Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?

Choices:
A. underground water
B. sand soil
C. fossils of fish
D. salty lakes

Prompt:
Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?
A. underground water
B. sand soil
C. fossils of fish
D. salty lakes
Answer:

Answer: 2

Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?

Choices:
A. fossils of fish
B. salty lakes
C. underground water
D. sand soil

Prompt:
Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?
A. fossils of fish
B. salty lakes
C. underground water
D. sand soil
Answer:

Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?

Choices:
1. underground water
2. sand soil
3. fossils of fish
4. salty lakes

Prompt:
Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?
1. underground water
2. sand soil
3. fossils of fish
4. salty lakes
Answer:

Answer: 2

Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?

Choices:
A. underground water
I. sand soil
R. fossils of fish
G. salty lakes

Prompt:
Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?
A. underground water
I. sand soil
R. fossils of fish
G. salty lakes
Answer:

Answer: 2

Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?

Choices:
A. fossils of fish
I. salty lakes
R. underground water
G. sand soil

Prompt:
Question: Scientists believe that oceans once covered much of what is now land. which of these things found on land led scientists to believe this?
A. fossils of fish
I. salty lakes
R. underground water
G. sand soil
Answer:


Question: Which of the following is an example of a structural adaptation?

Choices:
A. a wolf's howl
B. an insect's coloring
C. a fish's fin
D. a squirrel storing acorns

Prompt:
Question: Which of the following is an example of a structural adaptation?
A. a wolf's howl
B. an insect's coloring
C. a fish's fin
D. a squirrel storing acorns
Answer:

Answer: 2

Question: Which of the following is an example of a structural adaptation?

Choices:
A. a squirrel storing acorns
B. a wolf's howl
C. an insect's coloring
D. a fish's fin

Prompt:
Question: Which of the following is an example of a structural adaptation?
A. a squirrel storing acorns
B. a wolf's howl
C. an insect's coloring
D. a fish's fin
Answer:

Answer: 3

Question: Which of the following is an example of a structural adaptation?

Choices:
1. a wolf's howl
2. an insect's coloring
3. a fish's fin
4. a squirrel storing acorns

Prompt:
Question: Which of the following is an example of a structural adaptation?
1. a wolf's howl
2. an insect's coloring
3. a fish's fin
4. a squirrel storing acorns
Answer:

Answer: 2

Question: Which of the following is an example of a structural adaptation?

Choices:
D. a wolf's howl
X. an insect's coloring
Y. a fish's fin
C. a squirrel storing acorns

Prompt:
Question: Which of the following is an example of a structural adaptation?
D. a wolf's howl
X. an insect's coloring
Y. a fish's fin
C. a squirrel storing acorns
Answer:

Answer: 2

Question: Which of the following is an example of a structural adaptation?

Choices:
D. a squirrel storing acorns
X. a wolf's howl
Y. an insect's coloring
C. a fish's fin

Prompt:
Question: Which of the following is an example of a structural adaptation?
D. a squirrel storing acorns
X. a wolf's howl
Y. an insect's coloring
C. a fish's fin
Answer:

Answer: 3


Question: Which is made by plants to attract pollinators to flowers?

Choices:
A. sap
B. oxygen
C. nectar
D. carbon dioxide

Prompt:
Question: Which is made by plants to attract pollinators to flowers?
A. sap
B. oxygen
C. nectar
D. carbon dioxide
Answer:

Answer: 2

Question: Which is made by plants to attract pollinators to flowers?

Choices:
A. oxygen
B. nectar
C. carbon dioxide
D. sap

Prompt:
Question: Which is made by plants to attract pollinators to flowers?
A. oxygen
B. nectar
C. carbon dioxide
D. sap
Answer:

Answer: 1

Question: Which is made by plants to attract pollinators to flowers?

Choices:
1. sap
2. oxygen
3. nectar
4. carbon dioxide

Prompt:
Question: Which is made by plants to attract pollinators to flowers?
1. sap
2. oxygen
3. nectar
4. carbon dioxide
Answer:

Answer: 2

Question: Which is made by plants to attract pollinators to flowers?

Choices:
P. sap
K. oxygen
D. nectar
H. carbon dioxide

Prompt:
Question: Which is made by plants to attract pollinators to flowers?
P. sap
K. oxygen
D. nectar
H. carbon dioxide
Answer:

Answer: 2

Question: Which is made by plants to attract pollinators to flowers?

Choices:
P. oxygen
K. nectar
D. carbon dioxide
H. sap

Prompt:
Question: Which is made by plants to attract pollinators to flowers?
P. oxygen
K. nectar
D. carbon dioxide
H. sap
Answer:

Answer: 1


Question: When light reaches an eyeglass lens, the light is

Choices:
A. refracted.
B. reflected.
C. diffracted.
D. absorbed.

Prompt:
Question: When light reaches an eyeglass lens, the light is
A. refracted.
B. reflected.
C. diffracted.
D. absorbed.
Answer:

Question: When light reaches an eyeglass lens, the light is

Choices:
A. reflected.
B. absorbed.
C. diffracted.
D. refracted.

Prompt:
Question: When light reaches an eyeglass lens, the light is
A. reflected.
B. absorbed.
C. diffracted.
D. refracted.
Answer:

Answer: 3

Question: When light reaches an eyeglass lens, the light is

Choices:
1. refracted.
2. reflected.
3. diffracted.
4. absorbed.

Prompt:
Question: When light reaches an eyeglass lens, the light is
1. refracted.
2. reflected.
3. diffracted.
4. absorbed.
Answer:

Question: When light reaches an eyeglass lens, the light is

Choices:
A. refracted.
D. reflected.
Y. diffracted.
U. absorbed.

Prompt:
Question: When light reaches an eyeglass lens, the light is
A. refracted.
D. reflected.
Y. diffracted.
U. absorbed.
Answer:

Question: When light reaches an eyeglass lens, the light is

Choices:
A. reflected.
D. absorbed.
Y. diffracted.
U. refracted.

Prompt:
Question: When light reaches an eyeglass lens, the light is
A. reflected.
D. absorbed.
Y. diffracted.
U. refracted.
Answer:

Answer: 3


Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?

Choices:
A. a scatterplot
B. a pie chart
C. a bar graph
D. a line graph

Prompt:
Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?
A. a scatterplot
B. a pie chart
C. a bar graph
D. a line graph
Answer:

Answer: 2

Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?

Choices:
A. a pie chart
B. a bar graph
C. a scatterplot
D. a line graph

Prompt:
Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?
A. a pie chart
B. a bar graph
C. a scatterplot
D. a line graph
Answer:

Answer: 1

Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?

Choices:
1. a scatterplot
2. a pie chart
3. a bar graph
4. a line graph

Prompt:
Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?
1. a scatterplot
2. a pie chart
3. a bar graph
4. a line graph
Answer:

Answer: 2

Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?

Choices:
G. a scatterplot
V. a pie chart
X. a bar graph
N. a line graph

Prompt:
Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?
G. a scatterplot
V. a pie chart
X. a bar graph
N. a line graph
Answer:

Answer: 2

Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?

Choices:
G. a pie chart
V. a bar graph
X. a scatterplot
N. a line graph

Prompt:
Question: For half an hour, a student watches two different types of flowering bushes and counts the number of butterflies that come to feed on each bush. What would be the best way to show the data?
G. a pie chart
V. a bar graph
X. a scatterplot
N. a line graph
Answer:

Answer: 1


Question: Where are electrons in an atom located?

Choices:
A. models
B. orbitals
C. energy levels
D. electron clouds

Prompt:
Question: Where are electrons in an atom located?
A. models
B. orbitals
C. energy levels
D. electron clouds
Answer:

Answer: 1

Question: Where are electrons in an atom located?

Choices:
A. electron clouds
B. energy levels
C. models
D. orbitals

Prompt:
Question: Where are electrons in an atom located?
A. electron clouds
B. energy levels
C. models
D. orbitals
Answer:

Answer: 3

Question: Where are electrons in an atom located?

Choices:
1. models
2. orbitals
3. energy levels
4. electron clouds

Prompt:
Question: Where are electrons in an atom located?
1. models
2. orbitals
3. energy levels
4. electron clouds
Answer:

Answer: 1

Question: Where are electrons in an atom located?

