree to sharpen its claws
D. a horse trotting its way back to the barn
Answer:

Answer: 2

Question: Which is the best example of an inherited behavior?

Choices:
1. a bear knowing the best place to catch salmon
2. a cat clawing on a tree to sharpen its claws
3. a dog coming when it hears a bell
4. a horse trotting its way back to the barn

Prompt:
Question: Which is the best example of an inherited behavior?
1. a bear knowing the best place to catch salmon
2. a cat clawing on a tree to sharpen its claws
3. a dog coming when it hears a bell
4. a horse trotting its way back to the barn
Answer:

Answer: 1

Question: Which is the best example of an inherited behavior?

Choices:
X. a bear knowing the best place to catch salmon
V. a cat clawing on a tree to sharpen its claws
I. a dog coming when it hears a bell
L. a horse trotting its way back to the barn

Prompt:
Question: Which is the best example of an inherited behavior?
X. a bear knowing the best place to catch salmon
V. a cat clawing on a tree to sharpen its claws
I. a dog coming when it hears a bell
L. a horse trotting its way back to the barn
Answer:

Answer: 1

Question: Which is the best example of an inherited behavior?

Choices:
X. a bear knowing the best place to catch salmon
V. a dog coming when it hears a bell
I. a cat clawing on a tree to sharpen its claws
L. a horse trotting its way back to the barn

Prompt:
Question: Which is the best example of an inherited behavior?
X. a bear knowing the best place to catch salmon
V. a dog coming when it hears a bell
I. a cat clawing on a tree to sharpen its claws
L. a horse trotting its way back to the barn
Answer:

Answer: 2


Question: What do all animals need in order to survive?

Choices:
A. rocks, water, and soil
B. water, air, and food
C. air, rocks, and sunlight
D. food, soil, and sunlight

Prompt:
Question: What do all animals need in order to survive?
A. rocks, water, and soil
B. water, air, and food
C. air, rocks, and sunlight
D. food, soil, and sunlight
Answer:

Answer: 1

Question: What do all animals need in order to survive?

Choices:
A. rocks, water, and soil
B. food, soil, and sunlight
C. air, rocks, and sunlight
D. water, air, and food

Prompt:
Question: What do all animals need in order to survive?
A. rocks, water, and soil
B. food, soil, and sunlight
C. air, rocks, and sunlight
D. water, air, and food
Answer:

Answer: 3

Question: What do all animals need in order to survive?

Choices:
1. rocks, water, and soil
2. water, air, and food
3. air, rocks, and sunlight
4. food, soil, and sunlight

Prompt:
Question: What do all animals need in order to survive?
1. rocks, water, and soil
2. water, air, and food
3. air, rocks, and sunlight
4. food, soil, and sunlight
Answer:

Answer: 1

Question: What do all animals need in order to survive?

Choices:
T. rocks, water, and soil
H. water, air, and food
L. air, rocks, and sunlight
R. food, soil, and sunlight

Prompt:
Question: What do all animals need in order to survive?
T. rocks, water, and soil
H. water, air, and food
L. air, rocks, and sunlight
R. food, soil, and sunlight
Answer:

Answer: 1

Question: What do all animals need in order to survive?

Choices:
T. rocks, water, and soil
H. food, soil, and sunlight
L. air, rocks, and sunlight
R. water, air, and food

Prompt:
Question: What do all animals need in order to survive?
T. rocks, water, and soil
H. food, soil, and sunlight
L. air, rocks, and sunlight
R. water, air, and food
Answer:

Answer: 3


Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?

Choices:
A. the amount of dissolved minerals in the water
B. the type of fibers from which her shirt was made
C. the temperature of the water
D. the fragrances in the detergent

Prompt:
Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?
A. the amount of dissolved minerals in the water
B. the type of fibers from which her shirt was made
C. the temperature of the water
D. the fragrances in the detergent
Answer:

Answer: 2

Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?

Choices:
A. the amount of dissolved minerals in the water
B. the temperature of the water
C. the type of fibers from which her shirt was made
D. the fragrances in the detergent

Prompt:
Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?
A. the amount of dissolved minerals in the water
B. the temperature of the water
C. the type of fibers from which her shirt was made
D. the fragrances in the detergent
Answer:

Answer: 1

Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?

