Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?

Choices:
A. adaptation
B. competition
C. diversification
D. mutation

Prompt:
Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?
A. adaptation
B. competition
C. diversification
D. mutation
Answer:

Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?

Choices:
A. diversification
B. adaptation
C. mutation
D. competition

Prompt:
Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?
A. diversification
B. adaptation
C. mutation
D. competition
Answer:

Answer: 1

Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?

Choices:
1. adaptation
2. competition
3. diversification
4. mutation

Prompt:
Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?
1. adaptation
2. competition
3. diversification
4. mutation
Answer:

Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?

Choices:
T. adaptation
P. competition
L. diversification
D. mutation

Prompt:
Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?
T. adaptation
P. competition
L. diversification
D. mutation
Answer:

Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?

Choices:
T. diversification
P. adaptation
L. mutation
D. competition

Prompt:
Question: The exotic plant Melaleuca, or Australian Pine, has increased the intensity of fires across the Everglades. The amount of fuel available for fires has increased due to the presence of the Melaleuca. The Melaleuca releases massive numbers of seeds in response to fire, drought, and herbicide damage. Which best describes the reason the Melaleuca has been able to survive?
T. diversification
P. adaptation
L. mutation
D. competition
Answer:

Answer: 1


Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?

Choices:
A. pH
B. dissolved oxygen
C. nutrient concentration
D. turbidity

Prompt:
Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?
A. pH
B. dissolved oxygen
C. nutrient concentration
D. turbidity
Answer:

Answer: 1

Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?

Choices:
A. turbidity
B. nutrient concentration
C. dissolved oxygen
D. pH

Prompt:
Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?
A. turbidity
B. nutrient concentration
C. dissolved oxygen
D. pH
Answer:

Answer: 2

Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?

Choices:
1. pH
2. dissolved oxygen
3. nutrient concentration
4. turbidity

Prompt:
Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?
1. pH
2. dissolved oxygen
3. nutrient concentration
4. turbidity
Answer:

Answer: 1

Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?

Choices:
P. pH
R. dissolved oxygen
K. nutrient concentration
W. turbidity

Prompt:
Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?
P. pH
R. dissolved oxygen
K. nutrient concentration
W. turbidity
Answer:

Answer: 1

Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?

Choices:
P. turbidity
R. nutrient concentration
K. dissolved oxygen
W. pH

Prompt:
Question: Water that is used to cool nuclear power plants can be released into water bodies, causing an area called a thermal plume. A thermal plume can be 12-18°C warmer than surrounding waters. Although some fish may be attracted to the warmer water, other organisms may not be able to survive. Government officials order a study to determine the effects of a thermal plume in a water body near a nuclear power plant in North Carolina. Which factor most related to temperature should the study focus on in order to determine whether the thermal plume is damaging the health of the water system?
P. turbidity
R. nutrient concentration
K. dissolved oxygen
W. pH
Answer:

Answer: 2


Question: What is a galaxy?

Choices:
A. a moon that orbits a planet
B. a planet that orbits the Sun
C. a very large system of stars that is held together by gravity
D. a very large system of planets that is held together by the Sun

Prompt:
Question: What is a galaxy?
A. a moon that orbits a planet
B. a planet that orbits the Sun
C. a very large system of stars that is held together by gravity
D. a very large system of planets that is held together by the Sun
Answer:

Answer: 2

Question: What is a galaxy?

Choices:
A. a very large system of planets that is held together by the Sun
B. a very large system of stars that is held together by gravity
C. a moon that orbits a planet
D. a planet that orbits the Sun

Prompt:
Question: What is a galaxy?
A. a very large system of planets that is held together by the Sun
B. a very large system of stars that is held together by gravity
C. a moon that orbits a planet
D. a planet that orbits the Sun
Answer:

Answer: 1

Question: What is a galaxy?

Choices:
1. a moon that orbits a planet
2. a planet that orbits the Sun
3. a very large system of stars that is held together by gravity
4. a very large system of planets that is held together by the Sun

Prompt:
Question: What is a galaxy?
1. a moon that orbits a planet
2. a planet that orbits the Sun
3. a very large system of stars that is held together by gravity
4. a very large system of planets that is held together by the Sun
Answer:

Answer: 2

Question: What is a galaxy?

Choices:
C. a moon that orbits a planet
V. a planet that orbits the Sun
D. a very large system of stars that is held together by gravity
Z. a very large system of planets that is held together by the Sun

Prompt:
Question: What is a galaxy?
C. a moon that orbits a planet
V. a planet that orbits the Sun
D. a very large system of stars that is held together by gravity
Z. a very large system of planets that is held together by the Sun
Answer:

Answer: 2

Question: What is a galaxy?

Choices:
C. a very large system of planets that is held together by the Sun
V. a very large system of stars that is held together by gravity
D. a moon that orbits a planet
Z. a planet that orbits the Sun

Prompt:
Question: What is a galaxy?
C. a very large system of planets that is held together by the Sun
V. a very large system of stars that is held together by gravity
D. a moon that orbits a planet
Z. a planet that orbits the Sun
Answer:

Answer: 1


Question: Which part of a strawberry plant absorbs most of the water needed by the plant?

Choices:
A. flowers
B. fruits
C. leaves
D. roots

Prompt:
Question: Which part of a strawberry plant absorbs most of the water needed by the plant?
A. flowers
B. fruits
C. leaves
D. roots
Answer:

Answer: 3

Question: Which part of a strawberry plant absorbs most of the water needed by the plant?

Choices:
A. flowers
B. roots
C. fruits
D. leaves

Prompt:
Question: Which part of a strawberry plant absorbs most of the water needed by the plant?
A. flowers
B. roots
C. fruits
D. leaves
Answer:

Answer: 1

Question: Which part of a strawberry plant absorbs most of the water needed by the plant?

Choices:
1. flowers
2. fruits
3. leaves
4. roots

Prompt:
Question: Which part of a strawberry plant absorbs most of the water needed by the plant?
1. flowers
2. fruits
3. leaves
4. roots
Answer:

Answer: 3

Question: Which part of a strawberry plant absorbs most of the water needed by the plant?

Choices:
T. flowers
Y. fruits
S. leaves
I. roots

Prompt:
Question: Which part of a strawberry plant absorbs most of the water needed by the plant?
T. flowers
Y. fruits
S. leaves
I. roots
Answer:

Answer: 3

Question: Which part of a strawberry plant absorbs most of the water needed by the plant?

Choices:
T. flowers
Y. roots
S. fruits
I. leaves

Prompt:
Question: Which part of a strawberry plant absorbs most of the water needed by the plant?
T. flowers
Y. roots
S. fruits
I. leaves
Answer:

Answer: 1


Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?

Choices:
A. 0%
B. 25%
C. 50%
D. 100%

Prompt:
Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?
A. 0%
B. 25%
C. 50%
D. 100%
Answer:

Answer: 1

Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?

Choices:
A. 0%
B. 100%
C. 50%
D. 25%

Prompt:
Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?
A. 0%
B. 100%
C. 50%
D. 25%
Answer:

Answer: 3

Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?

Choices:
1. 0%
2. 25%
3. 50%
4. 100%

Prompt:
Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?
1. 0%
2. 25%
3. 50%
4. 100%
Answer:

Answer: 1

Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?

Choices:
O. 0%
T. 25%
L. 50%
W. 100%

Prompt:
Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?
O. 0%
T. 25%
L. 50%
W. 100%
Answer:

Answer: 1

Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?

Choices:
O. 0%
T. 100%
L. 50%
W. 25%

Prompt:
Question: In cherry tomatoes, red color (R) is dominant to yellow color (r). If two heterozygous plants are crossed, what percentage of the offspring will be yellow?
O. 0%
T. 100%
L. 50%
W. 25%
Answer:

Answer: 3


Question: Which situation is an example of a feedback system in the body that maintains homeostasis?

Choices:
A. a mouse pushing a lever to release food
B. a dog going to a food bowl when a bell rings
C. students receiving star stickers for good behavior
D. the brain signaling blood vessels to return to normal

Prompt:
Question: Which situation is an example of a feedback system in the body that maintains homeostasis?
A. a mouse pushing a lever to release food
B. a dog going to a food bowl when a bell rings
C. students receiving star stickers for good behavior
D. the brain signaling blood vessels to return to normal
Answer:

Answer: 3

Question: Which situation is an example of a feedback system in the body that maintains homeostasis?

Choices:
A. a mouse pushing a lever to release food
B. the brain signaling blood vessels to return to normal
C. students receiving star stickers for good behavior
D. a dog going to a food bowl when a bell rings

Prompt:
Question: Which situation is an example of a feedback system in the body that maintains homeostasis?
A. a mouse pushing a lever to release food
B. the brain signaling blood vessels to return to normal
C. students receiving star stickers for good behavior
D. a dog going to a food bowl when a bell rings
Answer:

Answer: 1

Question: Which situation is an example of a feedback system in the body that maintains homeostasis?

Choices:
1. a mouse pushing a lever to release food
2. a dog going to a food bowl when a bell rings
3. students receiving star stickers for good behavior
4. the brain signaling blood vessels to return to normal

Prompt:
Question: Which situation is an example of a feedback system in the body that maintains homeostasis?
1. a mouse pushing a lever to release food
2. a dog going to a food bowl when a bell rings
3. students receiving star stickers for good behavior
4. the brain signaling blood vessels to return to normal
Answer:

Answer: 3

Question: Which situation is an example of a feedback system in the body that maintains homeostasis?