Choices:
W. models
J. orbitals
X. energy levels
H. electron clouds

Prompt:
Question: Where are electrons in an atom located?
W. models
J. orbitals
X. energy levels
H. electron clouds
Answer:

Answer: 1

Question: Where are electrons in an atom located?

Choices:
W. electron clouds
J. energy levels
X. models
H. orbitals

Prompt:
Question: Where are electrons in an atom located?
W. electron clouds
J. energy levels
X. models
H. orbitals
Answer:

Answer: 3


Question: Which energy resource is considered non-renewable?

Choices:
A. solar energy
B. fossil fuels
C. geothermal energy
D. hydroelectric power

Prompt:
Question: Which energy resource is considered non-renewable?
A. solar energy
B. fossil fuels
C. geothermal energy
D. hydroelectric power
Answer:

Answer: 1

Question: Which energy resource is considered non-renewable?

Choices:
A. geothermal energy
B. hydroelectric power
C. solar energy
D. fossil fuels

Prompt:
Question: Which energy resource is considered non-renewable?
A. geothermal energy
B. hydroelectric power
C. solar energy
D. fossil fuels
Answer:

Answer: 3

Question: Which energy resource is considered non-renewable?

Choices:
1. solar energy
2. fossil fuels
3. geothermal energy
4. hydroelectric power

Prompt:
Question: Which energy resource is considered non-renewable?
1. solar energy
2. fossil fuels
3. geothermal energy
4. hydroelectric power
Answer:

Answer: 1

Question: Which energy resource is considered non-renewable?

Choices:
Q. solar energy
F. fossil fuels
G. geothermal energy
H. hydroelectric power

Prompt:
Question: Which energy resource is considered non-renewable?
Q. solar energy
F. fossil fuels
G. geothermal energy
H. hydroelectric power
Answer:

Answer: 1

Question: Which energy resource is considered non-renewable?

Choices:
Q. geothermal energy
F. hydroelectric power
G. solar energy
H. fossil fuels

Prompt:
Question: Which energy resource is considered non-renewable?
Q. geothermal energy
F. hydroelectric power
G. solar energy
H. fossil fuels
Answer:

Answer: 3


Question: Which characteristic is exclusive to chordates?

Choices:
A. digestive tract with two openings
B. dorsal hollow nerve tube
C. closed circulatory system
D. bony internal skeleton

Prompt:
Question: Which characteristic is exclusive to chordates?
A. digestive tract with two openings
B. dorsal hollow nerve tube
C. closed circulatory system
D. bony internal skeleton
Answer:

Answer: 1

Question: Which characteristic is exclusive to chordates?

Choices:
A. dorsal hollow nerve tube
B. closed circulatory system
C. digestive tract with two openings
D. bony internal skeleton

Prompt:
Question: Which characteristic is exclusive to chordates?
A. dorsal hollow nerve tube
B. closed circulatory system
C. digestive tract with two openings
D. bony internal skeleton
Answer:

Question: Which characteristic is exclusive to chordates?

Choices:
1. digestive tract with two openings
2. dorsal hollow nerve tube
3. closed circulatory system
4. bony internal skeleton

Prompt:
Question: Which characteristic is exclusive to chordates?
1. digestive tract with two openings
2. dorsal hollow nerve tube
3. closed circulatory system
4. bony internal skeleton
Answer:

Answer: 1

Question: Which characteristic is exclusive to chordates?

Choices:
F. digestive tract with two openings
H. dorsal hollow nerve tube
K. closed circulatory system
V. bony internal skeleton

Prompt:
Question: Which characteristic is exclusive to chordates?
F. digestive tract with two openings
H. dorsal hollow nerve tube
K. closed circulatory system
V. bony internal skeleton
Answer:

Answer: 1

Question: Which characteristic is exclusive to chordates?

Choices:
F. dorsal hollow nerve tube
H. closed circulatory system
K. digestive tract with two openings
V. bony internal skeleton

Prompt:
Question: Which characteristic is exclusive to chordates?
F. dorsal hollow nerve tube
H. closed circulatory system
K. digestive tract with two openings
V. bony internal skeleton
Answer:


Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?

Choices:
A. acid rain
B. erosion
C. hydrolysis
D. oxidation

Prompt:
Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?
A. acid rain
B. erosion
C. hydrolysis
D. oxidation
Answer:

Answer: 1

Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?

Choices:
A. oxidation
B. acid rain
C. hydrolysis
D. erosion

Prompt:
Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?
A. oxidation
B. acid rain
C. hydrolysis
D. erosion
Answer:

Answer: 3

Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?

Choices:
1. acid rain
2. erosion
3. hydrolysis
4. oxidation

Prompt:
Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?
1. acid rain
2. erosion
3. hydrolysis
4. oxidation
Answer:

Answer: 1

Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?

Choices:
O. acid rain
G. erosion
M. hydrolysis
P. oxidation

Prompt:
Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?
O. acid rain
G. erosion
M. hydrolysis
P. oxidation
Answer:

Answer: 1

Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?

Choices:
O. oxidation
G. acid rain
M. hydrolysis
P. erosion

Prompt:
Question: Land forms are created through destructive forces such as weathering. Which of these is an example of physical weathering?
O. oxidation
G. acid rain
M. hydrolysis
P. erosion
Answer:

Answer: 3


Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?

Choices:
A. condensation
B. evaporation
C. freezing
D. melting

Prompt:
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
A. condensation
B. evaporation
C. freezing
D. melting
Answer:

Answer: 3

Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?

Choices:
A. freezing
B. melting
C. condensation
D. evaporation

Prompt:
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
A. freezing
B. melting
C. condensation
D. evaporation
Answer:

Answer: 1

Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?

Choices:
1. condensation
2. evaporation
3. freezing
4. melting

Prompt:
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
1. condensation
2. evaporation
3. freezing
4. melting
Answer:

Answer: 3

Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?

Choices:
A. condensation
N. evaporation
X. freezing
F. melting

Prompt:
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
A. condensation
N. evaporation
X. freezing
F. melting
Answer:

Answer: 3

Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?

Choices:
A. freezing
N. melting
X. condensation
F. evaporation

Prompt:
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
A. freezing
N. melting
X. condensation
F. evaporation
Answer:

Answer: 1


Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?

Choices:
A. dried leaves
B. foam blocks
C. plastic wrap
D. rock salt

Prompt:
Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?
A. dried leaves
B. foam blocks
C. plastic wrap
D. rock salt
Answer:

Answer: 1

Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?

Choices:
A. foam blocks
B. dried leaves
C. plastic wrap
D. rock salt

Prompt:
Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?
A. foam blocks
B. dried leaves
C. plastic wrap
D. rock salt
Answer:

Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?

Choices:
1. dried leaves
2. foam blocks
3. plastic wrap
4. rock salt

Prompt:
Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?
1. dried leaves
2. foam blocks
3. plastic wrap
4. rock salt
Answer:

Answer: 1

Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?

Choices:
V. dried leaves
S. foam blocks
G. plastic wrap
D. rock salt

Prompt:
Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?
V. dried leaves
S. foam blocks
G. plastic wrap
D. rock salt
Answer:

Answer: 1

Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?

Choices:
V. foam blocks
S. dried leaves
G. plastic wrap
D. rock salt

Prompt:
Question: In Colonial America, people used ice to help keep foods fresh. They cut the ice from lakes and ponds during the winter and stored the ice in ice houses. They sometimes used hay as an insulator to prevent the ice from melting. If you wanted to build an icehouse today, which of the following would be the best material to use as an insulator?
V. foam blocks
S. dried leaves
G. plastic wrap
D. rock salt
Answer:


Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?

Choices:
A. Earth is much closer to the Moon than to the Sun.
B. The Sun's gravity is a factor only during the day.
C. The Moon's core has a much greater density than the Sun's core.
D. The Sun's mass is smaller than the mass of the Moon.

Prompt:
Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?
A. Earth is much closer to the Moon than to the Sun.
B. The Sun's gravity is a factor only during the day.
C. The Moon's core has a much greater density than the Sun's core.
D. The Sun's mass is smaller than the mass of the Moon.
Answer:

Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?

Choices:
A. The Moon's core has a much greater density than the Sun's core.
B. The Sun's mass is smaller than the mass of the Moon.
C. Earth is much closer to the Moon than to the Sun.
D. The Sun's gravity is a factor only during the day.