Choices:
1. the amount of dissolved minerals in the water
2. the type of fibers from which her shirt was made
3. the temperature of the water
4. the fragrances in the detergent

Prompt:
Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?
1. the amount of dissolved minerals in the water
2. the type of fibers from which her shirt was made
3. the temperature of the water
4. the fragrances in the detergent
Answer:

Answer: 2

Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?

Choices:
Y. the amount of dissolved minerals in the water
D. the type of fibers from which her shirt was made
B. the temperature of the water
H. the fragrances in the detergent

Prompt:
Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?
Y. the amount of dissolved minerals in the water
D. the type of fibers from which her shirt was made
B. the temperature of the water
H. the fragrances in the detergent
Answer:

Answer: 2

Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?

Choices:
Y. the amount of dissolved minerals in the water
D. the temperature of the water
B. the type of fibers from which her shirt was made
H. the fragrances in the detergent

Prompt:
Question: Estella spilled tomato sauce on her shirt. When she washed her shirt, she noticed that the detergent she used contained enzymes. Enzymes are added to detergents to break down proteins from food and other substances that may stain clothing. Which would most likely inhibit the ability of the enzymes to remove the stain on her shirt?
Y. the amount of dissolved minerals in the water
D. the temperature of the water
B. the type of fibers from which her shirt was made
H. the fragrances in the detergent
Answer:

Answer: 1


Question: Which of the following best describes an atom?

Choices:
A. protons and electrons grouped together in a random pattern
B. protons and electrons grouped together in an alternating pattern
C. a core of protons and neutrons surrounded by electrons
D. a core of electrons and neutrons surrounded by protons

Prompt:
Question: Which of the following best describes an atom?
A. protons and electrons grouped together in a random pattern
B. protons and electrons grouped together in an alternating pattern
C. a core of protons and neutrons surrounded by electrons
D. a core of electrons and neutrons surrounded by protons
Answer:

Answer: 2

Question: Which of the following best describes an atom?

Choices:
A. protons and electrons grouped together in an alternating pattern
B. a core of protons and neutrons surrounded by electrons
C. protons and electrons grouped together in a random pattern
D. a core of electrons and neutrons surrounded by protons

Prompt:
Question: Which of the following best describes an atom?
A. protons and electrons grouped together in an alternating pattern
B. a core of protons and neutrons surrounded by electrons
C. protons and electrons grouped together in a random pattern
D. a core of electrons and neutrons surrounded by protons
Answer:

Answer: 1

Question: Which of the following best describes an atom?

Choices:
1. protons and electrons grouped together in a random pattern
2. protons and electrons grouped together in an alternating pattern
3. a core of protons and neutrons surrounded by electrons
4. a core of electrons and neutrons surrounded by protons

Prompt:
Question: Which of the following best describes an atom?
1. protons and electrons grouped together in a random pattern
2. protons and electrons grouped together in an alternating pattern
3. a core of protons and neutrons surrounded by electrons
4. a core of electrons and neutrons surrounded by protons
Answer:

Answer: 2

Question: Which of the following best describes an atom?

Choices:
Q. protons and electrons grouped together in a random pattern
T. protons and electrons grouped together in an alternating pattern
W. a core of protons and neutrons surrounded by electrons
I. a core of electrons and neutrons surrounded by protons

Prompt:
Question: Which of the following best describes an atom?
Q. protons and electrons grouped together in a random pattern
T. protons and electrons grouped together in an alternating pattern
W. a core of protons and neutrons surrounded by electrons
I. a core of electrons and neutrons surrounded by protons
Answer:

Answer: 2

Question: Which of the following best describes an atom?

Choices:
Q. protons and electrons grouped together in an alternating pattern
T. a core of protons and neutrons surrounded by electrons
W. protons and electrons grouped together in a random pattern
I. a core of electrons and neutrons surrounded by protons

Prompt:
Question: Which of the following best describes an atom?
Q. protons and electrons grouped together in an alternating pattern
T. a core of protons and neutrons surrounded by electrons
W. protons and electrons grouped together in a random pattern
I. a core of electrons and neutrons surrounded by protons
Answer:

Answer: 1


Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more

Choices:
A. energy than the first.
B. inertia than the first.
C. power than the first.
D. work than the first.

Prompt:
Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more
A. energy than the first.
B. inertia than the first.
C. power than the first.
D. work than the first.
Answer:

Answer: 2

Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more

Choices:
A. energy than the first.
B. work than the first.
C. inertia than the first.
D. power than the first.