Choices:
X. a mouse pushing a lever to release food
Q. a dog going to a food bowl when a bell rings
L. students receiving star stickers for good behavior
S. the brain signaling blood vessels to return to normal

Prompt:
Question: Which situation is an example of a feedback system in the body that maintains homeostasis?
X. a mouse pushing a lever to release food
Q. a dog going to a food bowl when a bell rings
L. students receiving star stickers for good behavior
S. the brain signaling blood vessels to return to normal
Answer:

Answer: 3

Question: Which situation is an example of a feedback system in the body that maintains homeostasis?

Choices:
X. a mouse pushing a lever to release food
Q. the brain signaling blood vessels to return to normal
L. students receiving star stickers for good behavior
S. a dog going to a food bowl when a bell rings

Prompt:
Question: Which situation is an example of a feedback system in the body that maintains homeostasis?
X. a mouse pushing a lever to release food
Q. the brain signaling blood vessels to return to normal
L. students receiving star stickers for good behavior
S. a dog going to a food bowl when a bell rings
Answer:

Answer: 1


Question: Which human organ system produces sperm or egg cells?

Choices:
A. digestive system
B. nervous system
C. respiratory system
D. reproductive system

Prompt:
Question: Which human organ system produces sperm or egg cells?
A. digestive system
B. nervous system
C. respiratory system
D. reproductive system
Answer:

Answer: 3

Question: Which human organ system produces sperm or egg cells?

Choices:
A. respiratory system
B. nervous system
C. reproductive system
D. digestive system

Prompt:
Question: Which human organ system produces sperm or egg cells?
A. respiratory system
B. nervous system
C. reproductive system
D. digestive system
Answer:

Answer: 2

Question: Which human organ system produces sperm or egg cells?

Choices:
1. digestive system
2. nervous system
3. respiratory system
4. reproductive system

Prompt:
Question: Which human organ system produces sperm or egg cells?
1. digestive system
2. nervous system
3. respiratory system
4. reproductive system
Answer:

Answer: 3

Question: Which human organ system produces sperm or egg cells?

Choices:
P. digestive system
Y. nervous system
R. respiratory system
J. reproductive system

Prompt:
Question: Which human organ system produces sperm or egg cells?
P. digestive system
Y. nervous system
R. respiratory system
J. reproductive system
Answer:

Answer: 3

Question: Which human organ system produces sperm or egg cells?

Choices:
P. respiratory system
Y. nervous system
R. reproductive system
J. digestive system

Prompt:
Question: Which human organ system produces sperm or egg cells?
P. respiratory system
Y. nervous system
R. reproductive system
J. digestive system
Answer:

Answer: 2


Question: In the human body the digestion of proteins takes place primarily in which two organs?

Choices:
A. Mouth and stomach
B. Stomach and small intestine
C. Liver and gall bladder
D. Pancreas and large intestine

Prompt:
Question: In the human body the digestion of proteins takes place primarily in which two organs?
A. Mouth and stomach
B. Stomach and small intestine
C. Liver and gall bladder
D. Pancreas and large intestine
Answer:

Answer: 1

Question: In the human body the digestion of proteins takes place primarily in which two organs?

Choices:
A. Mouth and stomach
B. Liver and gall bladder
C. Stomach and small intestine
D. Pancreas and large intestine

Prompt:
Question: In the human body the digestion of proteins takes place primarily in which two organs?
A. Mouth and stomach
B. Liver and gall bladder
C. Stomach and small intestine
D. Pancreas and large intestine
Answer:

Answer: 2

Question: In the human body the digestion of proteins takes place primarily in which two organs?

Choices:
1. Mouth and stomach
2. Stomach and small intestine
3. Liver and gall bladder
4. Pancreas and large intestine

Prompt:
Question: In the human body the digestion of proteins takes place primarily in which two organs?
1. Mouth and stomach
2. Stomach and small intestine
3. Liver and gall bladder
4. Pancreas and large intestine
Answer:

Answer: 1

Question: In the human body the digestion of proteins takes place primarily in which two organs?

Choices:
I. Mouth and stomach
G. Stomach and small intestine
B. Liver and gall bladder
R. Pancreas and large intestine

Prompt:
Question: In the human body the digestion of proteins takes place primarily in which two organs?
I. Mouth and stomach
G. Stomach and small intestine
B. Liver and gall bladder
R. Pancreas and large intestine
Answer:

Answer: 1

Question: In the human body the digestion of proteins takes place primarily in which two organs?

Choices:
I. Mouth and stomach
G. Liver and gall bladder
B. Stomach and small intestine
R. Pancreas and large intestine

Prompt:
Question: In the human body the digestion of proteins takes place primarily in which two organs?
I. Mouth and stomach
G. Liver and gall bladder
B. Stomach and small intestine
R. Pancreas and large intestine
Answer:

Answer: 2


Question: What is the source of the organic matter needed for most fertile soils?

Choices:
A. moving water
B. eroded sand
C. decaying plants
D. weathered bedrock

Prompt:
Question: What is the source of the organic matter needed for most fertile soils?
A. moving water
B. eroded sand
C. decaying plants
D. weathered bedrock
Answer:

Answer: 2

Question: What is the source of the organic matter needed for most fertile soils?

Choices:
A. moving water
B. eroded sand
C. weathered bedrock
D. decaying plants

Prompt:
Question: What is the source of the organic matter needed for most fertile soils?
A. moving water
B. eroded sand
C. weathered bedrock
D. decaying plants
Answer:

Answer: 3

Question: What is the source of the organic matter needed for most fertile soils?

Choices:
1. moving water
2. eroded sand
3. decaying plants
4. weathered bedrock

Prompt:
Question: What is the source of the organic matter needed for most fertile soils?
1. moving water
2. eroded sand
3. decaying plants
4. weathered bedrock
Answer:

Answer: 2

Question: What is the source of the organic matter needed for most fertile soils?

Choices:
Q. moving water
N. eroded sand
E. decaying plants
V. weathered bedrock

Prompt:
Question: What is the source of the organic matter needed for most fertile soils?
Q. moving water
N. eroded sand
E. decaying plants
V. weathered bedrock
Answer:

Answer: 2

Question: What is the source of the organic matter needed for most fertile soils?

Choices:
Q. moving water
N. eroded sand
E. weathered bedrock
V. decaying plants

Prompt:
Question: What is the source of the organic matter needed for most fertile soils?
Q. moving water
N. eroded sand
E. weathered bedrock
V. decaying plants
Answer:

Answer: 3


Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?

Choices:
A. the birds living in the area of the bones
B. the weather conditions in the area of the bones
C. the kinds of trees living in the area of the bones
D. the index fossils in the area of the bones

Prompt:
Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?
A. the birds living in the area of the bones
B. the weather conditions in the area of the bones
C. the kinds of trees living in the area of the bones
D. the index fossils in the area of the bones
Answer:

Answer: 3

Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?

Choices:
A. the index fossils in the area of the bones
B. the kinds of trees living in the area of the bones
C. the birds living in the area of the bones
D. the weather conditions in the area of the bones

Prompt:
Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?
A. the index fossils in the area of the bones
B. the kinds of trees living in the area of the bones
C. the birds living in the area of the bones
D. the weather conditions in the area of the bones
Answer:

Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?

Choices:
1. the birds living in the area of the bones
2. the weather conditions in the area of the bones
3. the kinds of trees living in the area of the bones
4. the index fossils in the area of the bones

Prompt:
Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?
1. the birds living in the area of the bones
2. the weather conditions in the area of the bones
3. the kinds of trees living in the area of the bones
4. the index fossils in the area of the bones
Answer:

Answer: 3

Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?

Choices:
C. the birds living in the area of the bones
U. the weather conditions in the area of the bones
S. the kinds of trees living in the area of the bones
O. the index fossils in the area of the bones

Prompt:
Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?
C. the birds living in the area of the bones
U. the weather conditions in the area of the bones
S. the kinds of trees living in the area of the bones
O. the index fossils in the area of the bones
Answer:

Answer: 3

Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?

Choices:
C. the index fossils in the area of the bones
U. the kinds of trees living in the area of the bones
S. the birds living in the area of the bones
O. the weather conditions in the area of the bones

Prompt:
Question: A scientist finds the bones of a dinosaur. What could help the scientist determine the approximate age of the dinosaur bones?
C. the index fossils in the area of the bones
U. the kinds of trees living in the area of the bones
S. the birds living in the area of the bones
O. the weather conditions in the area of the bones
Answer:


Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?

Choices:
A. a fire
B. a drought
C. a snowstorm
D. a flood

Prompt:
Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?
A. a fire
B. a drought
C. a snowstorm
D. a flood
Answer:

Answer: 3

Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?

Choices:
A. a drought
B. a snowstorm
C. a flood
D. a fire

Prompt:
Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?
A. a drought
B. a snowstorm
C. a flood
D. a fire
Answer:

Answer: 2

Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?