Prompt:
Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?
A. The Moon's core has a much greater density than the Sun's core.
B. The Sun's mass is smaller than the mass of the Moon.
C. Earth is much closer to the Moon than to the Sun.
D. The Sun's gravity is a factor only during the day.
Answer:

Answer: 2

Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?

Choices:
1. Earth is much closer to the Moon than to the Sun.
2. The Sun's gravity is a factor only during the day.
3. The Moon's core has a much greater density than the Sun's core.
4. The Sun's mass is smaller than the mass of the Moon.

Prompt:
Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?
1. Earth is much closer to the Moon than to the Sun.
2. The Sun's gravity is a factor only during the day.
3. The Moon's core has a much greater density than the Sun's core.
4. The Sun's mass is smaller than the mass of the Moon.
Answer:

Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?

Choices:
H. Earth is much closer to the Moon than to the Sun.
E. The Sun's gravity is a factor only during the day.
A. The Moon's core has a much greater density than the Sun's core.
O. The Sun's mass is smaller than the mass of the Moon.

Prompt:
Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?
H. Earth is much closer to the Moon than to the Sun.
E. The Sun's gravity is a factor only during the day.
A. The Moon's core has a much greater density than the Sun's core.
O. The Sun's mass is smaller than the mass of the Moon.
Answer:

Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?

Choices:
H. The Moon's core has a much greater density than the Sun's core.
E. The Sun's mass is smaller than the mass of the Moon.
A. Earth is much closer to the Moon than to the Sun.
O. The Sun's gravity is a factor only during the day.

Prompt:
Question: Tides, such as those along the coast of Massachusetts, are caused by gravitational attractions acting on Earth. Why is the gravitational attraction of the Moon a greater factor in determining tides than the gravitational attraction of the much larger Sun?
H. The Moon's core has a much greater density than the Sun's core.
E. The Sun's mass is smaller than the mass of the Moon.
A. Earth is much closer to the Moon than to the Sun.
O. The Sun's gravity is a factor only during the day.
Answer:

Answer: 2


Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?

Choices:
A. using different growing conditions for a group of the plants
B. growing a group of tomato plants without fertilizer
C. growing different types of plants with each fertilizer
D. applying a combination of fertilizers to all the plants

Prompt:
Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?
A. using different growing conditions for a group of the plants
B. growing a group of tomato plants without fertilizer
C. growing different types of plants with each fertilizer
D. applying a combination of fertilizers to all the plants
Answer:

Answer: 1

Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?

Choices:
A. growing different types of plants with each fertilizer
B. applying a combination of fertilizers to all the plants
C. growing a group of tomato plants without fertilizer
D. using different growing conditions for a group of the plants

Prompt:
Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?
A. growing different types of plants with each fertilizer
B. applying a combination of fertilizers to all the plants
C. growing a group of tomato plants without fertilizer
D. using different growing conditions for a group of the plants
Answer:

Answer: 2

Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?

Choices:
1. using different growing conditions for a group of the plants
2. growing a group of tomato plants without fertilizer
3. growing different types of plants with each fertilizer
4. applying a combination of fertilizers to all the plants

Prompt:
Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?
1. using different growing conditions for a group of the plants
2. growing a group of tomato plants without fertilizer
3. growing different types of plants with each fertilizer
4. applying a combination of fertilizers to all the plants
Answer:

Answer: 1

Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?

Choices:
H. using different growing conditions for a group of the plants
W. growing a group of tomato plants without fertilizer
A. growing different types of plants with each fertilizer
Z. applying a combination of fertilizers to all the plants

Prompt:
Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?
H. using different growing conditions for a group of the plants
W. growing a group of tomato plants without fertilizer
A. growing different types of plants with each fertilizer
Z. applying a combination of fertilizers to all the plants
Answer:

Answer: 1

Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?

Choices:
H. growing different types of plants with each fertilizer
W. applying a combination of fertilizers to all the plants
A. growing a group of tomato plants without fertilizer
Z. using different growing conditions for a group of the plants

Prompt:
Question: A group of students compared the effects of fertilizer on the growth of tomato plants. The students gave six tomato plants Fertilizer 1 and six other tomato plants Fertilizer 2. They grew the plants under the same conditions. After several weeks, the students concluded that the tomato plants that received Fertilizer 1 grew taller than those that received Fertilizer 2. Which of the following actions would have increased the accuracy of the results of this investigation?
H. growing different types of plants with each fertilizer
W. applying a combination of fertilizers to all the plants
A. growing a group of tomato plants without fertilizer
Z. using different growing conditions for a group of the plants
Answer:

Answer: 2


Question: In order to form water, two hydrogen atoms and one oxygen atom must be

Choices:
A. mixed.
B. divided.
C. bonded.
D. dissolved.

Prompt:
Question: In order to form water, two hydrogen atoms and one oxygen atom must be
A. mixed.
B. divided.
C. bonded.
D. dissolved.
Answer:

Answer: 2

Question: In order to form water, two hydrogen atoms and one oxygen atom must be

Choices:
A. bonded.
B. divided.
C. dissolved.
D. mixed.

Prompt:
Question: In order to form water, two hydrogen atoms and one oxygen atom must be
A. bonded.
B. divided.
C. dissolved.
D. mixed.
Answer:

Question: In order to form water, two hydrogen atoms and one oxygen atom must be

Choices:
1. mixed.
2. divided.
3. bonded.
4. dissolved.

Prompt:
Question: In order to form water, two hydrogen atoms and one oxygen atom must be
1. mixed.
2. divided.
3. bonded.
4. dissolved.
Answer:

Answer: 2

Question: In order to form water, two hydrogen atoms and one oxygen atom must be

Choices:
N. mixed.
K. divided.
I. bonded.
B. dissolved.

Prompt:
Question: In order to form water, two hydrogen atoms and one oxygen atom must be
N. mixed.
K. divided.
I. bonded.
B. dissolved.
Answer:

Answer: 2

Question: In order to form water, two hydrogen atoms and one oxygen atom must be

Choices:
N. bonded.
K. divided.
I. dissolved.
B. mixed.

Prompt:
Question: In order to form water, two hydrogen atoms and one oxygen atom must be
N. bonded.
K. divided.
I. dissolved.
B. mixed.
Answer:


Question: What makes up most of a human skeleton?

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

Prompt:
Question: What makes up most of a human skeleton?
A. muscle
B. bone
C. skin
D. blood
Answer:

Answer: 1

Question: What makes up most of a human skeleton?

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

Prompt:
Question: What makes up most of a human skeleton?
A. bone
B. muscle
C. blood
D. skin
Answer:

Question: What makes up most of a human skeleton?

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

Prompt:
Question: What makes up most of a human skeleton?
1. muscle
2. bone
3. skin
4. blood
Answer:

Answer: 1

Question: What makes up most of a human skeleton?

Choices:
V. muscle
Y. bone
N. skin
C. blood

Prompt:
Question: What makes up most of a human skeleton?
V. muscle
Y. bone
N. skin
C. blood
Answer:

Answer: 1

Question: What makes up most of a human skeleton?

Choices:
V. bone
Y. muscle
N. blood
C. skin

Prompt:
Question: What makes up most of a human skeleton?
V. bone
Y. muscle
N. blood
C. skin
Answer:


Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to

Choices:
A. move farther apart.
B. vibrate rapidly.
C. flow more randomly.
D. gradually expand.

Prompt:
Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to
A. move farther apart.
B. vibrate rapidly.
C. flow more randomly.
D. gradually expand.
Answer:

Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to

Choices:
A. vibrate rapidly.
B. gradually expand.
C. flow more randomly.
D. move farther apart.

Prompt:
Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to
A. vibrate rapidly.
B. gradually expand.
C. flow more randomly.
D. move farther apart.
Answer:

Answer: 3

Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to

Choices:
1. move farther apart.
2. vibrate rapidly.
3. flow more randomly.
4. gradually expand.

Prompt:
Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to
1. move farther apart.
2. vibrate rapidly.
3. flow more randomly.
4. gradually expand.
Answer:

Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to

Choices:
T. move farther apart.
S. vibrate rapidly.
G. flow more randomly.
Y. gradually expand.

Prompt:
Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to
T. move farther apart.
S. vibrate rapidly.
G. flow more randomly.
Y. gradually expand.
Answer:

Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to

Choices:
T. vibrate rapidly.
S. gradually expand.
G. flow more randomly.
Y. move farther apart.

Prompt:
Question: As water cools to a temperature of zero degrees Celsius and forms ice, water molecules tend to
T. vibrate rapidly.
S. gradually expand.
G. flow more randomly.
Y. move farther apart.
Answer:

Answer: 3


Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely

Choices:
A. a planet.
B. an asteroid.
C. a meteor.
D. a comet.

Prompt:
Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely
A. a planet.
B. an asteroid.
C. a meteor.
D. a comet.
Answer:

Answer: 3

Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely

Choices:
A. an asteroid.
B. a comet.
C. a planet.
D. a meteor.

Prompt:
Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely
A. an asteroid.
B. a comet.
C. a planet.
D. a meteor.
Answer:

Answer: 1

Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely

Choices:
1. a planet.
2. an asteroid.
3. a meteor.
4. a comet.

Prompt:
Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely
1. a planet.
2. an asteroid.
3. a meteor.
4. a comet.
Answer:

Answer: 3

Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely

Choices:
K. a planet.
F. an asteroid.
O. a meteor.
U. a comet.

Prompt:
Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely
K. a planet.
F. an asteroid.
O. a meteor.
U. a comet.
Answer:

Answer: 3

Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely

Choices:
K. an asteroid.
F. a comet.
O. a planet.
U. a meteor.

Prompt:
Question: An object composed mainly of ice is orbiting the Sun in an elliptical path. This object is most likely
K. an asteroid.
F. a comet.
O. a planet.
U. a meteor.
Answer:

Answer: 1


Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?

Choices:
A. transcription
B. replication
C. crossing over
D. spindle formation

Prompt:
Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?
A. transcription
B. replication
C. crossing over
D. spindle formation
Answer:

Answer: 2

Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?

Choices:
A. spindle formation
B. transcription
C. replication
D. crossing over

Prompt:
Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?
A. spindle formation
B. transcription
C. replication
D. crossing over
Answer:

Answer: 3

Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?

Choices:
1. transcription
2. replication
3. crossing over
4. spindle formation

Prompt:
Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?
1. transcription
2. replication
3. crossing over
4. spindle formation
Answer:

Answer: 2

Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?

Choices:
V. transcription
P. replication
T. crossing over
K. spindle formation

Prompt:
Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?
V. transcription
P. replication
T. crossing over
K. spindle formation
Answer:

Answer: 2

Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?

Choices:
V. spindle formation
P. transcription
T. replication
K. crossing over

Prompt:
Question: Which process occurs during meiosis that contributes to a germ cell having unique genetic material?
V. spindle formation
P. transcription
T. replication
K. crossing over
Answer:

Answer: 3


Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?

Choices:
A. Both are renewable.
B. Both are nonrenewable.
C. Wave energy is nonrenewable. Tidal energy is renewable.
D. Wave energy is renewable. Tidal energy is nonrenewable.

Prompt:
Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?
A. Both are renewable.
B. Both are nonrenewable.
C. Wave energy is nonrenewable. Tidal energy is renewable.
D. Wave energy is renewable. Tidal energy is nonrenewable.
Answer:

Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?

Choices:
A. Wave energy is nonrenewable. Tidal energy is renewable.
B. Wave energy is renewable. Tidal energy is nonrenewable.
C. Both are renewable.
D. Both are nonrenewable.

Prompt:
Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?
A. Wave energy is nonrenewable. Tidal energy is renewable.
B. Wave energy is renewable. Tidal energy is nonrenewable.
C. Both are renewable.
D. Both are nonrenewable.
Answer:

Answer: 2

Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?

Choices:
1. Both are renewable.
2. Both are nonrenewable.
3. Wave energy is nonrenewable. Tidal energy is renewable.
4. Wave energy is renewable. Tidal energy is nonrenewable.

Prompt:
Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?
1. Both are renewable.
2. Both are nonrenewable.
3. Wave energy is nonrenewable. Tidal energy is renewable.
4. Wave energy is renewable. Tidal energy is nonrenewable.
Answer:

Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?

Choices:
A. Both are renewable.
Z. Both are nonrenewable.
M. Wave energy is nonrenewable. Tidal energy is renewable.
R. Wave energy is renewable. Tidal energy is nonrenewable.

Prompt:
Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?
A. Both are renewable.
Z. Both are nonrenewable.
M. Wave energy is nonrenewable. Tidal energy is renewable.
R. Wave energy is renewable. Tidal energy is nonrenewable.
Answer:

Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?

Choices:
A. Wave energy is nonrenewable. Tidal energy is renewable.
Z. Wave energy is renewable. Tidal energy is nonrenewable.
M. Both are renewable.
R. Both are nonrenewable.

Prompt:
Question: Wave energy from the ocean can be harnessed to power generators to make electricity. Energy from ocean tides can also be used to make electricity. How would you categorize these two sources of energy?
A. Wave energy is nonrenewable. Tidal energy is renewable.
Z. Wave energy is renewable. Tidal energy is nonrenewable.
M. Both are renewable.
R. Both are nonrenewable.
Answer:

Answer: 2


Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?

Choices:
A. Scientists studying the red algae are disturbing local wildlife.
B. The red algae may help scientists better understand local food webs.
C. Visitors to Alaska may want to collect the red algae and take it home.
D. The red algae may be moved by boat to other areas when people travel.

Prompt:
Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?
A. Scientists studying the red algae are disturbing local wildlife.
B. The red algae may help scientists better understand local food webs.
C. Visitors to Alaska may want to collect the red algae and take it home.
D. The red algae may be moved by boat to other areas when people travel.
Answer:

Answer: 1

Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?

Choices:
A. Scientists studying the red algae are disturbing local wildlife.
B. Visitors to Alaska may want to collect the red algae and take it home.
C. The red algae may help scientists better understand local food webs.
D. The red algae may be moved by boat to other areas when people travel.

Prompt:
Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?
A. Scientists studying the red algae are disturbing local wildlife.
B. Visitors to Alaska may want to collect the red algae and take it home.
C. The red algae may help scientists better understand local food webs.
D. The red algae may be moved by boat to other areas when people travel.
Answer:

Answer: 2

Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?

Choices:
1. Scientists studying the red algae are disturbing local wildlife.
2. The red algae may help scientists better understand local food webs.
3. Visitors to Alaska may want to collect the red algae and take it home.
4. The red algae may be moved by boat to other areas when people travel.

Prompt:
Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?
1. Scientists studying the red algae are disturbing local wildlife.
2. The red algae may help scientists better understand local food webs.
3. Visitors to Alaska may want to collect the red algae and take it home.
4. The red algae may be moved by boat to other areas when people travel.
Answer:

Answer: 1

Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?

Choices:
Q. Scientists studying the red algae are disturbing local wildlife.
O. The red algae may help scientists better understand local food webs.
D. Visitors to Alaska may want to collect the red algae and take it home.
B. The red algae may be moved by boat to other areas when people travel.

Prompt:
Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?
Q. Scientists studying the red algae are disturbing local wildlife.
O. The red algae may help scientists better understand local food webs.
D. Visitors to Alaska may want to collect the red algae and take it home.
B. The red algae may be moved by boat to other areas when people travel.
Answer:

Answer: 1

Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?

Choices:
Q. Scientists studying the red algae are disturbing local wildlife.
O. Visitors to Alaska may want to collect the red algae and take it home.
D. The red algae may help scientists better understand local food webs.
B. The red algae may be moved by boat to other areas when people travel.

Prompt:
Question: Algae are organisms that live in water. Scientists discovered a new type of red algae near Knight Island in Prince William Sound. Which statement is most likely a positive effect of this discovery?
Q. Scientists studying the red algae are disturbing local wildlife.
O. Visitors to Alaska may want to collect the red algae and take it home.
D. The red algae may help scientists better understand local food webs.
B. The red algae may be moved by boat to other areas when people travel.
Answer:

Answer: 2


Question: What layer of Earth is located just below the crust?

Choices:
A. Inner core
B. Mantle
C. Continental shelf
D. Outer core

Prompt:
Question: What layer of Earth is located just below the crust?
A. Inner core
B. Mantle
C. Continental shelf
D. Outer core
Answer:

Answer: 1

Question: What layer of Earth is located just below the crust?