Prompt:
Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more
A. energy than the first.
B. work than the first.
C. inertia than the first.
D. power than the first.
Answer:

Answer: 3

Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more

Choices:
1. energy than the first.
2. inertia than the first.
3. power than the first.
4. work than the first.

Prompt:
Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more
1. energy than the first.
2. inertia than the first.
3. power than the first.
4. work than the first.
Answer:

Answer: 2

Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more

Choices:
V. energy than the first.
C. inertia than the first.
P. power than the first.
A. work than the first.

Prompt:
Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more
V. energy than the first.
C. inertia than the first.
P. power than the first.
A. work than the first.
Answer:

Answer: 2

Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more

Choices:
V. energy than the first.
C. work than the first.
P. inertia than the first.
A. power than the first.

Prompt:
Question: At a weightlifting competition, two competitors lifted the same weight to the same height. The second competitor accomplished the lift 2 seconds faster than the first competitor. This demonstrated that the second competitor had more
V. energy than the first.
C. work than the first.
P. inertia than the first.
A. power than the first.
Answer:

Answer: 3


Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?

Choices:
A. modified characteristic
B. ecological succession
C. structural adaptation
D. selective breeding

Prompt:
Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?
A. modified characteristic
B. ecological succession
C. structural adaptation
D. selective breeding
Answer:

Answer: 2

Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?

Choices:
A. modified characteristic
B. ecological succession
C. selective breeding
D. structural adaptation

Prompt:
Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?
A. modified characteristic
B. ecological succession
C. selective breeding
D. structural adaptation
Answer:

Answer: 3

Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?

Choices:
1. modified characteristic
2. ecological succession
3. structural adaptation
4. selective breeding

Prompt:
Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?
1. modified characteristic
2. ecological succession
3. structural adaptation
4. selective breeding
Answer:

Answer: 2

Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?

Choices:
E. modified characteristic
O. ecological succession
I. structural adaptation
A. selective breeding

Prompt:
Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?
E. modified characteristic
O. ecological succession
I. structural adaptation
A. selective breeding
Answer:

Answer: 2

Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?

Choices:
E. modified characteristic
O. ecological succession
I. selective breeding
A. structural adaptation

Prompt:
Question: The fur color of a bear varies with its environment. Polar bears found in the Arctic have white fur, while black bears found in Pennsylvania have dark fur. Which best describes the variation of fur color amongst the bear species?
E. modified characteristic
O. ecological succession
I. selective breeding
A. structural adaptation
Answer:

Answer: 3


Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?

Choices:
A. reduces traffic
B. uses less gasoline
C. accelerates faster
D. carries more passengers

Prompt:
Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?
A. reduces traffic
B. uses less gasoline
C. accelerates faster
D. carries more passengers
Answer:

Answer: 1

Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?

Choices:
A. uses less gasoline
B. reduces traffic
C. carries more passengers
D. accelerates faster

Prompt:
Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?
A. uses less gasoline
B. reduces traffic
C. carries more passengers
D. accelerates faster
Answer:

Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?

Choices:
1. reduces traffic
2. uses less gasoline
3. accelerates faster
4. carries more passengers

Prompt:
Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?
1. reduces traffic
2. uses less gasoline
3. accelerates faster
4. carries more passengers
Answer:

Answer: 1

Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?

Choices:
N. reduces traffic
Z. uses less gasoline
P. accelerates faster
A. carries more passengers

Prompt:
Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?
N. reduces traffic
Z. uses less gasoline
P. accelerates faster
A. carries more passengers
Answer:

Answer: 1

Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?

Choices:
N. uses less gasoline
Z. reduces traffic
P. carries more passengers
A. accelerates faster

Prompt:
Question: A car has a small gasoline engine combined with a battery-powered electric motor. When the car stops at a red light, the gasoline engine stops running and the electric motor begins working. How does this type of car most likely benefit people?
N. uses less gasoline
Z. reduces traffic
P. carries more passengers
A. accelerates faster
Answer:


Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?

Choices:
A. mineral
B. oxygen
C. gasoline
D. water

Prompt:
Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?
A. mineral
B. oxygen
C. gasoline
D. water
Answer:

Answer: 3

Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?

Choices:
A. gasoline
B. water
C. mineral
D. oxygen

Prompt:
Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?
A. gasoline
B. water
C. mineral
D. oxygen
Answer:

Answer: 1

Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?

Choices:
1. mineral
2. oxygen
3. gasoline
4. water

Prompt:
Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?
1. mineral
2. oxygen
3. gasoline
4. water
Answer:

Answer: 3

Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?