Choices:
1. a fire
2. a drought
3. a snowstorm
4. a flood

Prompt:
Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?
1. a fire
2. a drought
3. a snowstorm
4. a flood
Answer:

Answer: 3

Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?

Choices:
J. a fire
A. a drought
Q. a snowstorm
O. a flood

Prompt:
Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?
J. a fire
A. a drought
Q. a snowstorm
O. a flood
Answer:

Answer: 3

Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?

Choices:
J. a drought
A. a snowstorm
Q. a flood
O. a fire

Prompt:
Question: A pond is near river but not connected to it. What would most likely allow fish to move from the pond to the river?
J. a drought
A. a snowstorm
Q. a flood
O. a fire
Answer:

Answer: 2


Question: A characteristic that all living organisms have in common is they

Choices:
A. need similar food.
B. have the same life span.
C. live in the same climate.
D. are made of cells.

Prompt:
Question: A characteristic that all living organisms have in common is they
A. need similar food.
B. have the same life span.
C. live in the same climate.
D. are made of cells.
Answer:

Answer: 3

Question: A characteristic that all living organisms have in common is they

Choices:
A. live in the same climate.
B. are made of cells.
C. need similar food.
D. have the same life span.

Prompt:
Question: A characteristic that all living organisms have in common is they
A. live in the same climate.
B. are made of cells.
C. need similar food.
D. have the same life span.
Answer:

Answer: 1

Question: A characteristic that all living organisms have in common is they

Choices:
1. need similar food.
2. have the same life span.
3. live in the same climate.
4. are made of cells.

Prompt:
Question: A characteristic that all living organisms have in common is they
1. need similar food.
2. have the same life span.
3. live in the same climate.
4. are made of cells.
Answer:

Answer: 3

Question: A characteristic that all living organisms have in common is they

Choices:
B. need similar food.
G. have the same life span.
R. live in the same climate.
T. are made of cells.

Prompt:
Question: A characteristic that all living organisms have in common is they
B. need similar food.
G. have the same life span.
R. live in the same climate.
T. are made of cells.
Answer:

Answer: 3

Question: A characteristic that all living organisms have in common is they

Choices:
B. live in the same climate.
G. are made of cells.
R. need similar food.
T. have the same life span.

Prompt:
Question: A characteristic that all living organisms have in common is they
B. live in the same climate.
G. are made of cells.
R. need similar food.
T. have the same life span.
Answer:

Answer: 1


Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?

Choices:
A. the nucleus
B. the ribosome
C. the mitochondrion
D. the endoplasmic reticulum

Prompt:
Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?
A. the nucleus
B. the ribosome
C. the mitochondrion
D. the endoplasmic reticulum
Answer:

Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?

Choices:
A. the endoplasmic reticulum
B. the mitochondrion
C. the ribosome
D. the nucleus

Prompt:
Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?
A. the endoplasmic reticulum
B. the mitochondrion
C. the ribosome
D. the nucleus
Answer:

Answer: 3

Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?

Choices:
1. the nucleus
2. the ribosome
3. the mitochondrion
4. the endoplasmic reticulum

Prompt:
Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?
1. the nucleus
2. the ribosome
3. the mitochondrion
4. the endoplasmic reticulum
Answer:

Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?

Choices:
F. the nucleus
P. the ribosome
C. the mitochondrion
V. the endoplasmic reticulum

Prompt:
Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?
F. the nucleus
P. the ribosome
C. the mitochondrion
V. the endoplasmic reticulum
Answer:

Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?

Choices:
F. the endoplasmic reticulum
P. the mitochondrion
C. the ribosome
V. the nucleus

Prompt:
Question: When the cells in an organism divide and reproduce, the organism can grow. Which cell organelle contains the genetic material for reproduction?
F. the endoplasmic reticulum
P. the mitochondrion
C. the ribosome
V. the nucleus
Answer:

Answer: 3


Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a

Choices:
A. leveling off.
B. slow increase.
C. steady decline.
D. dramatic increase.

Prompt:
Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a
A. leveling off.
B. slow increase.
C. steady decline.
D. dramatic increase.
Answer:

Answer: 3

Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a

Choices:
A. dramatic increase.
B. slow increase.
C. leveling off.
D. steady decline.

Prompt:
Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a
A. dramatic increase.
B. slow increase.
C. leveling off.
D. steady decline.
Answer:

Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a

Choices:
1. leveling off.
2. slow increase.
3. steady decline.
4. dramatic increase.

Prompt:
Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a
1. leveling off.
2. slow increase.
3. steady decline.
4. dramatic increase.
Answer:

Answer: 3

Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a

Choices:
L. leveling off.
M. slow increase.
P. steady decline.
T. dramatic increase.

Prompt:
Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a
L. leveling off.
M. slow increase.
P. steady decline.
T. dramatic increase.
Answer:

Answer: 3

Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a

Choices:
L. dramatic increase.
M. slow increase.
P. leveling off.
T. steady decline.

Prompt:
Question: Measurements of carbon dioxide concentrations in the air taken over the past decade have shown a
L. dramatic increase.
M. slow increase.
P. leveling off.
T. steady decline.
Answer:


Question: All matter is made up of particles called

Choices:
A. cells
B. molecules
C. atoms
D. compounds

Prompt:
Question: All matter is made up of particles called
A. cells
B. molecules
C. atoms
D. compounds
Answer:

Answer: 2

Question: All matter is made up of particles called

Choices:
A. molecules
B. cells
C. compounds
D. atoms

Prompt:
Question: All matter is made up of particles called
A. molecules
B. cells
C. compounds
D. atoms
Answer:

Answer: 3

Question: All matter is made up of particles called

Choices:
1. cells
2. molecules
3. atoms
4. compounds

Prompt:
Question: All matter is made up of particles called
1. cells
2. molecules
3. atoms
4. compounds
Answer:

Answer: 2

Question: All matter is made up of particles called

Choices:
O. cells
L. molecules
G. atoms
A. compounds

Prompt:
Question: All matter is made up of particles called
O. cells
L. molecules
G. atoms
A. compounds
Answer:

Answer: 2

Question: All matter is made up of particles called

Choices:
O. molecules
L. cells
G. compounds
A. atoms

Prompt:
Question: All matter is made up of particles called
O. molecules
L. cells
G. compounds
A. atoms
Answer:

Answer: 3


Question: Which of the following energy conversions takes place in a battery-operated flashlight?

Choices:
A. electrical -> mechanical -> light
B. chemical -> mechanical -> light
C. chemical -> electrical -> light
D. nuclear -> electrical -> light

Prompt:
Question: Which of the following energy conversions takes place in a battery-operated flashlight?
A. electrical -> mechanical -> light
B. chemical -> mechanical -> light
C. chemical -> electrical -> light
D. nuclear -> electrical -> light
Answer:

Answer: 2

Question: Which of the following energy conversions takes place in a battery-operated flashlight?

Choices:
A. nuclear -> electrical -> light
B. electrical -> mechanical -> light
C. chemical -> mechanical -> light
D. chemical -> electrical -> light

Prompt:
Question: Which of the following energy conversions takes place in a battery-operated flashlight?
A. nuclear -> electrical -> light
B. electrical -> mechanical -> light
C. chemical -> mechanical -> light
D. chemical -> electrical -> light
Answer:

Answer: 3

Question: Which of the following energy conversions takes place in a battery-operated flashlight?

Choices:
1. electrical -> mechanical -> light
2. chemical -> mechanical -> light
3. chemical -> electrical -> light
4. nuclear -> electrical -> light

Prompt:
Question: Which of the following energy conversions takes place in a battery-operated flashlight?
1. electrical -> mechanical -> light
2. chemical -> mechanical -> light
3. chemical -> electrical -> light
4. nuclear -> electrical -> light
Answer:

Answer: 2

Question: Which of the following energy conversions takes place in a battery-operated flashlight?

Choices:
E. electrical -> mechanical -> light
W. chemical -> mechanical -> light
V. chemical -> electrical -> light
I. nuclear -> electrical -> light

Prompt:
Question: Which of the following energy conversions takes place in a battery-operated flashlight?
E. electrical -> mechanical -> light
W. chemical -> mechanical -> light
V. chemical -> electrical -> light
I. nuclear -> electrical -> light
Answer:

Answer: 2

Question: Which of the following energy conversions takes place in a battery-operated flashlight?

Choices:
E. nuclear -> electrical -> light
W. electrical -> mechanical -> light
V. chemical -> mechanical -> light
I. chemical -> electrical -> light

Prompt:
Question: Which of the following energy conversions takes place in a battery-operated flashlight?
E. nuclear -> electrical -> light
W. electrical -> mechanical -> light
V. chemical -> mechanical -> light
I. chemical -> electrical -> light
Answer:

Answer: 3


Question: Which of these is most likely harmful to an ecosystem?

Choices:
A. Building new homes in a wetland
B. Taking away airplanes from an airport
C. Planting trees in an orchard
D. Adding floors to an office building

Prompt:
Question: Which of these is most likely harmful to an ecosystem?
A. Building new homes in a wetland
B. Taking away airplanes from an airport
C. Planting trees in an orchard
D. Adding floors to an office building
Answer:

Question: Which of these is most likely harmful to an ecosystem?