Choices:
A. Inner core
B. Outer core
C. Mantle
D. Continental shelf

Prompt:
Question: What layer of Earth is located just below the crust?
A. Inner core
B. Outer core
C. Mantle
D. Continental shelf
Answer:

Answer: 2

Question: What layer of Earth is located just below the crust?

Choices:
1. Inner core
2. Mantle
3. Continental shelf
4. Outer core

Prompt:
Question: What layer of Earth is located just below the crust?
1. Inner core
2. Mantle
3. Continental shelf
4. Outer core
Answer:

Answer: 1

Question: What layer of Earth is located just below the crust?

Choices:
E. Inner core
W. Mantle
F. Continental shelf
Y. Outer core

Prompt:
Question: What layer of Earth is located just below the crust?
E. Inner core
W. Mantle
F. Continental shelf
Y. Outer core
Answer:

Answer: 1

Question: What layer of Earth is located just below the crust?

Choices:
E. Inner core
W. Outer core
F. Mantle
Y. Continental shelf

Prompt:
Question: What layer of Earth is located just below the crust?
E. Inner core
W. Outer core
F. Mantle
Y. Continental shelf
Answer:

Answer: 2


Question: Which of these daily activities can most directly help reduce air pollution in a city?

Choices:
A. turning down the volume on the television
B. using biodegradable materials
C. using public transportation instead of driving
D. recycling paper

Prompt:
Question: Which of these daily activities can most directly help reduce air pollution in a city?
A. turning down the volume on the television
B. using biodegradable materials
C. using public transportation instead of driving
D. recycling paper
Answer:

Answer: 2

Question: Which of these daily activities can most directly help reduce air pollution in a city?

Choices:
A. using public transportation instead of driving
B. using biodegradable materials
C. recycling paper
D. turning down the volume on the television

Prompt:
Question: Which of these daily activities can most directly help reduce air pollution in a city?
A. using public transportation instead of driving
B. using biodegradable materials
C. recycling paper
D. turning down the volume on the television
Answer:

Question: Which of these daily activities can most directly help reduce air pollution in a city?

Choices:
1. turning down the volume on the television
2. using biodegradable materials
3. using public transportation instead of driving
4. recycling paper

Prompt:
Question: Which of these daily activities can most directly help reduce air pollution in a city?
1. turning down the volume on the television
2. using biodegradable materials
3. using public transportation instead of driving
4. recycling paper
Answer:

Answer: 2

Question: Which of these daily activities can most directly help reduce air pollution in a city?

Choices:
X. turning down the volume on the television
Y. using biodegradable materials
E. using public transportation instead of driving
T. recycling paper

Prompt:
Question: Which of these daily activities can most directly help reduce air pollution in a city?
X. turning down the volume on the television
Y. using biodegradable materials
E. using public transportation instead of driving
T. recycling paper
Answer:

Answer: 2

Question: Which of these daily activities can most directly help reduce air pollution in a city?

Choices:
X. using public transportation instead of driving
Y. using biodegradable materials
E. recycling paper
T. turning down the volume on the television

Prompt:
Question: Which of these daily activities can most directly help reduce air pollution in a city?
X. using public transportation instead of driving
Y. using biodegradable materials
E. recycling paper
T. turning down the volume on the television
Answer:


Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?

Choices:
A. strike-slip faults
B. subduction zones
C. mid-ocean ridges
D. continental shelves

Prompt:
Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?
A. strike-slip faults
B. subduction zones
C. mid-ocean ridges
D. continental shelves
Answer:

Answer: 2

Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?

Choices:
A. continental shelves
B. subduction zones
C. strike-slip faults
D. mid-ocean ridges

Prompt:
Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?
A. continental shelves
B. subduction zones
C. strike-slip faults
D. mid-ocean ridges
Answer:

Answer: 3

Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?

Choices:
1. strike-slip faults
2. subduction zones
3. mid-ocean ridges
4. continental shelves

Prompt:
Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?
1. strike-slip faults
2. subduction zones
3. mid-ocean ridges
4. continental shelves
Answer:

Answer: 2

Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?

Choices:
C. strike-slip faults
Y. subduction zones
M. mid-ocean ridges
E. continental shelves

Prompt:
Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?
C. strike-slip faults
Y. subduction zones
M. mid-ocean ridges
E. continental shelves
Answer:

Answer: 2

Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?

Choices:
C. continental shelves
Y. subduction zones
M. strike-slip faults
E. mid-ocean ridges

Prompt:
Question: Seafloor spreading occurs along certain boundaries in the ocean. Which are most likely to form at the boundary where the seafloor is spreading?
C. continental shelves
Y. subduction zones
M. strike-slip faults
E. mid-ocean ridges
Answer:

Answer: 3


Question: Which method is the best safety procedure when working around open flames?

Choices:
A. wear an acid-resistant apron
B. wash your hands
C. tie back long hair
D. use an electric fan to blow gases from the flame

Prompt:
Question: Which method is the best safety procedure when working around open flames?
A. wear an acid-resistant apron
B. wash your hands
C. tie back long hair
D. use an electric fan to blow gases from the flame
Answer:

Answer: 2

Question: Which method is the best safety procedure when working around open flames?

Choices:
A. tie back long hair
B. wash your hands
C. wear an acid-resistant apron
D. use an electric fan to blow gases from the flame

Prompt:
Question: Which method is the best safety procedure when working around open flames?
A. tie back long hair
B. wash your hands
C. wear an acid-resistant apron
D. use an electric fan to blow gases from the flame
Answer:

Question: Which method is the best safety procedure when working around open flames?

Choices:
1. wear an acid-resistant apron
2. wash your hands
3. tie back long hair
4. use an electric fan to blow gases from the flame

Prompt:
Question: Which method is the best safety procedure when working around open flames?
1. wear an acid-resistant apron
2. wash your hands
3. tie back long hair
4. use an electric fan to blow gases from the flame
Answer:

Answer: 2

Question: Which method is the best safety procedure when working around open flames?

Choices:
W. wear an acid-resistant apron
G. wash your hands
C. tie back long hair
A. use an electric fan to blow gases from the flame

Prompt:
Question: Which method is the best safety procedure when working around open flames?
W. wear an acid-resistant apron
G. wash your hands
C. tie back long hair
A. use an electric fan to blow gases from the flame
Answer:

Answer: 2

Question: Which method is the best safety procedure when working around open flames?

Choices:
W. tie back long hair
G. wash your hands
C. wear an acid-resistant apron
A. use an electric fan to blow gases from the flame

Prompt:
Question: Which method is the best safety procedure when working around open flames?
W. tie back long hair
G. wash your hands
C. wear an acid-resistant apron
A. use an electric fan to blow gases from the flame
Answer:


Question: Why has only one-half of the Moon ever been observed from Earth?

Choices:
A. The Moon does not rotate on its axis.
B. The Moon is not visible during the day.
C. The Moon has phases that coincide with its rate of rotation.
D. The Moon rotates at the same rate that it revolves around Earth.

Prompt:
Question: Why has only one-half of the Moon ever been observed from Earth?
A. The Moon does not rotate on its axis.
B. The Moon is not visible during the day.
C. The Moon has phases that coincide with its rate of rotation.
D. The Moon rotates at the same rate that it revolves around Earth.
Answer:

Answer: 3

Question: Why has only one-half of the Moon ever been observed from Earth?

Choices:
A. The Moon is not visible during the day.
B. The Moon does not rotate on its axis.
C. The Moon rotates at the same rate that it revolves around Earth.
D. The Moon has phases that coincide with its rate of rotation.

Prompt:
Question: Why has only one-half of the Moon ever been observed from Earth?
A. The Moon is not visible during the day.
B. The Moon does not rotate on its axis.
C. The Moon rotates at the same rate that it revolves around Earth.
D. The Moon has phases that coincide with its rate of rotation.
Answer:

Answer: 2

Question: Why has only one-half of the Moon ever been observed from Earth?

Choices:
1. The Moon does not rotate on its axis.
2. The Moon is not visible during the day.
3. The Moon has phases that coincide with its rate of rotation.
4. The Moon rotates at the same rate that it revolves around Earth.

Prompt:
Question: Why has only one-half of the Moon ever been observed from Earth?
1. The Moon does not rotate on its axis.
2. The Moon is not visible during the day.
3. The Moon has phases that coincide with its rate of rotation.
4. The Moon rotates at the same rate that it revolves around Earth.
Answer:

Answer: 3

Question: Why has only one-half of the Moon ever been observed from Earth?

Choices:
N. The Moon does not rotate on its axis.
O. The Moon is not visible during the day.
L. The Moon has phases that coincide with its rate of rotation.
X. The Moon rotates at the same rate that it revolves around Earth.

Prompt:
Question: Why has only one-half of the Moon ever been observed from Earth?
N. The Moon does not rotate on its axis.
O. The Moon is not visible during the day.
L. The Moon has phases that coincide with its rate of rotation.
X. The Moon rotates at the same rate that it revolves around Earth.
Answer:

Answer: 3

Question: Why has only one-half of the Moon ever been observed from Earth?

Choices:
N. The Moon is not visible during the day.
O. The Moon does not rotate on its axis.
L. The Moon rotates at the same rate that it revolves around Earth.
X. The Moon has phases that coincide with its rate of rotation.

Prompt:
Question: Why has only one-half of the Moon ever been observed from Earth?
N. The Moon is not visible during the day.
O. The Moon does not rotate on its axis.
L. The Moon rotates at the same rate that it revolves around Earth.
X. The Moon has phases that coincide with its rate of rotation.
Answer:

Answer: 2


Question: What keeps the Moon orbiting Earth?

Choices:
A. the Sun's gravity
B. the Moon's rotation
C. Earth's rotation
D. Earth's gravity

Prompt:
Question: What keeps the Moon orbiting Earth?
A. the Sun's gravity
B. the Moon's rotation
C. Earth's rotation
D. Earth's gravity
Answer:

Answer: 3

Question: What keeps the Moon orbiting Earth?

Choices:
A. Earth's gravity
B. Earth's rotation
C. the Sun's gravity
D. the Moon's rotation

Prompt:
Question: What keeps the Moon orbiting Earth?
A. Earth's gravity
B. Earth's rotation
C. the Sun's gravity
D. the Moon's rotation
Answer:

Question: What keeps the Moon orbiting Earth?

Choices:
1. the Sun's gravity
2. the Moon's rotation
3. Earth's rotation
4. Earth's gravity

Prompt:
Question: What keeps the Moon orbiting Earth?
1. the Sun's gravity
2. the Moon's rotation
3. Earth's rotation
4. Earth's gravity
Answer:

Answer: 3

Question: What keeps the Moon orbiting Earth?

Choices:
Q. the Sun's gravity
T. the Moon's rotation
P. Earth's rotation
K. Earth's gravity

Prompt:
Question: What keeps the Moon orbiting Earth?
Q. the Sun's gravity
T. the Moon's rotation
P. Earth's rotation
K. Earth's gravity
Answer:

Answer: 3

Question: What keeps the Moon orbiting Earth?

Choices:
Q. Earth's gravity
T. Earth's rotation
P. the Sun's gravity
K. the Moon's rotation

Prompt:
Question: What keeps the Moon orbiting Earth?
Q. Earth's gravity
T. Earth's rotation
P. the Sun's gravity
K. the Moon's rotation
Answer:


Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?

Choices:
A. gravity
B. weight
C. friction
D. acceleration

Prompt:
Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?
A. gravity
B. weight
C. friction
D. acceleration
Answer:

Answer: 2

Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?

Choices:
A. friction
B. gravity
C. weight
D. acceleration

Prompt:
Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?
A. friction
B. gravity
C. weight
D. acceleration
Answer:

Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?

Choices:
1. gravity
2. weight
3. friction
4. acceleration

Prompt:
Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?
1. gravity
2. weight
3. friction
4. acceleration
Answer:

Answer: 2

Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?

Choices:
S. gravity
H. weight
O. friction
A. acceleration

Prompt:
Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?
S. gravity
H. weight
O. friction
A. acceleration
Answer:

Answer: 2

Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?

Choices:
S. friction
H. gravity
O. weight
A. acceleration

Prompt:
Question: When the roller coaster rolls onto a flat section of track, what force would ultimately bring it to a stop if no other forces are added?
S. friction
H. gravity
O. weight
A. acceleration
Answer:


Question: Which activity would most likely increase water turbidity in a nearby stream?

Choices:
A. rolling steel into thin sheets
B. burning coal for electricity
C. clear-cutting a forest
D. planting a cover crop

Prompt:
Question: Which activity would most likely increase water turbidity in a nearby stream?
A. rolling steel into thin sheets
B. burning coal for electricity
C. clear-cutting a forest
D. planting a cover crop
Answer:

Answer: 2

Question: Which activity would most likely increase water turbidity in a nearby stream?

Choices:
A. clear-cutting a forest
B. rolling steel into thin sheets
C. burning coal for electricity
D. planting a cover crop

Prompt:
Question: Which activity would most likely increase water turbidity in a nearby stream?
A. clear-cutting a forest
B. rolling steel into thin sheets
C. burning coal for electricity
D. planting a cover crop
Answer:

Question: Which activity would most likely increase water turbidity in a nearby stream?

Choices:
1. rolling steel into thin sheets
2. burning coal for electricity
3. clear-cutting a forest
4. planting a cover crop

Prompt:
Question: Which activity would most likely increase water turbidity in a nearby stream?
1. rolling steel into thin sheets
2. burning coal for electricity
3. clear-cutting a forest
4. planting a cover crop
Answer:

Answer: 2

Question: Which activity would most likely increase water turbidity in a nearby stream?

Choices:
O. rolling steel into thin sheets
X. burning coal for electricity
T. clear-cutting a forest
A. planting a cover crop

Prompt:
Question: Which activity would most likely increase water turbidity in a nearby stream?
O. rolling steel into thin sheets
X. burning coal for electricity
T. clear-cutting a forest
A. planting a cover crop
Answer:

Answer: 2

Question: Which activity would most likely increase water turbidity in a nearby stream?

Choices:
O. clear-cutting a forest
X. rolling steel into thin sheets
T. burning coal for electricity
A. planting a cover crop

Prompt:
Question: Which activity would most likely increase water turbidity in a nearby stream?
O. clear-cutting a forest
X. rolling steel into thin sheets
T. burning coal for electricity
A. planting a cover crop
Answer:


Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?

Choices:
A. temperature
B. amount of top soil
C. amount of water
D. location of the light

Prompt:
Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?
A. temperature
B. amount of top soil
C. amount of water
D. location of the light
Answer:

Answer: 3

Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?

Choices:
A. location of the light
B. temperature
C. amount of top soil
D. amount of water

Prompt:
Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?
A. location of the light
B. temperature
C. amount of top soil
D. amount of water
Answer:

Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?

Choices:
1. temperature
2. amount of top soil
3. amount of water
4. location of the light

Prompt:
Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?
1. temperature
2. amount of top soil
3. amount of water
4. location of the light
Answer:

Answer: 3

Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?

Choices:
N. temperature
Z. amount of top soil
V. amount of water
T. location of the light

Prompt:
Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?
N. temperature
Z. amount of top soil
V. amount of water
T. location of the light
Answer:

Answer: 3

Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?

Choices:
N. location of the light
Z. temperature
V. amount of top soil
T. amount of water

Prompt:
Question: Which environmental factor will cause a plant shoot to grow in a direction other than straight up?
N. location of the light
Z. temperature
V. amount of top soil
T. amount of water
Answer:


Question: What property is the same for each atom of an element?

Choices:
A. energy
B. mass number
C. atomic number
D. number of neutrons

Prompt:
Question: What property is the same for each atom of an element?
A. energy
B. mass number
C. atomic number
D. number of neutrons
Answer:

Answer: 2

Question: What property is the same for each atom of an element?

Choices:
A. mass number
B. atomic number
C. number of neutrons
D. energy

Prompt:
Question: What property is the same for each atom of an element?
A. mass number
B. atomic number
C. number of neutrons
D. energy
Answer:

Answer: 1

Question: What property is the same for each atom of an element?

Choices:
1. energy
2. mass number
3. atomic number
4. number of neutrons

Prompt:
Question: What property is the same for each atom of an element?
1. energy
2. mass number
3. atomic number
4. number of neutrons
Answer:

Answer: 2

Question: What property is the same for each atom of an element?

Choices:
I. energy
V. mass number
G. atomic number
A. number of neutrons

Prompt:
Question: What property is the same for each atom of an element?
I. energy
V. mass number
G. atomic number
A. number of neutrons
Answer:

Answer: 2

Question: What property is the same for each atom of an element?

Choices:
I. mass number
V. atomic number
G. number of neutrons
A. energy

Prompt:
Question: What property is the same for each atom of an element?
I. mass number
V. atomic number
G. number of neutrons
A. energy
Answer:

Answer: 1


Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?

Choices:
A. Ocean water evaporates and then condenses in the air.
B. Crashing waves spray tiny drops of ocean water into the air.
C. Water runoff moves toward the ocean and collects near the shore.
D. Rain clouds move in from the ocean and evaporate as they reach the shore.

Prompt:
Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?
A. Ocean water evaporates and then condenses in the air.
B. Crashing waves spray tiny drops of ocean water into the air.
C. Water runoff moves toward the ocean and collects near the shore.
D. Rain clouds move in from the ocean and evaporate as they reach the shore.
Answer:

Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?

Choices:
A. Water runoff moves toward the ocean and collects near the shore.
B. Rain clouds move in from the ocean and evaporate as they reach the shore.
C. Crashing waves spray tiny drops of ocean water into the air.
D. Ocean water evaporates and then condenses in the air.

Prompt:
Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?
A. Water runoff moves toward the ocean and collects near the shore.
B. Rain clouds move in from the ocean and evaporate as they reach the shore.
C. Crashing waves spray tiny drops of ocean water into the air.
D. Ocean water evaporates and then condenses in the air.
Answer:

Answer: 3

Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?

Choices:
1. Ocean water evaporates and then condenses in the air.
2. Crashing waves spray tiny drops of ocean water into the air.
3. Water runoff moves toward the ocean and collects near the shore.
4. Rain clouds move in from the ocean and evaporate as they reach the shore.

Prompt:
Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?
1. Ocean water evaporates and then condenses in the air.
2. Crashing waves spray tiny drops of ocean water into the air.
3. Water runoff moves toward the ocean and collects near the shore.
4. Rain clouds move in from the ocean and evaporate as they reach the shore.
Answer:

Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?

Choices:
Q. Ocean water evaporates and then condenses in the air.
P. Crashing waves spray tiny drops of ocean water into the air.
T. Water runoff moves toward the ocean and collects near the shore.
Y. Rain clouds move in from the ocean and evaporate as they reach the shore.

Prompt:
Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?
Q. Ocean water evaporates and then condenses in the air.
P. Crashing waves spray tiny drops of ocean water into the air.
T. Water runoff moves toward the ocean and collects near the shore.
Y. Rain clouds move in from the ocean and evaporate as they reach the shore.
Answer:

Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?

Choices:
Q. Water runoff moves toward the ocean and collects near the shore.
P. Rain clouds move in from the ocean and evaporate as they reach the shore.
T. Crashing waves spray tiny drops of ocean water into the air.
Y. Ocean water evaporates and then condenses in the air.

Prompt:
Question: In a city near the ocean, fog often forms on summer mornings. Which of the following statements best explains how this fog forms?
Q. Water runoff moves toward the ocean and collects near the shore.
P. Rain clouds move in from the ocean and evaporate as they reach the shore.
T. Crashing waves spray tiny drops of ocean water into the air.
Y. Ocean water evaporates and then condenses in the air.
Answer:

Answer: 3


Question: Which land feature is formed from erosion by waves?

Choices:
A. a sandbar
B. a sea cliff
C. a barrier reef
D. a barrier island

Prompt:
Question: Which land feature is formed from erosion by waves?
A. a sandbar
B. a sea cliff
C. a barrier reef
D. a barrier island
Answer:

Answer: 1

Question: Which land feature is formed from erosion by waves?

Choices:
A. a sandbar
B. a barrier reef
C. a barrier island
D. a sea cliff

Prompt:
Question: Which land feature is formed from erosion by waves?
A. a sandbar
B. a barrier reef
C. a barrier island
D. a sea cliff
Answer:

Answer: 3

Question: Which land feature is formed from erosion by waves?

Choices:
1. a sandbar
2. a sea cliff
3. a barrier reef
4. a barrier island

Prompt:
Question: Which land feature is formed from erosion by waves?
1. a sandbar
2. a sea cliff
3. a barrier reef
4. a barrier island
Answer:

Answer: 1

Question: Which land feature is formed from erosion by waves?

Choices:
X. a sandbar
L. a sea cliff
H. a barrier reef
R. a barrier island

Prompt:
Question: Which land feature is formed from erosion by waves?
X. a sandbar
L. a sea cliff
H. a barrier reef
R. a barrier island
Answer:

Answer: 1

Question: Which land feature is formed from erosion by waves?

Choices:
X. a sandbar
L. a barrier reef
H. a barrier island
R. a sea cliff

Prompt:
Question: Which land feature is formed from erosion by waves?
X. a sandbar
L. a barrier reef
H. a barrier island
R. a sea cliff
Answer:

Answer: 3


Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?

Choices:
A. North American Continent
B. Mid-Atlantic Ridge
C. Hawaiian Islands
D. Marianas Trench

Prompt:
Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?
A. North American Continent
B. Mid-Atlantic Ridge
C. Hawaiian Islands
D. Marianas Trench
Answer:

Answer: 3

Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?

Choices:
A. North American Continent
B. Mid-Atlantic Ridge
C. Marianas Trench
D. Hawaiian Islands

Prompt:
Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?
A. North American Continent
B. Mid-Atlantic Ridge
C. Marianas Trench
D. Hawaiian Islands
Answer:

Answer: 2

Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?

Choices:
1. North American Continent
2. Mid-Atlantic Ridge
3. Hawaiian Islands
4. Marianas Trench

Prompt:
Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?
1. North American Continent
2. Mid-Atlantic Ridge
3. Hawaiian Islands
4. Marianas Trench
Answer:

Answer: 3

Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?

Choices:
B. North American Continent
M. Mid-Atlantic Ridge
Y. Hawaiian Islands
P. Marianas Trench

Prompt:
Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?
B. North American Continent
M. Mid-Atlantic Ridge
Y. Hawaiian Islands
P. Marianas Trench
Answer:

Answer: 3

Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?

Choices:
B. North American Continent
M. Mid-Atlantic Ridge
Y. Marianas Trench
P. Hawaiian Islands

Prompt:
Question: Mr. Thompson's class was discussing the topic of convergent boundaries. He asked four students to identify a landform that was formed through the collision of two tectonic plates. Which landform should the students identify as being formed by convergent boundaries?
B. North American Continent
M. Mid-Atlantic Ridge
Y. Marianas Trench
P. Hawaiian Islands
Answer:

Answer: 2


Question: When finished with a laboratory investigation the last thing a student should do is to

Choices:
A. wash hands.
B. tie back long hair.
C. clean all glassware.
D. turn off Bunsen burner.

Prompt:
Question: When finished with a laboratory investigation the last thing a student should do is to
A. wash hands.
B. tie back long hair.
C. clean all glassware.
D. turn off Bunsen burner.
Answer:

Question: When finished with a laboratory investigation the last thing a student should do is to

Choices:
A. tie back long hair.
B. turn off Bunsen burner.
C. wash hands.
D. clean all glassware.

Prompt:
Question: When finished with a laboratory investigation the last thing a student should do is to
A. tie back long hair.
B. turn off Bunsen burner.
C. wash hands.
D. clean all glassware.
Answer:

Answer: 2

Question: When finished with a laboratory investigation the last thing a student should do is to

Choices:
1. wash hands.
2. tie back long hair.
3. clean all glassware.
4. turn off Bunsen burner.

Prompt:
Question: When finished with a laboratory investigation the last thing a student should do is to
1. wash hands.
2. tie back long hair.
3. clean all glassware.
4. turn off Bunsen burner.
Answer:

Question: When finished with a laboratory investigation the last thing a student should do is to

Choices:
Q. wash hands.
K. tie back long hair.
C. clean all glassware.
G. turn off Bunsen burner.

Prompt:
Question: When finished with a laboratory investigation the last thing a student should do is to
Q. wash hands.
K. tie back long hair.
C. clean all glassware.
G. turn off Bunsen burner.
Answer:

Question: When finished with a laboratory investigation the last thing a student should do is to

Choices:
Q. tie back long hair.
K. turn off Bunsen burner.
C. wash hands.
G. clean all glassware.

Prompt:
Question: When finished with a laboratory investigation the last thing a student should do is to
Q. tie back long hair.
K. turn off Bunsen burner.
C. wash hands.
G. clean all glassware.
Answer:

Answer: 2


Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?

Choices:
A. myelin sheaths
B. dendrites
C. nodes of Ranvier
D. axons

Prompt:
Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?
A. myelin sheaths
B. dendrites
C. nodes of Ranvier
D. axons
Answer:

Answer: 1

Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?

Choices:
A. myelin sheaths
B. nodes of Ranvier
C. axons
D. dendrites

Prompt:
Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?
A. myelin sheaths
B. nodes of Ranvier
C. axons
D. dendrites
Answer:

Answer: 3

Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?

Choices:
1. myelin sheaths
2. dendrites
3. nodes of Ranvier
4. axons

Prompt:
Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?
1. myelin sheaths
2. dendrites
3. nodes of Ranvier
4. axons
Answer:

Answer: 1

Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?

Choices:
S. myelin sheaths
Z. dendrites
E. nodes of Ranvier
V. axons

Prompt:
Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?
S. myelin sheaths
Z. dendrites
E. nodes of Ranvier
V. axons
Answer:

Answer: 1

Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?

Choices:
S. myelin sheaths
Z. nodes of Ranvier
E. axons
V. dendrites

Prompt:
Question: Nerve impulses are transmitted along structures of a neuron as an action potential. Which part of a neuron receives the stimulation of these impulses?
S. myelin sheaths
Z. nodes of Ranvier
E. axons
V. dendrites
Answer:

Answer: 3


Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less

Choices:
A. hydrogen.
B. oxygen.
C. nitrogen.
D. water.

Prompt:
Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less
A. hydrogen.
B. oxygen.
C. nitrogen.
D. water.
Answer:

Answer: 1

Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less

Choices:
A. water.
B. nitrogen.
C. oxygen.
D. hydrogen.

Prompt:
Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less
A. water.
B. nitrogen.
C. oxygen.
D. hydrogen.
Answer:

Answer: 2

Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less

Choices:
1. hydrogen.
2. oxygen.
3. nitrogen.
4. water.

Prompt:
Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less
1. hydrogen.
2. oxygen.
3. nitrogen.
4. water.
Answer:

Answer: 1

Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less

Choices:
U. hydrogen.
S. oxygen.
P. nitrogen.
K. water.

Prompt:
Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less
U. hydrogen.
S. oxygen.
P. nitrogen.
K. water.
Answer:

Answer: 1

Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less

Choices:
U. water.
S. nitrogen.
P. oxygen.
K. hydrogen.

Prompt:
Question: The atmosphere of Earth changed when plant life increased. Before there were plants, the atmosphere contained much less
U. water.
S. nitrogen.
P. oxygen.
K. hydrogen.
Answer:

Answer: 2


Question: The force of gravitational attraction between two objects depends on the distance between the objects and their

Choices:
A. buoyancies
B. temperatures
C. masses
D. shapes

Prompt:
Question: The force of gravitational attraction between two objects depends on the distance between the objects and their
A. buoyancies
B. temperatures
C. masses
D. shapes
Answer:

Answer: 2

Question: The force of gravitational attraction between two objects depends on the distance between the objects and their

Choices:
A. buoyancies
B. masses
C. shapes
D. temperatures

Prompt:
Question: The force of gravitational attraction between two objects depends on the distance between the objects and their
A. buoyancies
B. masses
C. shapes
D. temperatures
Answer:

Answer: 1

Question: The force of gravitational attraction between two objects depends on the distance between the objects and their

Choices:
1. buoyancies
2. temperatures
3. masses
4. shapes

Prompt:
Question: The force of gravitational attraction between two objects depends on the distance between the objects and their
1. buoyancies
2. temperatures
3. masses
4. shapes
Answer:

Answer: 2

Question: The force of gravitational attraction between two objects depends on the distance between the objects and their

Choices:
I. buoyancies
E. temperatures
J. masses
B. shapes

Prompt:
Question: The force of gravitational attraction between two objects depends on the distance between the objects and their
I. buoyancies
E. temperatures
J. masses
B. shapes
Answer:

Answer: 2

Question: The force of gravitational attraction between two objects depends on the distance between the objects and their

Choices:
I. buoyancies
E. masses
J. shapes
B. temperatures

Prompt:
Question: The force of gravitational attraction between two objects depends on the distance between the objects and their
I. buoyancies
E. masses
J. shapes
B. temperatures
Answer:

Answer: 1


Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?

Choices:
A. This action produces thermal energy through friction.
B. This action conducts thermal energy away from the body.
C. This action captures thermal energy from the environment.
D. This action reduces the amount of thermal energy transferred to the air.

Prompt:
Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?
A. This action produces thermal energy through friction.
B. This action conducts thermal energy away from the body.
C. This action captures thermal energy from the environment.
D. This action reduces the amount of thermal energy transferred to the air.
Answer:

Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?

Choices:
A. This action captures thermal energy from the environment.
B. This action produces thermal energy through friction.
C. This action conducts thermal energy away from the body.
D. This action reduces the amount of thermal energy transferred to the air.

Prompt:
Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?
A. This action captures thermal energy from the environment.
B. This action produces thermal energy through friction.
C. This action conducts thermal energy away from the body.
D. This action reduces the amount of thermal energy transferred to the air.
Answer:

Answer: 1

Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?

Choices:
1. This action produces thermal energy through friction.
2. This action conducts thermal energy away from the body.
3. This action captures thermal energy from the environment.
4. This action reduces the amount of thermal energy transferred to the air.

Prompt:
Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?
1. This action produces thermal energy through friction.
2. This action conducts thermal energy away from the body.
3. This action captures thermal energy from the environment.
4. This action reduces the amount of thermal energy transferred to the air.
Answer:

Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?

Choices:
J. This action produces thermal energy through friction.
D. This action conducts thermal energy away from the body.
L. This action captures thermal energy from the environment.
H. This action reduces the amount of thermal energy transferred to the air.

Prompt:
Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?
J. This action produces thermal energy through friction.
D. This action conducts thermal energy away from the body.
L. This action captures thermal energy from the environment.
H. This action reduces the amount of thermal energy transferred to the air.
Answer:

Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?

Choices:
J. This action captures thermal energy from the environment.
D. This action produces thermal energy through friction.
L. This action conducts thermal energy away from the body.
H. This action reduces the amount of thermal energy transferred to the air.

Prompt:
Question: A student stands outside on a cold winter day. His hands become cold and he rubs them together to make them warmer. Which statement explains why rubbing his hands together makes them warmer?
J. This action captures thermal energy from the environment.
D. This action produces thermal energy through friction.
L. This action conducts thermal energy away from the body.
H. This action reduces the amount of thermal energy transferred to the air.
Answer:

Answer: 1


Question: Which type of air mass forms over the ocean near the equator?

Choices:
A. moist and warm
B. moist and cool
C. dry and warm
D. dry and cool

Prompt:
Question: Which type of air mass forms over the ocean near the equator?
A. moist and warm
B. moist and cool
C. dry and warm
D. dry and cool
Answer:

Question: Which type of air mass forms over the ocean near the equator?

Choices:
A. dry and cool
B. moist and cool
C. dry and warm
D. moist and warm

Prompt:
Question: Which type of air mass forms over the ocean near the equator?
A. dry and cool
B. moist and cool
C. dry and warm
D. moist and warm
Answer:

Answer: 3

Question: Which type of air mass forms over the ocean near the equator?

Choices:
1. moist and warm
2. moist and cool
3. dry and warm
4. dry and cool

Prompt:
Question: Which type of air mass forms over the ocean near the equator?
1. moist and warm
2. moist and cool
3. dry and warm
4. dry and cool
Answer:

Question: Which type of air mass forms over the ocean near the equator?

Choices:
W. moist and warm
P. moist and cool
S. dry and warm
G. dry and cool

Prompt:
Question: Which type of air mass forms over the ocean near the equator?
W. moist and warm
P. moist and cool
S. dry and warm
G. dry and cool
Answer:

Question: Which type of air mass forms over the ocean near the equator?

Choices:
W. dry and cool
P. moist and cool
S. dry and warm
G. moist and warm

Prompt:
Question: Which type of air mass forms over the ocean near the equator?
W. dry and cool
P. moist and cool
S. dry and warm
G. moist and warm
Answer:

Answer: 3