Choices:
K. mineral
Z. oxygen
A. gasoline
H. water

Prompt:
Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?
K. mineral
Z. oxygen
A. gasoline
H. water
Answer:

Answer: 3

Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?

Choices:
K. gasoline
Z. water
A. mineral
H. oxygen

Prompt:
Question: Increased populations can lead to the depletion of locally available resources. Compared to other communities, which of these locally available resources is most likely to be depleted in desert communities?
K. gasoline
Z. water
A. mineral
H. oxygen
Answer:

Answer: 1


Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?

Choices:
A. a high school science classroom
B. a university science blog
C. a peer-reviewed science journal
D. a popular science news magazine

Prompt:
Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?
A. a high school science classroom
B. a university science blog
C. a peer-reviewed science journal
D. a popular science news magazine
Answer:

Answer: 2

Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?

Choices:
A. a peer-reviewed science journal
B. a university science blog
C. a high school science classroom
D. a popular science news magazine

Prompt:
Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?
A. a peer-reviewed science journal
B. a university science blog
C. a high school science classroom
D. a popular science news magazine
Answer:

Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?

Choices:
1. a high school science classroom
2. a university science blog
3. a peer-reviewed science journal
4. a popular science news magazine

Prompt:
Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?
1. a high school science classroom
2. a university science blog
3. a peer-reviewed science journal
4. a popular science news magazine
Answer:

Answer: 2

Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?

Choices:
E. a high school science classroom
G. a university science blog
K. a peer-reviewed science journal
T. a popular science news magazine

Prompt:
Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?
E. a high school science classroom
G. a university science blog
K. a peer-reviewed science journal
T. a popular science news magazine
Answer:

Answer: 2

Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?

Choices:
E. a peer-reviewed science journal
G. a university science blog
K. a high school science classroom
T. a popular science news magazine

Prompt:
Question: Where is the first place a scientist should present new research data about the structure of a galaxy in order to receive the most appropriate review of the research?
E. a peer-reviewed science journal
G. a university science blog
K. a high school science classroom
T. a popular science news magazine
Answer:


Question: Which action most likely causes large rocks to become smaller pieces of rock?

Choices:
A. melting inside of Earth
B. weathering by wind and water
C. cementing by mud and minerals
D. being pressed between layers of soil

Prompt:
Question: Which action most likely causes large rocks to become smaller pieces of rock?
A. melting inside of Earth
B. weathering by wind and water
C. cementing by mud and minerals
D. being pressed between layers of soil
Answer:

Answer: 1

Question: Which action most likely causes large rocks to become smaller pieces of rock?

Choices:
A. being pressed between layers of soil
B. melting inside of Earth
C. cementing by mud and minerals
D. weathering by wind and water

Prompt:
Question: Which action most likely causes large rocks to become smaller pieces of rock?
A. being pressed between layers of soil
B. melting inside of Earth
C. cementing by mud and minerals
D. weathering by wind and water
Answer:

Answer: 3

Question: Which action most likely causes large rocks to become smaller pieces of rock?

Choices:
1. melting inside of Earth
2. weathering by wind and water
3. cementing by mud and minerals
4. being pressed between layers of soil

Prompt:
Question: Which action most likely causes large rocks to become smaller pieces of rock?
1. melting inside of Earth
2. weathering by wind and water
3. cementing by mud and minerals
4. being pressed between layers of soil
Answer:

Answer: 1

Question: Which action most likely causes large rocks to become smaller pieces of rock?

Choices:
M. melting inside of Earth
X. weathering by wind and water
Z. cementing by mud and minerals
C. being pressed between layers of soil

Prompt:
Question: Which action most likely causes large rocks to become smaller pieces of rock?
M. melting inside of Earth
X. weathering by wind and water
Z. cementing by mud and minerals
C. being pressed between layers of soil
Answer:

Answer: 1

Question: Which action most likely causes large rocks to become smaller pieces of rock?

Choices:
M. being pressed between layers of soil
X. melting inside of Earth
Z. cementing by mud and minerals
C. weathering by wind and water

Prompt:
Question: Which action most likely causes large rocks to become smaller pieces of rock?
M. being pressed between layers of soil
X. melting inside of Earth
Z. cementing by mud and minerals
C. weathering by wind and water
Answer:

Answer: 3


Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?