Choices:
A. Planting trees in an orchard
B. Building new homes in a wetland
C. Taking away airplanes from an airport
D. Adding floors to an office building

Prompt:
Question: Which of these is most likely harmful to an ecosystem?
A. Planting trees in an orchard
B. Building new homes in a wetland
C. Taking away airplanes from an airport
D. Adding floors to an office building
Answer:

Answer: 1

Question: Which of these is most likely harmful to an ecosystem?

Choices:
1. Building new homes in a wetland
2. Taking away airplanes from an airport
3. Planting trees in an orchard
4. Adding floors to an office building

Prompt:
Question: Which of these is most likely harmful to an ecosystem?
1. Building new homes in a wetland
2. Taking away airplanes from an airport
3. Planting trees in an orchard
4. Adding floors to an office building
Answer:

Question: Which of these is most likely harmful to an ecosystem?

Choices:
H. Building new homes in a wetland
L. Taking away airplanes from an airport
I. Planting trees in an orchard
S. Adding floors to an office building

Prompt:
Question: Which of these is most likely harmful to an ecosystem?
H. Building new homes in a wetland
L. Taking away airplanes from an airport
I. Planting trees in an orchard
S. Adding floors to an office building
Answer:

Question: Which of these is most likely harmful to an ecosystem?

Choices:
H. Planting trees in an orchard
L. Building new homes in a wetland
I. Taking away airplanes from an airport
S. Adding floors to an office building

Prompt:
Question: Which of these is most likely harmful to an ecosystem?
H. Planting trees in an orchard
L. Building new homes in a wetland
I. Taking away airplanes from an airport
S. Adding floors to an office building
Answer:

Answer: 1


Question: Which units are best to measure the amount of rain that fell during a thunderstorm?

Choices:
A. centimeters
B. degrees Celsius
C. grams
D. seconds

Prompt:
Question: Which units are best to measure the amount of rain that fell during a thunderstorm?
A. centimeters
B. degrees Celsius
C. grams
D. seconds
Answer:

Question: Which units are best to measure the amount of rain that fell during a thunderstorm?

Choices:
A. grams
B. seconds
C. degrees Celsius
D. centimeters

Prompt:
Question: Which units are best to measure the amount of rain that fell during a thunderstorm?
A. grams
B. seconds
C. degrees Celsius
D. centimeters
Answer:

Answer: 3

Question: Which units are best to measure the amount of rain that fell during a thunderstorm?

Choices:
1. centimeters
2. degrees Celsius
3. grams
4. seconds

Prompt:
Question: Which units are best to measure the amount of rain that fell during a thunderstorm?
1. centimeters
2. degrees Celsius
3. grams
4. seconds
Answer:

Question: Which units are best to measure the amount of rain that fell during a thunderstorm?

Choices:
T. centimeters
V. degrees Celsius
C. grams
Q. seconds

Prompt:
Question: Which units are best to measure the amount of rain that fell during a thunderstorm?
T. centimeters
V. degrees Celsius
C. grams
Q. seconds
Answer:

Question: Which units are best to measure the amount of rain that fell during a thunderstorm?

Choices:
T. grams
V. seconds
C. degrees Celsius
Q. centimeters

Prompt:
Question: Which units are best to measure the amount of rain that fell during a thunderstorm?
T. grams
V. seconds
C. degrees Celsius
Q. centimeters
Answer:

Answer: 3


Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?

Choices:
A. Oak trees can live for a long time.
B. Oak trees have leaves that change colors.
C. Oak trees have strong branches and trunks.
D. Oak trees are a source of food and shelter for animals.

Prompt:
Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?
A. Oak trees can live for a long time.
B. Oak trees have leaves that change colors.
C. Oak trees have strong branches and trunks.
D. Oak trees are a source of food and shelter for animals.
Answer:

Answer: 3

Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?

Choices:
A. Oak trees are a source of food and shelter for animals.
B. Oak trees can live for a long time.
C. Oak trees have leaves that change colors.
D. Oak trees have strong branches and trunks.

Prompt:
Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?
A. Oak trees are a source of food and shelter for animals.
B. Oak trees can live for a long time.
C. Oak trees have leaves that change colors.
D. Oak trees have strong branches and trunks.
Answer:

Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?

Choices:
1. Oak trees can live for a long time.
2. Oak trees have leaves that change colors.
3. Oak trees have strong branches and trunks.
4. Oak trees are a source of food and shelter for animals.

Prompt:
Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?
1. Oak trees can live for a long time.
2. Oak trees have leaves that change colors.
3. Oak trees have strong branches and trunks.
4. Oak trees are a source of food and shelter for animals.
Answer:

Answer: 3

Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?

Choices:
I. Oak trees can live for a long time.
X. Oak trees have leaves that change colors.
V. Oak trees have strong branches and trunks.
O. Oak trees are a source of food and shelter for animals.

Prompt:
Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?
I. Oak trees can live for a long time.
X. Oak trees have leaves that change colors.
V. Oak trees have strong branches and trunks.
O. Oak trees are a source of food and shelter for animals.
Answer:

Answer: 3

Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?

Choices:
I. Oak trees are a source of food and shelter for animals.
X. Oak trees can live for a long time.
V. Oak trees have leaves that change colors.
O. Oak trees have strong branches and trunks.

Prompt:
Question: Noah visited a park that had many oak trees. Which best describes the role of an oak tree in its ecosystem?
I. Oak trees are a source of food and shelter for animals.
X. Oak trees can live for a long time.
V. Oak trees have leaves that change colors.
O. Oak trees have strong branches and trunks.
Answer:


Question: Which of these resources will most likely be depleted first?

Choices:
A. Wind
B. Solar energy
C. Fossil fuels
D. Water

Prompt:
Question: Which of these resources will most likely be depleted first?
A. Wind
B. Solar energy
C. Fossil fuels
D. Water
Answer:

Answer: 2

Question: Which of these resources will most likely be depleted first?

Choices:
A. Solar energy
B. Wind
C. Water
D. Fossil fuels

Prompt:
Question: Which of these resources will most likely be depleted first?
A. Solar energy
B. Wind
C. Water
D. Fossil fuels
Answer:

Answer: 3

Question: Which of these resources will most likely be depleted first?

Choices:
1. Wind
2. Solar energy
3. Fossil fuels
4. Water

Prompt:
Question: Which of these resources will most likely be depleted first?
1. Wind
2. Solar energy
3. Fossil fuels
4. Water
Answer:

Answer: 2

Question: Which of these resources will most likely be depleted first?

Choices:
P. Wind
Q. Solar energy
F. Fossil fuels
I. Water

Prompt:
Question: Which of these resources will most likely be depleted first?
P. Wind
Q. Solar energy
F. Fossil fuels
I. Water
Answer:

Answer: 2

Question: Which of these resources will most likely be depleted first?

Choices:
P. Solar energy
Q. Wind
F. Water
I. Fossil fuels

Prompt:
Question: Which of these resources will most likely be depleted first?
P. Solar energy
Q. Wind
F. Water
I. Fossil fuels
Answer:

Answer: 3


Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?

Choices:
A. at the tissue level
B. at the organ level
C. at the system level
D. at the cellular level

Prompt:
Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?
A. at the tissue level
B. at the organ level
C. at the system level
D. at the cellular level
Answer:

Answer: 2

Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?

Choices:
A. at the system level
B. at the organ level
C. at the tissue level
D. at the cellular level

Prompt:
Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?
A. at the system level
B. at the organ level
C. at the tissue level
D. at the cellular level
Answer:

Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?

Choices:
1. at the tissue level
2. at the organ level
3. at the system level
4. at the cellular level

Prompt:
Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?
1. at the tissue level
2. at the organ level
3. at the system level
4. at the cellular level
Answer:

Answer: 2

Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?

Choices:
G. at the tissue level
E. at the organ level
R. at the system level
Z. at the cellular level

Prompt:
Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?
G. at the tissue level
E. at the organ level
R. at the system level
Z. at the cellular level
Answer:

Answer: 2

Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?

Choices:
G. at the system level
E. at the organ level
R. at the tissue level
Z. at the cellular level

Prompt:
Question: When athletes begin to exercise, their heart rates and respiration rates increase. At what level of organization does the human body coordinate these functions?
G. at the system level
E. at the organ level
R. at the tissue level
Z. at the cellular level
Answer:


Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?

Choices:
A. The stirring action heated the spoon.
B. Warm air in the room heated the spoon.
C. Heat from the soup was transferred to the spoon.
D. The student's hand transferred heat to the spoon.

Prompt:
Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?
A. The stirring action heated the spoon.
B. Warm air in the room heated the spoon.
C. Heat from the soup was transferred to the spoon.
D. The student's hand transferred heat to the spoon.
Answer:

Answer: 2

Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?

Choices:
A. The stirring action heated the spoon.
B. Heat from the soup was transferred to the spoon.
C. The student's hand transferred heat to the spoon.
D. Warm air in the room heated the spoon.

Prompt:
Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?
A. The stirring action heated the spoon.
B. Heat from the soup was transferred to the spoon.
C. The student's hand transferred heat to the spoon.
D. Warm air in the room heated the spoon.
Answer:

Answer: 1

Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?

Choices:
1. The stirring action heated the spoon.
2. Warm air in the room heated the spoon.
3. Heat from the soup was transferred to the spoon.
4. The student's hand transferred heat to the spoon.

Prompt:
Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?
1. The stirring action heated the spoon.
2. Warm air in the room heated the spoon.
3. Heat from the soup was transferred to the spoon.
4. The student's hand transferred heat to the spoon.
Answer:

Answer: 2

Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?

Choices:
T. The stirring action heated the spoon.
C. Warm air in the room heated the spoon.
J. Heat from the soup was transferred to the spoon.
V. The student's hand transferred heat to the spoon.

Prompt:
Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?
T. The stirring action heated the spoon.
C. Warm air in the room heated the spoon.
J. Heat from the soup was transferred to the spoon.
V. The student's hand transferred heat to the spoon.
Answer:

Answer: 2

Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?

Choices:
T. The stirring action heated the spoon.
C. Heat from the soup was transferred to the spoon.
J. The student's hand transferred heat to the spoon.
V. Warm air in the room heated the spoon.

Prompt:
Question: A student heated a pan of soup on a stove. While stirring the soup with a metal spoon, the student noticed the spoon became very warm. What is the most likely reason the spoon became warm?
T. The stirring action heated the spoon.
C. Heat from the soup was transferred to the spoon.
J. The student's hand transferred heat to the spoon.
V. Warm air in the room heated the spoon.
Answer:

Answer: 1


Question: Where does a landslide begin?

Choices:
A. a low hill
B. a plain
C. a mountain
D. a basin

Prompt:
Question: Where does a landslide begin?
A. a low hill
B. a plain
C. a mountain
D. a basin
Answer:

Answer: 2

Question: Where does a landslide begin?

Choices:
A. a basin
B. a plain
C. a low hill
D. a mountain

Prompt:
Question: Where does a landslide begin?
A. a basin
B. a plain
C. a low hill
D. a mountain
Answer:

Answer: 3

Question: Where does a landslide begin?

Choices:
1. a low hill
2. a plain
3. a mountain
4. a basin

Prompt:
Question: Where does a landslide begin?
1. a low hill
2. a plain
3. a mountain
4. a basin
Answer:

Answer: 2

Question: Where does a landslide begin?

Choices:
F. a low hill
H. a plain
M. a mountain
C. a basin

Prompt:
Question: Where does a landslide begin?
F. a low hill
H. a plain
M. a mountain
C. a basin
Answer:

Answer: 2

Question: Where does a landslide begin?

Choices:
F. a basin
H. a plain
M. a low hill
C. a mountain

Prompt:
Question: Where does a landslide begin?
F. a basin
H. a plain
M. a low hill
C. a mountain
Answer:

Answer: 3


Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?

Choices:
A. burning it
B. recycling it
C. burying it in landfills
D. crushing it before throwing it away

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?
A. burning it
B. recycling it
C. burying it in landfills
D. crushing it before throwing it away
Answer:

Answer: 1

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?

Choices:
A. burning it
B. burying it in landfills
C. recycling it
D. crushing it before throwing it away

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?
A. burning it
B. burying it in landfills
C. recycling it
D. crushing it before throwing it away
Answer:

Answer: 2

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?

Choices:
1. burning it
2. recycling it
3. burying it in landfills
4. crushing it before throwing it away

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?
1. burning it
2. recycling it
3. burying it in landfills
4. crushing it before throwing it away
Answer:

Answer: 1

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?

Choices:
V. burning it
A. recycling it
X. burying it in landfills
L. crushing it before throwing it away

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?
V. burning it
A. recycling it
X. burying it in landfills
L. crushing it before throwing it away
Answer:

Answer: 1

Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?

Choices:
V. burning it
A. burying it in landfills
X. recycling it
L. crushing it before throwing it away

Prompt:
Question: Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil. Aluminum is a nonrenewable natural resource. Which of these methods of aluminum disposal is best for the environment?
V. burning it
A. burying it in landfills
X. recycling it
L. crushing it before throwing it away
Answer:

Answer: 2


Question: Which of the following keeps the planets in our solar system in orbit around the Sun?

Choices:
A. atmospheric pressure
B. gravitational force
C. electromagnetic energy
D. thermal energy

Prompt:
Question: Which of the following keeps the planets in our solar system in orbit around the Sun?
A. atmospheric pressure
B. gravitational force
C. electromagnetic energy
D. thermal energy
Answer:

Answer: 1

Question: Which of the following keeps the planets in our solar system in orbit around the Sun?

Choices:
A. atmospheric pressure
B. electromagnetic energy
C. thermal energy
D. gravitational force

Prompt:
Question: Which of the following keeps the planets in our solar system in orbit around the Sun?
A. atmospheric pressure
B. electromagnetic energy
C. thermal energy
D. gravitational force
Answer:

Answer: 3

Question: Which of the following keeps the planets in our solar system in orbit around the Sun?

Choices:
1. atmospheric pressure
2. gravitational force
3. electromagnetic energy
4. thermal energy

Prompt:
Question: Which of the following keeps the planets in our solar system in orbit around the Sun?
1. atmospheric pressure
2. gravitational force
3. electromagnetic energy
4. thermal energy
Answer:

Answer: 1

Question: Which of the following keeps the planets in our solar system in orbit around the Sun?

Choices:
I. atmospheric pressure
V. gravitational force
Q. electromagnetic energy
X. thermal energy

Prompt:
Question: Which of the following keeps the planets in our solar system in orbit around the Sun?
I. atmospheric pressure
V. gravitational force
Q. electromagnetic energy
X. thermal energy
Answer:

Answer: 1

Question: Which of the following keeps the planets in our solar system in orbit around the Sun?

Choices:
I. atmospheric pressure
V. electromagnetic energy
Q. thermal energy
X. gravitational force

Prompt:
Question: Which of the following keeps the planets in our solar system in orbit around the Sun?
I. atmospheric pressure
V. electromagnetic energy
Q. thermal energy
X. gravitational force
Answer:

Answer: 3


Question: Which human organ system primarily exchanges gases between the body and the atmosphere?

Choices:
A. excretory
B. nervous
C. skeletal
D. respiratory

Prompt:
Question: Which human organ system primarily exchanges gases between the body and the atmosphere?
A. excretory
B. nervous
C. skeletal
D. respiratory
Answer:

Answer: 3

Question: Which human organ system primarily exchanges gases between the body and the atmosphere?

Choices:
A. skeletal
B. respiratory
C. excretory
D. nervous

Prompt:
Question: Which human organ system primarily exchanges gases between the body and the atmosphere?
A. skeletal
B. respiratory
C. excretory
D. nervous
Answer:

Answer: 1

Question: Which human organ system primarily exchanges gases between the body and the atmosphere?

Choices:
1. excretory
2. nervous
3. skeletal
4. respiratory

Prompt:
Question: Which human organ system primarily exchanges gases between the body and the atmosphere?
1. excretory
2. nervous
3. skeletal
4. respiratory
Answer:

Answer: 3

Question: Which human organ system primarily exchanges gases between the body and the atmosphere?

Choices:
Y. excretory
K. nervous
R. skeletal
B. respiratory

Prompt:
Question: Which human organ system primarily exchanges gases between the body and the atmosphere?
Y. excretory
K. nervous
R. skeletal
B. respiratory
Answer:

Answer: 3

Question: Which human organ system primarily exchanges gases between the body and the atmosphere?

Choices:
Y. skeletal
K. respiratory
R. excretory
B. nervous

Prompt:
Question: Which human organ system primarily exchanges gases between the body and the atmosphere?
Y. skeletal
K. respiratory
R. excretory
B. nervous
Answer:

Answer: 1


Question: Moving water was the most important factor in forming which of these?

Choices:
A. the Grand Canyon
B. San Andreas Fault
C. the Rocky Mountains
D. Mount St. Helens Volcano

Prompt:
Question: Moving water was the most important factor in forming which of these?
A. the Grand Canyon
B. San Andreas Fault
C. the Rocky Mountains
D. Mount St. Helens Volcano
Answer:

Question: Moving water was the most important factor in forming which of these?

Choices:
A. the Rocky Mountains
B. the Grand Canyon
C. Mount St. Helens Volcano
D. San Andreas Fault

Prompt:
Question: Moving water was the most important factor in forming which of these?
A. the Rocky Mountains
B. the Grand Canyon
C. Mount St. Helens Volcano
D. San Andreas Fault
Answer:

Answer: 1

Question: Moving water was the most important factor in forming which of these?

Choices:
1. the Grand Canyon
2. San Andreas Fault
3. the Rocky Mountains
4. Mount St. Helens Volcano

Prompt:
Question: Moving water was the most important factor in forming which of these?
1. the Grand Canyon
2. San Andreas Fault
3. the Rocky Mountains
4. Mount St. Helens Volcano
Answer:

Question: Moving water was the most important factor in forming which of these?

Choices:
Y. the Grand Canyon
C. San Andreas Fault
D. the Rocky Mountains
R. Mount St. Helens Volcano

Prompt:
Question: Moving water was the most important factor in forming which of these?
Y. the Grand Canyon
C. San Andreas Fault
D. the Rocky Mountains
R. Mount St. Helens Volcano
Answer:

Question: Moving water was the most important factor in forming which of these?