Choices:
A. attract a better mate
B. compete for resources
C. migrate during the winter
D. blend in with the environment

Prompt:
Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?
A. attract a better mate
B. compete for resources
C. migrate during the winter
D. blend in with the environment
Answer:

Answer: 1

Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?

Choices:
A. attract a better mate
B. blend in with the environment
C. migrate during the winter
D. compete for resources

Prompt:
Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?
A. attract a better mate
B. blend in with the environment
C. migrate during the winter
D. compete for resources
Answer:

Answer: 3

Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?

Choices:
1. attract a better mate
2. compete for resources
3. migrate during the winter
4. blend in with the environment

Prompt:
Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?
1. attract a better mate
2. compete for resources
3. migrate during the winter
4. blend in with the environment
Answer:

Answer: 1

Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?

Choices:
N. attract a better mate
J. compete for resources
X. migrate during the winter
O. blend in with the environment

Prompt:
Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?
N. attract a better mate
J. compete for resources
X. migrate during the winter
O. blend in with the environment
Answer:

Answer: 1

Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?

Choices:
N. attract a better mate
J. blend in with the environment
X. migrate during the winter
O. compete for resources

Prompt:
Question: European starlings are birds that take over the nests of other birds. When they move into an area, starlings reproduce quickly. Taking over the nests of other birds most likely increases the number of starlings by helping them to do what?
N. attract a better mate
J. blend in with the environment
X. migrate during the winter
O. compete for resources
Answer:

Answer: 3


Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?

Choices:
A. The bacteria break down water into food.
B. The bacteria change sunlight into minerals.
C. The bacteria combine with sand to form rocks.
D. The bacteria break down plant and animal matter.

Prompt:
Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?
A. The bacteria break down water into food.
B. The bacteria change sunlight into minerals.
C. The bacteria combine with sand to form rocks.
D. The bacteria break down plant and animal matter.
Answer:

Answer: 3

Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?

Choices:
A. The bacteria break down plant and animal matter.
B. The bacteria change sunlight into minerals.
C. The bacteria break down water into food.
D. The bacteria combine with sand to form rocks.

Prompt:
Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?
A. The bacteria break down plant and animal matter.
B. The bacteria change sunlight into minerals.
C. The bacteria break down water into food.
D. The bacteria combine with sand to form rocks.
Answer:

Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?

Choices:
1. The bacteria break down water into food.
2. The bacteria change sunlight into minerals.
3. The bacteria combine with sand to form rocks.
4. The bacteria break down plant and animal matter.

Prompt:
Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?
1. The bacteria break down water into food.
2. The bacteria change sunlight into minerals.
3. The bacteria combine with sand to form rocks.
4. The bacteria break down plant and animal matter.
Answer:

Answer: 3

Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?

Choices:
W. The bacteria break down water into food.
C. The bacteria change sunlight into minerals.
K. The bacteria combine with sand to form rocks.
O. The bacteria break down plant and animal matter.

Prompt:
Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?
W. The bacteria break down water into food.
C. The bacteria change sunlight into minerals.
K. The bacteria combine with sand to form rocks.
O. The bacteria break down plant and animal matter.
Answer:

Answer: 3

Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?

Choices:
W. The bacteria break down plant and animal matter.
C. The bacteria change sunlight into minerals.
K. The bacteria break down water into food.
O. The bacteria combine with sand to form rocks.

Prompt:
Question: Many bacteria are decomposer organisms. Which of the following statements best describes how these bacteria help make soil more fertile?
W. The bacteria break down plant and animal matter.
C. The bacteria change sunlight into minerals.
K. The bacteria break down water into food.
O. The bacteria combine with sand to form rocks.
Answer:


Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?

Choices:
A. light waves
B. magnetic waves
C. positive charges
D. negative charges

Prompt:
Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?
A. light waves
B. magnetic waves
C. positive charges
D. negative charges
Answer:

Answer: 2

Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?

Choices:
A. light waves
B. positive charges
C. magnetic waves
D. negative charges

Prompt:
Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?
A. light waves
B. positive charges
C. magnetic waves
D. negative charges
Answer:

Answer: 1

Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?

Choices:
1. light waves
2. magnetic waves
3. positive charges
4. negative charges

Prompt:
Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?
1. light waves
2. magnetic waves
3. positive charges
4. negative charges
Answer:

Answer: 2

Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?

Choices:
M. light waves
Q. magnetic waves
J. positive charges
I. negative charges

Prompt:
Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?
M. light waves
Q. magnetic waves
J. positive charges
I. negative charges
Answer:

Answer: 2

Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?

Choices:
M. light waves
Q. positive charges
J. magnetic waves
I. negative charges

Prompt:
Question: In Rutherford's experiment, what caused some high-energy particles to bounce off the metal, while most pass straight through?
M. light waves
Q. positive charges
J. magnetic waves
I. negative charges
Answer:

Answer: 1


Question: Jenny's class made an instrument to measure air pressure. The instrument is a

Choices:
A. thermometer.
B. rain gauge.
C. barometer.
D. wind vane.

Prompt:
Question: Jenny's class made an instrument to measure air pressure. The instrument is a
A. thermometer.
B. rain gauge.
C. barometer.
D. wind vane.
Answer:

Answer: 2

Question: Jenny's class made an instrument to measure air pressure. The instrument is a

Choices:
A. thermometer.
B. wind vane.
C. rain gauge.
D. barometer.

Prompt:
Question: Jenny's class made an instrument to measure air pressure. The instrument is a
A. thermometer.
B. wind vane.
C. rain gauge.
D. barometer.
Answer:

Answer: 3

Question: Jenny's class made an instrument to measure air pressure. The instrument is a

Choices:
1. thermometer.
2. rain gauge.
3. barometer.
4. wind vane.

Prompt:
Question: Jenny's class made an instrument to measure air pressure. The instrument is a
1. thermometer.
2. rain gauge.
3. barometer.
4. wind vane.
Answer:

Answer: 2

Question: Jenny's class made an instrument to measure air pressure. The instrument is a

Choices:
A. thermometer.
L. rain gauge.
D. barometer.
E. wind vane.

Prompt:
Question: Jenny's class made an instrument to measure air pressure. The instrument is a
A. thermometer.
L. rain gauge.
D. barometer.
E. wind vane.
Answer:

Answer: 2

Question: Jenny's class made an instrument to measure air pressure. The instrument is a

Choices:
A. thermometer.
L. wind vane.
D. rain gauge.
E. barometer.

Prompt:
Question: Jenny's class made an instrument to measure air pressure. The instrument is a
A. thermometer.
L. wind vane.
D. rain gauge.
E. barometer.
Answer:

Answer: 3


Question: Condensation in the water cycle can best be described as the result of water vapor

Choices:
A. rising into the atmosphere, cooling and changing into a liquid form.
B. rising into the atmosphere, warming and changing into a gaseous form.
C. changing from a liquid form into a solid and forming snow.
D. changing from a gas form into a solid and forming hail.

Prompt:
Question: Condensation in the water cycle can best be described as the result of water vapor
A. rising into the atmosphere, cooling and changing into a liquid form.
B. rising into the atmosphere, warming and changing into a gaseous form.
C. changing from a liquid form into a solid and forming snow.
D. changing from a gas form into a solid and forming hail.
Answer:

Question: Condensation in the water cycle can best be described as the result of water vapor

Choices:
A. rising into the atmosphere, warming and changing into a gaseous form.
B. rising into the atmosphere, cooling and changing into a liquid form.
C. changing from a liquid form into a solid and forming snow.
D. changing from a gas form into a solid and forming hail.

Prompt:
Question: Condensation in the water cycle can best be described as the result of water vapor
A. rising into the atmosphere, warming and changing into a gaseous form.
B. rising into the atmosphere, cooling and changing into a liquid form.
C. changing from a liquid form into a solid and forming snow.
D. changing from a gas form into a solid and forming hail.
Answer:

Answer: 1

Question: Condensation in the water cycle can best be described as the result of water vapor

Choices:
1. rising into the atmosphere, cooling and changing into a liquid form.
2. rising into the atmosphere, warming and changing into a gaseous form.
3. changing from a liquid form into a solid and forming snow.
4. changing from a gas form into a solid and forming hail.

Prompt:
Question: Condensation in the water cycle can best be described as the result of water vapor
1. rising into the atmosphere, cooling and changing into a liquid form.
2. rising into the atmosphere, warming and changing into a gaseous form.
3. changing from a liquid form into a solid and forming snow.
4. changing from a gas form into a solid and forming hail.
Answer:

Question: Condensation in the water cycle can best be described as the result of water vapor

Choices:
U. rising into the atmosphere, cooling and changing into a liquid form.
I. rising into the atmosphere, warming and changing into a gaseous form.
V. changing from a liquid form into a solid and forming snow.
W. changing from a gas form into a solid and forming hail.

Prompt:
Question: Condensation in the water cycle can best be described as the result of water vapor
U. rising into the atmosphere, cooling and changing into a liquid form.
I. rising into the atmosphere, warming and changing into a gaseous form.
V. changing from a liquid form into a solid and forming snow.
W. changing from a gas form into a solid and forming hail.
Answer:

Question: Condensation in the water cycle can best be described as the result of water vapor

Choices:
U. rising into the atmosphere, warming and changing into a gaseous form.
I. rising into the atmosphere, cooling and changing into a liquid form.
V. changing from a liquid form into a solid and forming snow.
W. changing from a gas form into a solid and forming hail.

Prompt:
Question: Condensation in the water cycle can best be described as the result of water vapor
U. rising into the atmosphere, warming and changing into a gaseous form.
I. rising into the atmosphere, cooling and changing into a liquid form.
V. changing from a liquid form into a solid and forming snow.
W. changing from a gas form into a solid and forming hail.
Answer:

Answer: 1


Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?

Choices:
A. millimeters
B. centimeters
C. meters
D. kilometers

Prompt:
Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?
A. millimeters
B. centimeters
C. meters
D. kilometers
Answer:

Answer: 1

Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?

Choices:
A. kilometers
B. meters
C. millimeters
D. centimeters

Prompt:
Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?
A. kilometers
B. meters
C. millimeters
D. centimeters
Answer:

Answer: 3

Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?

Choices:
1. millimeters
2. centimeters
3. meters
4. kilometers

Prompt:
Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?
1. millimeters
2. centimeters
3. meters
4. kilometers
Answer:

Answer: 1

Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?

Choices:
J. millimeters
U. centimeters
C. meters
V. kilometers

Prompt:
Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?
J. millimeters
U. centimeters
C. meters
V. kilometers
Answer:

Answer: 1

Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?

Choices:
J. kilometers
U. meters
C. millimeters
V. centimeters

Prompt:
Question: New carpet is being measured for a room that is 5.5 m by 4.6 m. On a measuring tape, what is the smallest unit that is necessary to measure the room accurately for the carpet?
J. kilometers
U. meters
C. millimeters
V. centimeters
Answer:

Answer: 3


Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?

Choices:
A. Nutrients are released into the soil.
B. Soil erosion decreases.
C. Carbon dioxide is absorbed by the soil.
D. Soil temperature decreases.

Prompt:
Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?
A. Nutrients are released into the soil.
B. Soil erosion decreases.
C. Carbon dioxide is absorbed by the soil.
D. Soil temperature decreases.
Answer:

Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?

Choices:
A. Carbon dioxide is absorbed by the soil.
B. Nutrients are released into the soil.
C. Soil temperature decreases.
D. Soil erosion decreases.

Prompt:
Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?
A. Carbon dioxide is absorbed by the soil.
B. Nutrients are released into the soil.
C. Soil temperature decreases.
D. Soil erosion decreases.
Answer:

Answer: 1

Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?

Choices:
1. Nutrients are released into the soil.
2. Soil erosion decreases.
3. Carbon dioxide is absorbed by the soil.
4. Soil temperature decreases.

Prompt:
Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?
1. Nutrients are released into the soil.
2. Soil erosion decreases.
3. Carbon dioxide is absorbed by the soil.
4. Soil temperature decreases.
Answer:

Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?

Choices:
O. Nutrients are released into the soil.
E. Soil erosion decreases.
S. Carbon dioxide is absorbed by the soil.
W. Soil temperature decreases.

Prompt:
Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?
O. Nutrients are released into the soil.
E. Soil erosion decreases.
S. Carbon dioxide is absorbed by the soil.
W. Soil temperature decreases.
Answer:

Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?

Choices:
O. Carbon dioxide is absorbed by the soil.
E. Nutrients are released into the soil.
S. Soil temperature decreases.
W. Soil erosion decreases.

Prompt:
Question: How does an ecosystem benefit when leaves fall from a tree and decompose on the soil?
O. Carbon dioxide is absorbed by the soil.
E. Nutrients are released into the soil.
S. Soil temperature decreases.
W. Soil erosion decreases.
Answer:

Answer: 1


Question: Which of the following gases do plants use in photosynthesis?

Choices:
A. hydrogen
B. oxygen
C. carbon dioxide
D. carbon monoxide

Prompt:
Question: Which of the following gases do plants use in photosynthesis?
A. hydrogen
B. oxygen
C. carbon dioxide
D. carbon monoxide
Answer:

Answer: 2

Question: Which of the following gases do plants use in photosynthesis?

Choices:
A. carbon dioxide
B. hydrogen
C. oxygen
D. carbon monoxide

Prompt:
Question: Which of the following gases do plants use in photosynthesis?
A. carbon dioxide
B. hydrogen
C. oxygen
D. carbon monoxide
Answer:

Question: Which of the following gases do plants use in photosynthesis?

Choices:
1. hydrogen
2. oxygen
3. carbon dioxide
4. carbon monoxide

Prompt:
Question: Which of the following gases do plants use in photosynthesis?
1. hydrogen
2. oxygen
3. carbon dioxide
4. carbon monoxide
Answer:

Answer: 2

Question: Which of the following gases do plants use in photosynthesis?

Choices:
K. hydrogen
N. oxygen
G. carbon dioxide
R. carbon monoxide

Prompt:
Question: Which of the following gases do plants use in photosynthesis?
K. hydrogen
N. oxygen
G. carbon dioxide
R. carbon monoxide
Answer:

Answer: 2

Question: Which of the following gases do plants use in photosynthesis?

Choices:
K. carbon dioxide
N. hydrogen
G. oxygen
R. carbon monoxide

Prompt:
Question: Which of the following gases do plants use in photosynthesis?
K. carbon dioxide
N. hydrogen
G. oxygen
R. carbon monoxide
Answer:


Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?

Choices:
A. runoff and evaporation
B. transpiration and precipitation
C. precipitation and runoff
D. transpiration and evaporation

Prompt:
Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?
A. runoff and evaporation
B. transpiration and precipitation
C. precipitation and runoff
D. transpiration and evaporation
Answer:

Answer: 2

Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?

Choices:
A. precipitation and runoff
B. runoff and evaporation
C. transpiration and precipitation
D. transpiration and evaporation

Prompt:
Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?
A. precipitation and runoff
B. runoff and evaporation
C. transpiration and precipitation
D. transpiration and evaporation
Answer:

Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?

Choices:
1. runoff and evaporation
2. transpiration and precipitation
3. precipitation and runoff
4. transpiration and evaporation

Prompt:
Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?
1. runoff and evaporation
2. transpiration and precipitation
3. precipitation and runoff
4. transpiration and evaporation
Answer:

Answer: 2

Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?

Choices:
Y. runoff and evaporation
K. transpiration and precipitation
N. precipitation and runoff
P. transpiration and evaporation

Prompt:
Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?
Y. runoff and evaporation
K. transpiration and precipitation
N. precipitation and runoff
P. transpiration and evaporation
Answer:

Answer: 2

Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?

Choices:
Y. precipitation and runoff
K. runoff and evaporation
N. transpiration and precipitation
P. transpiration and evaporation

Prompt:
Question: During an ice age, enormous ice sheets called glaciers increase in size on Earth's surface, resulting in decreased ocean depths. Due to global cooling, the water cycle is disrupted between which two stages to cause an increase in glacier size?
Y. precipitation and runoff
K. runoff and evaporation
N. transpiration and precipitation
P. transpiration and evaporation
Answer:


Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?

Choices:
A. the mile
B. the kilometer
C. the light year
D. the astronomical unit

Prompt:
Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?
A. the mile
B. the kilometer
C. the light year
D. the astronomical unit
Answer:

Answer: 3

Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?

Choices:
A. the light year
B. the astronomical unit
C. the kilometer
D. the mile

Prompt:
Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?
A. the light year
B. the astronomical unit
C. the kilometer
D. the mile
Answer:

Answer: 1

Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?

Choices:
1. the mile
2. the kilometer
3. the light year
4. the astronomical unit

Prompt:
Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?
1. the mile
2. the kilometer
3. the light year
4. the astronomical unit
Answer:

Answer: 3

Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?

Choices:
F. the mile
E. the kilometer
L. the light year
R. the astronomical unit

Prompt:
Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?
F. the mile
E. the kilometer
L. the light year
R. the astronomical unit
Answer:

Answer: 3

Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?

Choices:
F. the light year
E. the astronomical unit
L. the kilometer
R. the mile

Prompt:
Question: Different units of measurement are more useful in some settings than in others. Which unit of measurement is most used when comparing distances within the solar system?
F. the light year
E. the astronomical unit
L. the kilometer
R. the mile
Answer:

Answer: 1