Choices:
Y. the Rocky Mountains
C. the Grand Canyon
D. Mount St. Helens Volcano
R. San Andreas Fault

Prompt:
Question: Moving water was the most important factor in forming which of these?
Y. the Rocky Mountains
C. the Grand Canyon
D. Mount St. Helens Volcano
R. San Andreas Fault
Answer:

Answer: 1


Question: Which list contains only nonliving things?

Choices:
A. coins, snakes, birds
B. water, rocks, sunlight
C. rubber ball, plants, house
D. soil, fish, air

Prompt:
Question: Which list contains only nonliving things?
A. coins, snakes, birds
B. water, rocks, sunlight
C. rubber ball, plants, house
D. soil, fish, air
Answer:

Answer: 1

Question: Which list contains only nonliving things?

Choices:
A. rubber ball, plants, house
B. soil, fish, air
C. coins, snakes, birds
D. water, rocks, sunlight

Prompt:
Question: Which list contains only nonliving things?
A. rubber ball, plants, house
B. soil, fish, air
C. coins, snakes, birds
D. water, rocks, sunlight
Answer:

Answer: 3

Question: Which list contains only nonliving things?

Choices:
1. coins, snakes, birds
2. water, rocks, sunlight
3. rubber ball, plants, house
4. soil, fish, air

Prompt:
Question: Which list contains only nonliving things?
1. coins, snakes, birds
2. water, rocks, sunlight
3. rubber ball, plants, house
4. soil, fish, air
Answer:

Answer: 1

Question: Which list contains only nonliving things?

Choices:
R. coins, snakes, birds
M. water, rocks, sunlight
D. rubber ball, plants, house
U. soil, fish, air

Prompt:
Question: Which list contains only nonliving things?
R. coins, snakes, birds
M. water, rocks, sunlight
D. rubber ball, plants, house
U. soil, fish, air
Answer:

Answer: 1

Question: Which list contains only nonliving things?

Choices:
R. rubber ball, plants, house
M. soil, fish, air
D. coins, snakes, birds
U. water, rocks, sunlight

Prompt:
Question: Which list contains only nonliving things?
R. rubber ball, plants, house
M. soil, fish, air
D. coins, snakes, birds
U. water, rocks, sunlight
Answer:

Answer: 3


Question: Which type of energy conversion occurs in a flashlight?

Choices:
A. chemical to light
B. mechanical to light
C. electrical to chemical
D. mechanical to chemical

Prompt:
Question: Which type of energy conversion occurs in a flashlight?
A. chemical to light
B. mechanical to light
C. electrical to chemical
D. mechanical to chemical
Answer:

Question: Which type of energy conversion occurs in a flashlight?

Choices:
A. mechanical to light
B. mechanical to chemical
C. electrical to chemical
D. chemical to light

Prompt:
Question: Which type of energy conversion occurs in a flashlight?
A. mechanical to light
B. mechanical to chemical
C. electrical to chemical
D. chemical to light
Answer:

Answer: 3

Question: Which type of energy conversion occurs in a flashlight?

Choices:
1. chemical to light
2. mechanical to light
3. electrical to chemical
4. mechanical to chemical

Prompt:
Question: Which type of energy conversion occurs in a flashlight?
1. chemical to light
2. mechanical to light
3. electrical to chemical
4. mechanical to chemical
Answer:

Question: Which type of energy conversion occurs in a flashlight?

Choices:
B. chemical to light
C. mechanical to light
F. electrical to chemical
R. mechanical to chemical

Prompt:
Question: Which type of energy conversion occurs in a flashlight?
B. chemical to light
C. mechanical to light
F. electrical to chemical
R. mechanical to chemical
Answer:

Question: Which type of energy conversion occurs in a flashlight?

Choices:
B. mechanical to light
C. mechanical to chemical
F. electrical to chemical
R. chemical to light

Prompt:
Question: Which type of energy conversion occurs in a flashlight?
B. mechanical to light
C. mechanical to chemical
F. electrical to chemical
R. chemical to light
Answer:

Answer: 3


Question: Rocks that contain fragments of bones, shells, and plant remains are most likely

Choices:
A. crystals.
B. igneous.
C. sedimentary.
D. metamorphic.

Prompt:
Question: Rocks that contain fragments of bones, shells, and plant remains are most likely
A. crystals.
B. igneous.
C. sedimentary.
D. metamorphic.
Answer:

Answer: 2

Question: Rocks that contain fragments of bones, shells, and plant remains are most likely

Choices:
A. metamorphic.
B. sedimentary.
C. crystals.
D. igneous.

Prompt:
Question: Rocks that contain fragments of bones, shells, and plant remains are most likely
A. metamorphic.
B. sedimentary.
C. crystals.
D. igneous.
Answer:

Answer: 1

Question: Rocks that contain fragments of bones, shells, and plant remains are most likely

Choices:
1. crystals.
2. igneous.
3. sedimentary.
4. metamorphic.

Prompt:
Question: Rocks that contain fragments of bones, shells, and plant remains are most likely
1. crystals.
2. igneous.
3. sedimentary.
4. metamorphic.
Answer:

Answer: 2

Question: Rocks that contain fragments of bones, shells, and plant remains are most likely

Choices:
S. crystals.
U. igneous.
R. sedimentary.
O. metamorphic.

Prompt:
Question: Rocks that contain fragments of bones, shells, and plant remains are most likely
S. crystals.
U. igneous.
R. sedimentary.
O. metamorphic.
Answer:

Answer: 2

Question: Rocks that contain fragments of bones, shells, and plant remains are most likely

Choices:
S. metamorphic.
U. sedimentary.
R. crystals.
O. igneous.

Prompt:
Question: Rocks that contain fragments of bones, shells, and plant remains are most likely
S. metamorphic.
U. sedimentary.
R. crystals.
O. igneous.
Answer:

Answer: 1


Question: Which reaction is endothermic?

Choices:
A. cold pack
B. coal burning
C. striking a match
D. charcoal grill fire

Prompt:
Question: Which reaction is endothermic?
A. cold pack
B. coal burning
C. striking a match
D. charcoal grill fire
Answer:

Question: Which reaction is endothermic?

Choices:
A. coal burning
B. charcoal grill fire
C. cold pack
D. striking a match

Prompt:
Question: Which reaction is endothermic?
A. coal burning
B. charcoal grill fire
C. cold pack
D. striking a match
Answer:

Answer: 2

Question: Which reaction is endothermic?

Choices:
1. cold pack
2. coal burning
3. striking a match
4. charcoal grill fire

Prompt:
Question: Which reaction is endothermic?
1. cold pack
2. coal burning
3. striking a match
4. charcoal grill fire
Answer:

Question: Which reaction is endothermic?

Choices:
V. cold pack
K. coal burning
L. striking a match
G. charcoal grill fire

Prompt:
Question: Which reaction is endothermic?
V. cold pack
K. coal burning
L. striking a match
G. charcoal grill fire
Answer:

Question: Which reaction is endothermic?

Choices:
V. coal burning
K. charcoal grill fire
L. cold pack
G. striking a match

Prompt:
Question: Which reaction is endothermic?
V. coal burning
K. charcoal grill fire
L. cold pack
G. striking a match
Answer:

Answer: 2


Question: Which property of water can cause a rock to break apart?

Choices:
A. Water boiling at 100°C.
B. Water losing energy slowly.
C. Water expanding as it freezes.
D. Water having a high surface tension.

Prompt:
Question: Which property of water can cause a rock to break apart?
A. Water boiling at 100°C.
B. Water losing energy slowly.
C. Water expanding as it freezes.
D. Water having a high surface tension.
Answer:

Answer: 2

Question: Which property of water can cause a rock to break apart?

Choices:
A. Water having a high surface tension.
B. Water expanding as it freezes.
C. Water boiling at 100°C.
D. Water losing energy slowly.

Prompt:
Question: Which property of water can cause a rock to break apart?
A. Water having a high surface tension.
B. Water expanding as it freezes.
C. Water boiling at 100°C.
D. Water losing energy slowly.
Answer:

Answer: 1

Question: Which property of water can cause a rock to break apart?

Choices:
1. Water boiling at 100°C.
2. Water losing energy slowly.
3. Water expanding as it freezes.
4. Water having a high surface tension.

Prompt:
Question: Which property of water can cause a rock to break apart?
1. Water boiling at 100°C.
2. Water losing energy slowly.
3. Water expanding as it freezes.
4. Water having a high surface tension.
Answer:

Answer: 2

Question: Which property of water can cause a rock to break apart?

Choices:
M. Water boiling at 100°C.
F. Water losing energy slowly.
K. Water expanding as it freezes.
H. Water having a high surface tension.

Prompt:
Question: Which property of water can cause a rock to break apart?
M. Water boiling at 100°C.
F. Water losing energy slowly.
K. Water expanding as it freezes.
H. Water having a high surface tension.
Answer:

Answer: 2

Question: Which property of water can cause a rock to break apart?

Choices:
M. Water having a high surface tension.
F. Water expanding as it freezes.
K. Water boiling at 100°C.
H. Water losing energy slowly.

Prompt:
Question: Which property of water can cause a rock to break apart?
M. Water having a high surface tension.
F. Water expanding as it freezes.
K. Water boiling at 100°C.
H. Water losing energy slowly.
Answer:

Answer: 1


Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?

Choices:
A. a plant cell
B. an animal cell
C. a male organism
D. a female organism

Prompt:
Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?
A. a plant cell
B. an animal cell
C. a male organism
D. a female organism
Answer:

Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?

Choices:
A. a male organism
B. a female organism
C. an animal cell
D. a plant cell

Prompt:
Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?
A. a male organism
B. a female organism
C. an animal cell
D. a plant cell
Answer:

Answer: 3

Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?

Choices:
1. a plant cell
2. an animal cell
3. a male organism
4. a female organism

Prompt:
Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?
1. a plant cell
2. an animal cell
3. a male organism
4. a female organism
Answer:

Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?

Choices:
N. a plant cell
T. an animal cell
C. a male organism
Y. a female organism

Prompt:
Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?
N. a plant cell
T. an animal cell
C. a male organism
Y. a female organism
Answer:

Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?

Choices:
N. a male organism
T. a female organism
C. an animal cell
Y. a plant cell

Prompt:
Question: With a microscope, you see that an object has a cell wall, a chloroplast, and a nucleus. What is being observed?
N. a male organism
T. a female organism
C. an animal cell
Y. a plant cell
Answer:

Answer: 3


Question: Which instrument would be best to measure the volume of a liquid?

Choices:
A. a pan balance
B. a stopwatch
C. a thermometer
D. a graduated cylinder

Prompt:
Question: Which instrument would be best to measure the volume of a liquid?
A. a pan balance
B. a stopwatch
C. a thermometer
D. a graduated cylinder
Answer:

Answer: 3

Question: Which instrument would be best to measure the volume of a liquid?

Choices:
A. a graduated cylinder
B. a pan balance
C. a thermometer
D. a stopwatch

Prompt:
Question: Which instrument would be best to measure the volume of a liquid?
A. a graduated cylinder
B. a pan balance
C. a thermometer
D. a stopwatch
Answer:

Question: Which instrument would be best to measure the volume of a liquid?

Choices:
1. a pan balance
2. a stopwatch
3. a thermometer
4. a graduated cylinder

Prompt:
Question: Which instrument would be best to measure the volume of a liquid?
1. a pan balance
2. a stopwatch
3. a thermometer
4. a graduated cylinder
Answer:

Answer: 3

Question: Which instrument would be best to measure the volume of a liquid?

Choices:
N. a pan balance
T. a stopwatch
E. a thermometer
S. a graduated cylinder

Prompt:
Question: Which instrument would be best to measure the volume of a liquid?
N. a pan balance
T. a stopwatch
E. a thermometer
S. a graduated cylinder
Answer:

Answer: 3

Question: Which instrument would be best to measure the volume of a liquid?

Choices:
N. a graduated cylinder
T. a pan balance
E. a thermometer
S. a stopwatch

Prompt:
Question: Which instrument would be best to measure the volume of a liquid?
N. a graduated cylinder
T. a pan balance
E. a thermometer
S. a stopwatch
Answer:


Question: Which part of an atom is involved in chemical reactions?

Choices:
A. nucleus and its particles
B. negatively-charged particles
C. neutrally-charged particles
D. positively-charged particles

Prompt:
Question: Which part of an atom is involved in chemical reactions?
A. nucleus and its particles
B. negatively-charged particles
C. neutrally-charged particles
D. positively-charged particles
Answer:

Answer: 1

Question: Which part of an atom is involved in chemical reactions?

Choices:
A. neutrally-charged particles
B. positively-charged particles
C. negatively-charged particles
D. nucleus and its particles

Prompt:
Question: Which part of an atom is involved in chemical reactions?
A. neutrally-charged particles
B. positively-charged particles
C. negatively-charged particles
D. nucleus and its particles
Answer:

Answer: 2

Question: Which part of an atom is involved in chemical reactions?

Choices:
1. nucleus and its particles
2. negatively-charged particles
3. neutrally-charged particles
4. positively-charged particles

Prompt:
Question: Which part of an atom is involved in chemical reactions?
1. nucleus and its particles
2. negatively-charged particles
3. neutrally-charged particles
4. positively-charged particles
Answer:

Answer: 1

Question: Which part of an atom is involved in chemical reactions?

Choices:
C. nucleus and its particles
K. negatively-charged particles
Y. neutrally-charged particles
D. positively-charged particles

Prompt:
Question: Which part of an atom is involved in chemical reactions?
C. nucleus and its particles
K. negatively-charged particles
Y. neutrally-charged particles
D. positively-charged particles
Answer:

Answer: 1

Question: Which part of an atom is involved in chemical reactions?

Choices:
C. neutrally-charged particles
K. positively-charged particles
Y. negatively-charged particles
D. nucleus and its particles

Prompt:
Question: Which part of an atom is involved in chemical reactions?
C. neutrally-charged particles
K. positively-charged particles
Y. negatively-charged particles
D. nucleus and its particles
Answer:

Answer: 2


Question: Which tool is best used to collect information about the weather?

Choices:
A. ruler
B. stopwatch
C. thermometer
D. collecting net

Prompt:
Question: Which tool is best used to collect information about the weather?
A. ruler
B. stopwatch
C. thermometer
D. collecting net
Answer:

Answer: 2

Question: Which tool is best used to collect information about the weather?

Choices:
A. thermometer
B. collecting net
C. stopwatch
D. ruler

Prompt:
Question: Which tool is best used to collect information about the weather?
A. thermometer
B. collecting net
C. stopwatch
D. ruler
Answer:

Question: Which tool is best used to collect information about the weather?

Choices:
1. ruler
2. stopwatch
3. thermometer
4. collecting net

Prompt:
Question: Which tool is best used to collect information about the weather?
1. ruler
2. stopwatch
3. thermometer
4. collecting net
Answer:

Answer: 2

Question: Which tool is best used to collect information about the weather?

Choices:
J. ruler
Y. stopwatch
S. thermometer
B. collecting net

Prompt:
Question: Which tool is best used to collect information about the weather?
J. ruler
Y. stopwatch
S. thermometer
B. collecting net
Answer:

Answer: 2

Question: Which tool is best used to collect information about the weather?

Choices:
J. thermometer
Y. collecting net
S. stopwatch
B. ruler

Prompt:
Question: Which tool is best used to collect information about the weather?
J. thermometer
Y. collecting net
S. stopwatch
B. ruler
Answer:


Question: Which of these characteristics best helps scientists classify organisms?

Choices:
A. size
B. color
C. gender
D. structure

Prompt:
Question: Which of these characteristics best helps scientists classify organisms?
A. size
B. color
C. gender
D. structure
Answer:

Answer: 3

Question: Which of these characteristics best helps scientists classify organisms?

Choices:
A. structure
B. color
C. gender
D. size

Prompt:
Question: Which of these characteristics best helps scientists classify organisms?
A. structure
B. color
C. gender
D. size
Answer:

Question: Which of these characteristics best helps scientists classify organisms?

Choices:
1. size
2. color
3. gender
4. structure

Prompt:
Question: Which of these characteristics best helps scientists classify organisms?
1. size
2. color
3. gender
4. structure
Answer:

Answer: 3

Question: Which of these characteristics best helps scientists classify organisms?

Choices:
G. size
O. color
U. gender
Y. structure

Prompt:
Question: Which of these characteristics best helps scientists classify organisms?
G. size
O. color
U. gender
Y. structure
Answer:

Answer: 3

Question: Which of these characteristics best helps scientists classify organisms?

Choices:
G. structure
O. color
U. gender
Y. size

Prompt:
Question: Which of these characteristics best helps scientists classify organisms?
G. structure
O. color
U. gender
Y. size
Answer:


Question: Which resource is most likely found in large amounts in forest ecosystems?

Choices:
A. iron
B. wood
C. plastic
D. petroleum

Prompt:
Question: Which resource is most likely found in large amounts in forest ecosystems?
A. iron
B. wood
C. plastic
D. petroleum
Answer:

Answer: 1

Question: Which resource is most likely found in large amounts in forest ecosystems?

Choices:
A. plastic
B. iron
C. wood
D. petroleum

Prompt:
Question: Which resource is most likely found in large amounts in forest ecosystems?
A. plastic
B. iron
C. wood
D. petroleum
Answer:

Answer: 2

Question: Which resource is most likely found in large amounts in forest ecosystems?

Choices:
1. iron
2. wood
3. plastic
4. petroleum

Prompt:
Question: Which resource is most likely found in large amounts in forest ecosystems?
1. iron
2. wood
3. plastic
4. petroleum
Answer:

Answer: 1

Question: Which resource is most likely found in large amounts in forest ecosystems?

Choices:
U. iron
R. wood
B. plastic
N. petroleum

Prompt:
Question: Which resource is most likely found in large amounts in forest ecosystems?
U. iron
R. wood
B. plastic
N. petroleum
Answer:

Answer: 1

Question: Which resource is most likely found in large amounts in forest ecosystems?

Choices:
U. plastic
R. iron
B. wood
N. petroleum

Prompt:
Question: Which resource is most likely found in large amounts in forest ecosystems?
U. plastic
R. iron
B. wood
N. petroleum
Answer:

Answer: 2


Question: Which of the following best describes a role of mushrooms in ecosystems?

Choices:
A. capturing energy from sunlight
B. consuming living plant material
C. taking energy from animal hosts
D. breaking down dead plant material

Prompt:
Question: Which of the following best describes a role of mushrooms in ecosystems?
A. capturing energy from sunlight
B. consuming living plant material
C. taking energy from animal hosts
D. breaking down dead plant material
Answer:

Answer: 3

Question: Which of the following best describes a role of mushrooms in ecosystems?

Choices:
A. consuming living plant material
B. breaking down dead plant material
C. taking energy from animal hosts
D. capturing energy from sunlight

Prompt:
Question: Which of the following best describes a role of mushrooms in ecosystems?
A. consuming living plant material
B. breaking down dead plant material
C. taking energy from animal hosts
D. capturing energy from sunlight
Answer:

Answer: 1

Question: Which of the following best describes a role of mushrooms in ecosystems?

Choices:
1. capturing energy from sunlight
2. consuming living plant material
3. taking energy from animal hosts
4. breaking down dead plant material

Prompt:
Question: Which of the following best describes a role of mushrooms in ecosystems?
1. capturing energy from sunlight
2. consuming living plant material
3. taking energy from animal hosts
4. breaking down dead plant material
Answer:

Answer: 3

Question: Which of the following best describes a role of mushrooms in ecosystems?

Choices:
J. capturing energy from sunlight
Q. consuming living plant material
F. taking energy from animal hosts
X. breaking down dead plant material

Prompt:
Question: Which of the following best describes a role of mushrooms in ecosystems?
J. capturing energy from sunlight
Q. consuming living plant material
F. taking energy from animal hosts
X. breaking down dead plant material
Answer:

Answer: 3

Question: Which of the following best describes a role of mushrooms in ecosystems?

Choices:
J. consuming living plant material
Q. breaking down dead plant material
F. taking energy from animal hosts
X. capturing energy from sunlight

Prompt:
Question: Which of the following best describes a role of mushrooms in ecosystems?
J. consuming living plant material
Q. breaking down dead plant material
F. taking energy from animal hosts
X. capturing energy from sunlight
Answer:

Answer: 1


Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?

Choices:
A. coarse sand
B. loose gravel
C. nitrogen pellets
D. organic material

Prompt:
Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?
A. coarse sand
B. loose gravel
C. nitrogen pellets
D. organic material
Answer:

Answer: 3

Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?

Choices:
A. loose gravel
B. coarse sand
C. organic material
D. nitrogen pellets

Prompt:
Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?
A. loose gravel
B. coarse sand
C. organic material
D. nitrogen pellets
Answer:

Answer: 2

Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?

Choices:
1. coarse sand
2. loose gravel
3. nitrogen pellets
4. organic material

Prompt:
Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?
1. coarse sand
2. loose gravel
3. nitrogen pellets
4. organic material
Answer:

Answer: 3

Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?

Choices:
T. coarse sand
S. loose gravel
G. nitrogen pellets
R. organic material

Prompt:
Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?
T. coarse sand
S. loose gravel
G. nitrogen pellets
R. organic material
Answer:

Answer: 3

Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?

Choices:
T. loose gravel
S. coarse sand
G. organic material
R. nitrogen pellets

Prompt:
Question: A gardener wants to increase the ability of garden soil to retain water. Which of these should the gardener add to the soil?
T. loose gravel
S. coarse sand
G. organic material
R. nitrogen pellets
Answer:

Answer: 2


Question: In the life cycle of a fly, which stage comes after the larval stage?

Choices:
A. egg
B. adult
C. nymph
D. pupa

Prompt:
Question: In the life cycle of a fly, which stage comes after the larval stage?
A. egg
B. adult
C. nymph
D. pupa
Answer:

Answer: 3

Question: In the life cycle of a fly, which stage comes after the larval stage?

Choices:
A. pupa
B. adult
C. egg
D. nymph

Prompt:
Question: In the life cycle of a fly, which stage comes after the larval stage?
A. pupa
B. adult
C. egg
D. nymph
Answer:

Question: In the life cycle of a fly, which stage comes after the larval stage?

Choices:
1. egg
2. adult
3. nymph
4. pupa

Prompt:
Question: In the life cycle of a fly, which stage comes after the larval stage?
1. egg
2. adult
3. nymph
4. pupa
Answer:

Answer: 3

Question: In the life cycle of a fly, which stage comes after the larval stage?

Choices:
A. egg
Z. adult
W. nymph
D. pupa

Prompt:
Question: In the life cycle of a fly, which stage comes after the larval stage?
A. egg
Z. adult
W. nymph
D. pupa
Answer:

Answer: 3

Question: In the life cycle of a fly, which stage comes after the larval stage?

Choices:
A. pupa
Z. adult
W. egg
D. nymph

Prompt:
Question: In the life cycle of a fly, which stage comes after the larval stage?
A. pupa
Z. adult
W. egg
D. nymph
Answer:


Question: In which example could a thermometer be used to show that heat energy is being transferred?

Choices:
A. A piano is played by striking the keys.
B. A shovel is used to move dirt from one place to another.
C. A ball is thrown into the air.
D. A stove is used to boil water in a pan.

Prompt:
Question: In which example could a thermometer be used to show that heat energy is being transferred?
A. A piano is played by striking the keys.
B. A shovel is used to move dirt from one place to another.
C. A ball is thrown into the air.
D. A stove is used to boil water in a pan.
Answer:

Answer: 3

Question: In which example could a thermometer be used to show that heat energy is being transferred?

Choices:
A. A ball is thrown into the air.
B. A shovel is used to move dirt from one place to another.
C. A stove is used to boil water in a pan.
D. A piano is played by striking the keys.

Prompt:
Question: In which example could a thermometer be used to show that heat energy is being transferred?
A. A ball is thrown into the air.
B. A shovel is used to move dirt from one place to another.
C. A stove is used to boil water in a pan.
D. A piano is played by striking the keys.
Answer:

Answer: 2

Question: In which example could a thermometer be used to show that heat energy is being transferred?

Choices:
1. A piano is played by striking the keys.
2. A shovel is used to move dirt from one place to another.
3. A ball is thrown into the air.
4. A stove is used to boil water in a pan.

Prompt:
Question: In which example could a thermometer be used to show that heat energy is being transferred?
1. A piano is played by striking the keys.
2. A shovel is used to move dirt from one place to another.
3. A ball is thrown into the air.
4. A stove is used to boil water in a pan.
Answer:

Answer: 3

Question: In which example could a thermometer be used to show that heat energy is being transferred?

Choices:
O. A piano is played by striking the keys.
Z. A shovel is used to move dirt from one place to another.
B. A ball is thrown into the air.
N. A stove is used to boil water in a pan.

Prompt:
Question: In which example could a thermometer be used to show that heat energy is being transferred?
O. A piano is played by striking the keys.
Z. A shovel is used to move dirt from one place to another.
B. A ball is thrown into the air.
N. A stove is used to boil water in a pan.
Answer:

Answer: 3

Question: In which example could a thermometer be used to show that heat energy is being transferred?

Choices:
O. A ball is thrown into the air.
Z. A shovel is used to move dirt from one place to another.
B. A stove is used to boil water in a pan.
N. A piano is played by striking the keys.

Prompt:
Question: In which example could a thermometer be used to show that heat energy is being transferred?
O. A ball is thrown into the air.
Z. A shovel is used to move dirt from one place to another.
B. A stove is used to boil water in a pan.
N. A piano is played by striking the keys.
Answer:

Answer: 2


Question: What is the most likely function of a turtle's hard shell?

Choices:
A. convert energy
B. increase speed
C. provide protection
D. allow for reproduction

Prompt:
Question: What is the most likely function of a turtle's hard shell?
A. convert energy
B. increase speed
C. provide protection
D. allow for reproduction
Answer:

Answer: 2

Question: What is the most likely function of a turtle's hard shell?

Choices:
A. provide protection
B. convert energy
C. increase speed
D. allow for reproduction

Prompt:
Question: What is the most likely function of a turtle's hard shell?
A. provide protection
B. convert energy
C. increase speed
D. allow for reproduction
Answer:

Question: What is the most likely function of a turtle's hard shell?

Choices:
1. convert energy
2. increase speed
3. provide protection
4. allow for reproduction

Prompt:
Question: What is the most likely function of a turtle's hard shell?
1. convert energy
2. increase speed
3. provide protection
4. allow for reproduction
Answer:

Answer: 2

Question: What is the most likely function of a turtle's hard shell?

Choices:
Q. convert energy
X. increase speed
L. provide protection
K. allow for reproduction

Prompt:
Question: What is the most likely function of a turtle's hard shell?
Q. convert energy
X. increase speed
L. provide protection
K. allow for reproduction
Answer:

Answer: 2

Question: What is the most likely function of a turtle's hard shell?

Choices:
Q. provide protection
X. convert energy
L. increase speed
K. allow for reproduction

Prompt:
Question: What is the most likely function of a turtle's hard shell?
Q. provide protection
X. convert energy
L. increase speed
K. allow for reproduction
Answer: