Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?

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

Prompt:
Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?
A. pie chart
B. line graph
C. bar graph
D. data table
Answer:

Answer: 2

Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?

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

Prompt:
Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?
A. pie chart
B. bar graph
C. line graph
D. data table
Answer:

Answer: 1

Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?

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

Prompt:
Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?
1. pie chart
2. line graph
3. bar graph
4. data table
Answer:

Answer: 2

Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?

Choices:
H. pie chart
Q. line graph
X. bar graph
C. data table

Prompt:
Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?
H. pie chart
Q. line graph
X. bar graph
C. data table
Answer:

Answer: 2

Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?

Choices:
H. pie chart
Q. bar graph
X. line graph
C. data table

Prompt:
Question: A scientist observes changes in a bee population every day for thirty days. The scientist arranges the data in a pictogram. Which form of data display is most similar to the organization of a pictogram?
H. pie chart
Q. bar graph
X. line graph
C. data table
Answer:

Answer: 1


Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?

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

Prompt:
Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?
A. a balance
B. a ruler
C. a microscope
D. a graduated cylinder
Answer:

Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?

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

Prompt:
Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?
A. a ruler
B. a microscope
C. a graduated cylinder
D. a balance
Answer:

Answer: 3

Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?

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

Prompt:
Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?
1. a balance
2. a ruler
3. a microscope
4. a graduated cylinder
Answer:

Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?

Choices:
T. a balance
M. a ruler
J. a microscope
U. a graduated cylinder

Prompt:
Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?
T. a balance
M. a ruler
J. a microscope
U. a graduated cylinder
Answer:

Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?

Choices:
T. a ruler
M. a microscope
J. a graduated cylinder
U. a balance

Prompt:
Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?
T. a ruler
M. a microscope
J. a graduated cylinder
U. a balance
Answer:

Answer: 3


Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?

Choices:
A. boating
B. farming
C. hiking
D. hunting

Prompt:
Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?
A. boating
B. farming
C. hiking
D. hunting
Answer:

Answer: 1

Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?

Choices:
A. hiking
B. boating
C. hunting
D. farming

Prompt:
Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?
A. hiking
B. boating
C. hunting
D. farming
Answer:

Answer: 3

Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?

Choices:
1. boating
2. farming
3. hiking
4. hunting

Prompt:
Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?
1. boating
2. farming
3. hiking
4. hunting
Answer:

Answer: 1

Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?

Choices:
O. boating
C. farming
M. hiking
Q. hunting

Prompt:
Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?
O. boating
C. farming
M. hiking
Q. hunting
Answer:

Answer: 1

Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?

Choices:
O. hiking
C. boating
M. hunting
Q. farming

Prompt:
Question: Weather patterns sometimes result in drought. Which activity would be most negatively affected during a drought year?
O. hiking
C. boating
M. hunting
Q. farming
Answer:

Answer: 3


Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?

Choices:
A. weak trade winds
B. cool ocean waters
C. low humidity rates
D. strong wind shears

Prompt:
Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?
A. weak trade winds
B. cool ocean waters
C. low humidity rates
D. strong wind shears
Answer:

Answer: 1

Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?

Choices:
A. cool ocean waters
B. weak trade winds
C. strong wind shears
D. low humidity rates

Prompt:
Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?
A. cool ocean waters
B. weak trade winds
C. strong wind shears
D. low humidity rates
Answer:

Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?

Choices:
1. weak trade winds
2. cool ocean waters
3. low humidity rates
4. strong wind shears

Prompt:
Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?
1. weak trade winds
2. cool ocean waters
3. low humidity rates
4. strong wind shears
Answer:

Answer: 1

Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?

Choices:
M. weak trade winds
D. cool ocean waters
F. low humidity rates
J. strong wind shears

Prompt:
Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?
M. weak trade winds
D. cool ocean waters
F. low humidity rates
J. strong wind shears
Answer:

Answer: 1

Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?

Choices:
M. cool ocean waters
D. weak trade winds
F. strong wind shears
J. low humidity rates

Prompt:
Question: Hurricane season for the Atlantic Ocean lasts from June to November. Which factor makes an Atlantic hurricane less likely to form during the month of March?
M. cool ocean waters
D. weak trade winds
F. strong wind shears
J. low humidity rates
Answer:


Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as

Choices:
A. observing changes in a single trial.
B. testing for a desired trait.
C. repeating steps in a procedure.
D. controlling changes in conditions.

Prompt:
Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as
A. observing changes in a single trial.
B. testing for a desired trait.
C. repeating steps in a procedure.
D. controlling changes in conditions.
Answer:

Answer: 1

Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as

Choices:
A. repeating steps in a procedure.
B. controlling changes in conditions.
C. observing changes in a single trial.
D. testing for a desired trait.

Prompt:
Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as
A. repeating steps in a procedure.
B. controlling changes in conditions.
C. observing changes in a single trial.
D. testing for a desired trait.
Answer:

Answer: 3

Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as

Choices:
1. observing changes in a single trial.
2. testing for a desired trait.
3. repeating steps in a procedure.
4. controlling changes in conditions.

Prompt:
Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as
1. observing changes in a single trial.
2. testing for a desired trait.
3. repeating steps in a procedure.
4. controlling changes in conditions.
Answer:

Answer: 1

Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as

Choices:
V. observing changes in a single trial.
O. testing for a desired trait.
C. repeating steps in a procedure.
Z. controlling changes in conditions.

Prompt:
Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as
V. observing changes in a single trial.
O. testing for a desired trait.
C. repeating steps in a procedure.
Z. controlling changes in conditions.
Answer:

Answer: 1

Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as

Choices:
V. repeating steps in a procedure.
O. controlling changes in conditions.
C. observing changes in a single trial.
Z. testing for a desired trait.

Prompt:
Question: Scientists study the reaction of some bacteria to antibiotics, hoping to learn about a new strain of resistant bacteria. This method of gaining scientific knowledge is best described as
V. repeating steps in a procedure.
O. controlling changes in conditions.
C. observing changes in a single trial.
Z. testing for a desired trait.
Answer:

Answer: 3


Question: If an atom has five protons and four electrons, the atom is

Choices:
A. neutral.
B. radioactive.
C. negatively charged.
D. positively charged.

Prompt:
Question: If an atom has five protons and four electrons, the atom is
A. neutral.
B. radioactive.
C. negatively charged.
D. positively charged.
Answer:

Answer: 3

Question: If an atom has five protons and four electrons, the atom is

Choices:
A. negatively charged.
B. neutral.
C. positively charged.
D. radioactive.

Prompt:
Question: If an atom has five protons and four electrons, the atom is
A. negatively charged.
B. neutral.
C. positively charged.
D. radioactive.
Answer:

Answer: 2

Question: If an atom has five protons and four electrons, the atom is

Choices:
1. neutral.
2. radioactive.
3. negatively charged.
4. positively charged.

Prompt:
Question: If an atom has five protons and four electrons, the atom is
1. neutral.
2. radioactive.
3. negatively charged.
4. positively charged.
Answer:

Answer: 3

Question: If an atom has five protons and four electrons, the atom is

Choices:
V. neutral.
T. radioactive.
W. negatively charged.
O. positively charged.

Prompt:
Question: If an atom has five protons and four electrons, the atom is
V. neutral.
T. radioactive.
W. negatively charged.
O. positively charged.
Answer:

Answer: 3

Question: If an atom has five protons and four electrons, the atom is

Choices:
V. negatively charged.
T. neutral.
W. positively charged.
O. radioactive.

Prompt:
Question: If an atom has five protons and four electrons, the atom is
V. negatively charged.
T. neutral.
W. positively charged.
O. radioactive.
Answer:

Answer: 2


Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?

Choices:
A. fall
B. spring
C. summer
D. winter

Prompt:
Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?
A. fall
B. spring
C. summer
D. winter
Answer:

Answer: 3

Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?

Choices:
A. summer
B. fall
C. winter
D. spring

Prompt:
Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?
A. summer
B. fall
C. winter
D. spring
Answer:

Answer: 2

Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?

Choices:
1. fall
2. spring
3. summer
4. winter

Prompt:
Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?
1. fall
2. spring
3. summer
4. winter
Answer:

Answer: 3

Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?

Choices:
Z. fall
I. spring
Q. summer
W. winter

Prompt:
Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?
Z. fall
I. spring
Q. summer
W. winter
Answer:

Answer: 3

Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?

Choices:
Z. summer
I. fall
Q. winter
W. spring

Prompt:
Question: There are some towns located in the valley of the Alpine mountains. During part of the year, these towns stay dark all day because the mountains block the Sun. During which season would the Sun be low enough in the sky that the village stays in the shadows?
Z. summer
I. fall
Q. winter
W. spring
Answer:

Answer: 2


Question: Which of the following is the most likely cause of earthquakes?

Choices:
A. shifting rock layers
B. crashing meteorites
C. rotation of the core
D. magnetic force

Prompt:
Question: Which of the following is the most likely cause of earthquakes?
A. shifting rock layers
B. crashing meteorites
C. rotation of the core
D. magnetic force
Answer:

Question: Which of the following is the most likely cause of earthquakes?

Choices:
A. crashing meteorites
B. shifting rock layers
C. magnetic force
D. rotation of the core

Prompt:
Question: Which of the following is the most likely cause of earthquakes?
A. crashing meteorites
B. shifting rock layers
C. magnetic force
D. rotation of the core
Answer:

Answer: 1

Question: Which of the following is the most likely cause of earthquakes?

Choices:
1. shifting rock layers
2. crashing meteorites
3. rotation of the core
4. magnetic force

Prompt:
Question: Which of the following is the most likely cause of earthquakes?
1. shifting rock layers
2. crashing meteorites
3. rotation of the core
4. magnetic force
Answer:

Question: Which of the following is the most likely cause of earthquakes?

Choices:
V. shifting rock layers
T. crashing meteorites
M. rotation of the core
K. magnetic force

Prompt:
Question: Which of the following is the most likely cause of earthquakes?
V. shifting rock layers
T. crashing meteorites
M. rotation of the core
K. magnetic force
Answer:

Question: Which of the following is the most likely cause of earthquakes?

Choices:
V. crashing meteorites
T. shifting rock layers
M. magnetic force
K. rotation of the core

Prompt:
Question: Which of the following is the most likely cause of earthquakes?
V. crashing meteorites
T. shifting rock layers
M. magnetic force
K. rotation of the core
Answer:

Answer: 1


Question: Which best explains the cause of the geysers formed in Yellowstone National Park?

Choices:
A. erosion
B. earthquakes
C. volcanic activity
D. artesian springs

Prompt:
Question: Which best explains the cause of the geysers formed in Yellowstone National Park?
A. erosion
B. earthquakes
C. volcanic activity
D. artesian springs
Answer:

Answer: 2

Question: Which best explains the cause of the geysers formed in Yellowstone National Park?

Choices:
A. erosion
B. earthquakes
C. artesian springs
D. volcanic activity

Prompt:
Question: Which best explains the cause of the geysers formed in Yellowstone National Park?
A. erosion
B. earthquakes
C. artesian springs
D. volcanic activity
Answer:

Answer: 3

Question: Which best explains the cause of the geysers formed in Yellowstone National Park?

Choices:
1. erosion
2. earthquakes
3. volcanic activity
4. artesian springs

Prompt:
Question: Which best explains the cause of the geysers formed in Yellowstone National Park?
1. erosion
2. earthquakes
3. volcanic activity
4. artesian springs
Answer:

Answer: 2

Question: Which best explains the cause of the geysers formed in Yellowstone National Park?

Choices:
F. erosion
R. earthquakes
G. volcanic activity
A. artesian springs

Prompt:
Question: Which best explains the cause of the geysers formed in Yellowstone National Park?
F. erosion
R. earthquakes
G. volcanic activity
A. artesian springs
Answer:

Answer: 2

Question: Which best explains the cause of the geysers formed in Yellowstone National Park?

Choices:
F. erosion
R. earthquakes
G. artesian springs
A. volcanic activity

Prompt:
Question: Which best explains the cause of the geysers formed in Yellowstone National Park?
F. erosion
R. earthquakes
G. artesian springs
A. volcanic activity
Answer:

Answer: 3


Question: There are different types of desert. What do they all have in common?

Choices:
A. warm winters
B. long summers
C. low rainfall
D. low day and night temperatures

Prompt:
Question: There are different types of desert. What do they all have in common?
A. warm winters
B. long summers
C. low rainfall
D. low day and night temperatures
Answer:

Answer: 2

Question: There are different types of desert. What do they all have in common?

Choices:
A. low rainfall
B. long summers
C. low day and night temperatures
D. warm winters

Prompt:
Question: There are different types of desert. What do they all have in common?
A. low rainfall
B. long summers
C. low day and night temperatures
D. warm winters
Answer:

Question: There are different types of desert. What do they all have in common?

Choices:
1. warm winters
2. long summers
3. low rainfall
4. low day and night temperatures

Prompt:
Question: There are different types of desert. What do they all have in common?
1. warm winters
2. long summers
3. low rainfall
4. low day and night temperatures
Answer:

Answer: 2

Question: There are different types of desert. What do they all have in common?

Choices:
U. warm winters
Y. long summers
N. low rainfall
T. low day and night temperatures

Prompt:
Question: There are different types of desert. What do they all have in common?
U. warm winters
Y. long summers
N. low rainfall
T. low day and night temperatures
Answer:

Answer: 2

Question: There are different types of desert. What do they all have in common?

Choices:
U. low rainfall
Y. long summers
N. low day and night temperatures
T. warm winters

Prompt:
Question: There are different types of desert. What do they all have in common?
U. low rainfall
Y. long summers
N. low day and night temperatures
T. warm winters
Answer:


Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?

Choices:
A. Which liquid makes bubbles that are the largest?
B. Which liquid makes bubbles that are the prettiest?
C. Which liquid makes bubbles that are the best smelling?
D. Which liquid makes bubbles that are the most interesting?

Prompt:
Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?
A. Which liquid makes bubbles that are the largest?
B. Which liquid makes bubbles that are the prettiest?
C. Which liquid makes bubbles that are the best smelling?
D. Which liquid makes bubbles that are the most interesting?
Answer:

Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?

Choices:
A. Which liquid makes bubbles that are the best smelling?
B. Which liquid makes bubbles that are the largest?
C. Which liquid makes bubbles that are the most interesting?
D. Which liquid makes bubbles that are the prettiest?

Prompt:
Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?
A. Which liquid makes bubbles that are the best smelling?
B. Which liquid makes bubbles that are the largest?
C. Which liquid makes bubbles that are the most interesting?
D. Which liquid makes bubbles that are the prettiest?
Answer:

Answer: 1

Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?

Choices:
1. Which liquid makes bubbles that are the largest?
2. Which liquid makes bubbles that are the prettiest?
3. Which liquid makes bubbles that are the best smelling?
4. Which liquid makes bubbles that are the most interesting?

Prompt:
Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?
1. Which liquid makes bubbles that are the largest?
2. Which liquid makes bubbles that are the prettiest?
3. Which liquid makes bubbles that are the best smelling?
4. Which liquid makes bubbles that are the most interesting?
Answer:

Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?

Choices:
M. Which liquid makes bubbles that are the largest?
U. Which liquid makes bubbles that are the prettiest?
O. Which liquid makes bubbles that are the best smelling?
V. Which liquid makes bubbles that are the most interesting?

Prompt:
Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?
M. Which liquid makes bubbles that are the largest?
U. Which liquid makes bubbles that are the prettiest?
O. Which liquid makes bubbles that are the best smelling?
V. Which liquid makes bubbles that are the most interesting?
Answer:

Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?

Choices:
M. Which liquid makes bubbles that are the best smelling?
U. Which liquid makes bubbles that are the largest?
O. Which liquid makes bubbles that are the most interesting?
V. Which liquid makes bubbles that are the prettiest?

Prompt:
Question: Students are studying liquids that make bubbles. Which question could be answered by using a ruler?
M. Which liquid makes bubbles that are the best smelling?
U. Which liquid makes bubbles that are the largest?
O. Which liquid makes bubbles that are the most interesting?
V. Which liquid makes bubbles that are the prettiest?
Answer:

Answer: 1


Question: Plants use energy directly from the sun. What do they use the energy from the sun for?

Choices:
A. to make food
B. to disperse seeds
C. to fertilize the soil
D. to prevent insect damage

Prompt:
Question: Plants use energy directly from the sun. What do they use the energy from the sun for?
A. to make food
B. to disperse seeds
C. to fertilize the soil
D. to prevent insect damage
Answer:

Question: Plants use energy directly from the sun. What do they use the energy from the sun for?

Choices:
A. to prevent insect damage
B. to disperse seeds
C. to fertilize the soil
D. to make food

Prompt:
Question: Plants use energy directly from the sun. What do they use the energy from the sun for?
A. to prevent insect damage
B. to disperse seeds
C. to fertilize the soil
D. to make food
Answer:

Answer: 3

Question: Plants use energy directly from the sun. What do they use the energy from the sun for?

Choices:
1. to make food
2. to disperse seeds
3. to fertilize the soil
4. to prevent insect damage

Prompt:
Question: Plants use energy directly from the sun. What do they use the energy from the sun for?
1. to make food
2. to disperse seeds
3. to fertilize the soil
4. to prevent insect damage
Answer:

Question: Plants use energy directly from the sun. What do they use the energy from the sun for?

Choices:
P. to make food
K. to disperse seeds
N. to fertilize the soil
R. to prevent insect damage

Prompt:
Question: Plants use energy directly from the sun. What do they use the energy from the sun for?
P. to make food
K. to disperse seeds
N. to fertilize the soil
R. to prevent insect damage
Answer:

Question: Plants use energy directly from the sun. What do they use the energy from the sun for?

Choices:
P. to prevent insect damage
K. to disperse seeds
N. to fertilize the soil
R. to make food

Prompt:
Question: Plants use energy directly from the sun. What do they use the energy from the sun for?
P. to prevent insect damage
K. to disperse seeds
N. to fertilize the soil
R. to make food
Answer:

Answer: 3


Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?

Choices:
A. time-lapse photography
B. radioactive dating
C. electron microscopy
D. color staining

Prompt:
Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?
A. time-lapse photography
B. radioactive dating
C. electron microscopy
D. color staining
Answer:

Answer: 1

Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?

Choices:
A. color staining
B. time-lapse photography
C. electron microscopy
D. radioactive dating

Prompt:
Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?
A. color staining
B. time-lapse photography
C. electron microscopy
D. radioactive dating
Answer:

Answer: 3

Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?

Choices:
1. time-lapse photography
2. radioactive dating
3. electron microscopy
4. color staining

Prompt:
Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?
1. time-lapse photography
2. radioactive dating
3. electron microscopy
4. color staining
Answer:

Answer: 1

Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?

Choices:
D. time-lapse photography
C. radioactive dating
X. electron microscopy
Q. color staining

Prompt:
Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?
D. time-lapse photography
C. radioactive dating
X. electron microscopy
Q. color staining
Answer:

Answer: 1

Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?

Choices:
D. color staining
C. time-lapse photography
X. electron microscopy
Q. radioactive dating

Prompt:
Question: Which technique has helped scientists more accurately determine the age of fossils and draw conclusions about changes in organisms over time?
D. color staining
C. time-lapse photography
X. electron microscopy
Q. radioactive dating
Answer:

Answer: 3


Question: Which trait do cows and grass have in common?

Choices:
A. They both make their own food.
B. They both are able to grow.
C. They both take in oxygen to survive.
D. They both get energy directly from the Sun.

Prompt:
Question: Which trait do cows and grass have in common?
A. They both make their own food.
B. They both are able to grow.
C. They both take in oxygen to survive.
D. They both get energy directly from the Sun.
Answer:

Answer: 1

Question: Which trait do cows and grass have in common?

Choices:
A. They both get energy directly from the Sun.
B. They both take in oxygen to survive.
C. They both make their own food.
D. They both are able to grow.

Prompt:
Question: Which trait do cows and grass have in common?
A. They both get energy directly from the Sun.
B. They both take in oxygen to survive.
C. They both make their own food.
D. They both are able to grow.
Answer:

Answer: 3

Question: Which trait do cows and grass have in common?

Choices:
1. They both make their own food.
2. They both are able to grow.
3. They both take in oxygen to survive.
4. They both get energy directly from the Sun.

Prompt:
Question: Which trait do cows and grass have in common?
1. They both make their own food.
2. They both are able to grow.
3. They both take in oxygen to survive.
4. They both get energy directly from the Sun.
Answer:

Answer: 1

Question: Which trait do cows and grass have in common?

Choices:
W. They both make their own food.
K. They both are able to grow.
D. They both take in oxygen to survive.
L. They both get energy directly from the Sun.

Prompt:
Question: Which trait do cows and grass have in common?
W. They both make their own food.
K. They both are able to grow.
D. They both take in oxygen to survive.
L. They both get energy directly from the Sun.
Answer:

Answer: 1

Question: Which trait do cows and grass have in common?

Choices:
W. They both get energy directly from the Sun.
K. They both take in oxygen to survive.
D. They both make their own food.
L. They both are able to grow.

Prompt:
Question: Which trait do cows and grass have in common?
W. They both get energy directly from the Sun.
K. They both take in oxygen to survive.
D. They both make their own food.
L. They both are able to grow.
Answer:

Answer: 3


Question: Which is considered a renewable resource?

Choices:
A. oil
B. coal
C. trees
D. silver

Prompt:
Question: Which is considered a renewable resource?
A. oil
B. coal
C. trees
D. silver
Answer:

Answer: 2

Question: Which is considered a renewable resource?

Choices:
A. trees
B. oil
C. silver
D. coal

Prompt:
Question: Which is considered a renewable resource?
A. trees
B. oil
C. silver
D. coal
Answer:

Question: Which is considered a renewable resource?

Choices:
1. oil
2. coal
3. trees
4. silver

Prompt:
Question: Which is considered a renewable resource?
1. oil
2. coal
3. trees
4. silver
Answer:

Answer: 2

Question: Which is considered a renewable resource?

Choices:
S. oil
W. coal
P. trees
Z. silver

Prompt:
Question: Which is considered a renewable resource?
S. oil
W. coal
P. trees
Z. silver
Answer:

Answer: 2

Question: Which is considered a renewable resource?

Choices:
S. trees
W. oil
P. silver
Z. coal

Prompt:
Question: Which is considered a renewable resource?
S. trees
W. oil
P. silver
Z. coal
Answer:


Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to

Choices:
A. mechanical energy
B. chemical energy
C. heat energy
D. nuclear energy

Prompt:
Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to
A. mechanical energy
B. chemical energy
C. heat energy
D. nuclear energy
Answer:

Answer: 2

Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to

Choices:
A. nuclear energy
B. mechanical energy
C. chemical energy
D. heat energy

Prompt:
Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to
A. nuclear energy
B. mechanical energy
C. chemical energy
D. heat energy
Answer:

Answer: 3

Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to

Choices:
1. mechanical energy
2. chemical energy
3. heat energy
4. nuclear energy

Prompt:
Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to
1. mechanical energy
2. chemical energy
3. heat energy
4. nuclear energy
Answer:

Answer: 2

Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to

Choices:
A. mechanical energy
Y. chemical energy
H. heat energy
D. nuclear energy

Prompt:
Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to
A. mechanical energy
Y. chemical energy
H. heat energy
D. nuclear energy
Answer:

Answer: 2

Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to

Choices:
A. nuclear energy
Y. mechanical energy
H. chemical energy
D. heat energy

Prompt:
Question: A lamp converts electrical energy to light energy. In addition to the light energy, much of this electrical energy is also converted to
A. nuclear energy
Y. mechanical energy
H. chemical energy
D. heat energy
Answer:

Answer: 3


Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?

Choices:
A. chemical
B. electrical
C. mechanical
D. nuclear

Prompt:
Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?
A. chemical
B. electrical
C. mechanical
D. nuclear
Answer:

Answer: 3

Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?

Choices:
A. chemical
B. electrical
C. nuclear
D. mechanical

Prompt:
Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?
A. chemical
B. electrical
C. nuclear
D. mechanical
Answer:

Answer: 2

Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?

Choices:
1. chemical
2. electrical
3. mechanical
4. nuclear

Prompt:
Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?
1. chemical
2. electrical
3. mechanical
4. nuclear
Answer:

Answer: 3

Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?

Choices:
R. chemical
O. electrical
A. mechanical
J. nuclear

Prompt:
Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?
R. chemical
O. electrical
A. mechanical
J. nuclear
Answer:

Answer: 3

Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?

Choices:
R. chemical
O. electrical
A. nuclear
J. mechanical

Prompt:
Question: When some subatomic particles split from each other, energy is released. What kind of energy is this?
R. chemical
O. electrical
A. nuclear
J. mechanical
Answer:

Answer: 2


Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?

Choices:
A. genetic engineering
B. DNA fingerprinting
C. cloning of organisms
D. antibody therapy

Prompt:
Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?
A. genetic engineering
B. DNA fingerprinting
C. cloning of organisms
D. antibody therapy
Answer:

Answer: 2

Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?

Choices:
A. antibody therapy
B. genetic engineering
C. DNA fingerprinting
D. cloning of organisms

Prompt:
Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?
A. antibody therapy
B. genetic engineering
C. DNA fingerprinting
D. cloning of organisms
Answer:

Answer: 3

Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?

Choices:
1. genetic engineering
2. DNA fingerprinting
3. cloning of organisms
4. antibody therapy

Prompt:
Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?
1. genetic engineering
2. DNA fingerprinting
3. cloning of organisms
4. antibody therapy
Answer:

Answer: 2

Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?

Choices:
M. genetic engineering
U. DNA fingerprinting
S. cloning of organisms
J. antibody therapy

Prompt:
Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?
M. genetic engineering
U. DNA fingerprinting
S. cloning of organisms
J. antibody therapy
Answer:

Answer: 2

Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?

Choices:
M. antibody therapy
U. genetic engineering
S. DNA fingerprinting
J. cloning of organisms

Prompt:
Question: For centuries, farmers have been taking cuttings of productive plants and rooting the cuttings to make new plants. Which kind of modern technology uses genetic information most similarly to the cutting and rooting process?
M. antibody therapy
U. genetic engineering
S. DNA fingerprinting
J. cloning of organisms
Answer:

Answer: 3


Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?

Choices:
A. material of the violin
B. vibrations of the string
C. movement of the violin
D. composition of the string

Prompt:
Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?
A. material of the violin
B. vibrations of the string
C. movement of the violin
D. composition of the string
Answer:

Answer: 1

Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?

Choices:
A. composition of the string
B. material of the violin
C. vibrations of the string
D. movement of the violin

Prompt:
Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?
A. composition of the string
B. material of the violin
C. vibrations of the string
D. movement of the violin
Answer:

Answer: 2

Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?

Choices:
1. material of the violin
2. vibrations of the string
3. movement of the violin
4. composition of the string

Prompt:
Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?
1. material of the violin
2. vibrations of the string
3. movement of the violin
4. composition of the string
Answer:

Answer: 1

Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?

Choices:
Z. material of the violin
V. vibrations of the string
M. movement of the violin
N. composition of the string

Prompt:
Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?
Z. material of the violin
V. vibrations of the string
M. movement of the violin
N. composition of the string
Answer:

Answer: 1

Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?

Choices:
Z. composition of the string
V. material of the violin
M. vibrations of the string
N. movement of the violin

Prompt:
Question: Bruce plays his violin every Friday night for the symphony. Before he plays, he plucks each string to see if his violin is in tune. Which is most responsible for the generation of sound waves from his violin?
Z. composition of the string
V. material of the violin
M. vibrations of the string
N. movement of the violin
Answer:

Answer: 2


Question: What cycle is most directly affected by the combustion of fossil fuels?

Choices:
A. rock cycle
B. water cycle
C. carbon cycle
D. nitrogen cycle

Prompt:
Question: What cycle is most directly affected by the combustion of fossil fuels?
A. rock cycle
B. water cycle
C. carbon cycle
D. nitrogen cycle
Answer:

Answer: 2

Question: What cycle is most directly affected by the combustion of fossil fuels?

Choices:
A. water cycle
B. carbon cycle
C. rock cycle
D. nitrogen cycle

Prompt:
Question: What cycle is most directly affected by the combustion of fossil fuels?
A. water cycle
B. carbon cycle
C. rock cycle
D. nitrogen cycle
Answer:

Answer: 1

Question: What cycle is most directly affected by the combustion of fossil fuels?

Choices:
1. rock cycle
2. water cycle
3. carbon cycle
4. nitrogen cycle

Prompt:
Question: What cycle is most directly affected by the combustion of fossil fuels?
1. rock cycle
2. water cycle
3. carbon cycle
4. nitrogen cycle
Answer:

Answer: 2

Question: What cycle is most directly affected by the combustion of fossil fuels?

Choices:
Q. rock cycle
X. water cycle
M. carbon cycle
H. nitrogen cycle

Prompt:
Question: What cycle is most directly affected by the combustion of fossil fuels?
Q. rock cycle
X. water cycle
M. carbon cycle
H. nitrogen cycle
Answer:

Answer: 2

Question: What cycle is most directly affected by the combustion of fossil fuels?

Choices:
Q. water cycle
X. carbon cycle
M. rock cycle
H. nitrogen cycle

Prompt:
Question: What cycle is most directly affected by the combustion of fossil fuels?
Q. water cycle
X. carbon cycle
M. rock cycle
H. nitrogen cycle
Answer:

Answer: 1


Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?

Choices:
A. bind glucose molecules to each other
B. evaluate the energy content of the glucose
C. catalyze a chemical reaction with the glucose
D. transport the glucose molecules to the nucleus

Prompt:
Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?
A. bind glucose molecules to each other
B. evaluate the energy content of the glucose
C. catalyze a chemical reaction with the glucose
D. transport the glucose molecules to the nucleus
Answer:

Answer: 2

Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?

Choices:
A. evaluate the energy content of the glucose
B. catalyze a chemical reaction with the glucose
C. bind glucose molecules to each other
D. transport the glucose molecules to the nucleus

Prompt:
Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?
A. evaluate the energy content of the glucose
B. catalyze a chemical reaction with the glucose
C. bind glucose molecules to each other
D. transport the glucose molecules to the nucleus
Answer:

Answer: 1

Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?

Choices:
1. bind glucose molecules to each other
2. evaluate the energy content of the glucose
3. catalyze a chemical reaction with the glucose
4. transport the glucose molecules to the nucleus

Prompt:
Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?
1. bind glucose molecules to each other
2. evaluate the energy content of the glucose
3. catalyze a chemical reaction with the glucose
4. transport the glucose molecules to the nucleus
Answer:

Answer: 2

Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?

Choices:
Q. bind glucose molecules to each other
Y. evaluate the energy content of the glucose
M. catalyze a chemical reaction with the glucose
R. transport the glucose molecules to the nucleus

Prompt:
Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?
Q. bind glucose molecules to each other
Y. evaluate the energy content of the glucose
M. catalyze a chemical reaction with the glucose
R. transport the glucose molecules to the nucleus
Answer:

Answer: 2

Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?

Choices:
Q. evaluate the energy content of the glucose
Y. catalyze a chemical reaction with the glucose
M. bind glucose molecules to each other
R. transport the glucose molecules to the nucleus

Prompt:
Question: After Audrey drinks a glass of juice, digestive processes deliver glucose to the bloodstream. From the bloodstream, glucose molecules enter the cell. In order for glucose molecules to be used by the cell, glucose-specific enzymes must do what?
Q. evaluate the energy content of the glucose
Y. catalyze a chemical reaction with the glucose
M. bind glucose molecules to each other
R. transport the glucose molecules to the nucleus
Answer:

Answer: 1


Question: What type of landform is most likely formed by a divergent tectonic plate boundary?

Choices:
A. island arc
B. oceanic trench
C. rift zone
D. folded mountains

Prompt:
Question: What type of landform is most likely formed by a divergent tectonic plate boundary?
A. island arc
B. oceanic trench
C. rift zone
D. folded mountains
Answer:

Answer: 2

Question: What type of landform is most likely formed by a divergent tectonic plate boundary?

Choices:
A. rift zone
B. oceanic trench
C. folded mountains
D. island arc

Prompt:
Question: What type of landform is most likely formed by a divergent tectonic plate boundary?
A. rift zone
B. oceanic trench
C. folded mountains
D. island arc
Answer:

Question: What type of landform is most likely formed by a divergent tectonic plate boundary?

Choices:
1. island arc
2. oceanic trench
3. rift zone
4. folded mountains

Prompt:
Question: What type of landform is most likely formed by a divergent tectonic plate boundary?
1. island arc
2. oceanic trench
3. rift zone
4. folded mountains
Answer:

Answer: 2

Question: What type of landform is most likely formed by a divergent tectonic plate boundary?

Choices:
B. island arc
I. oceanic trench
E. rift zone
J. folded mountains

Prompt:
Question: What type of landform is most likely formed by a divergent tectonic plate boundary?
B. island arc
I. oceanic trench
E. rift zone
J. folded mountains
Answer:

Answer: 2

Question: What type of landform is most likely formed by a divergent tectonic plate boundary?

Choices:
B. rift zone
I. oceanic trench
E. folded mountains
J. island arc

Prompt:
Question: What type of landform is most likely formed by a divergent tectonic plate boundary?
B. rift zone
I. oceanic trench
E. folded mountains
J. island arc
Answer:


Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?

Choices:
A. joule
B. newton
C. specific heat
D. thermal expansion

Prompt:
Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?
A. joule
B. newton
C. specific heat
D. thermal expansion
Answer:

Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?

Choices:
A. thermal expansion
B. joule
C. specific heat
D. newton

Prompt:
Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?
A. thermal expansion
B. joule
C. specific heat
D. newton
Answer:

Answer: 1

Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?

Choices:
1. joule
2. newton
3. specific heat
4. thermal expansion

Prompt:
Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?
1. joule
2. newton
3. specific heat
4. thermal expansion
Answer:

Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?

Choices:
X. joule
F. newton
P. specific heat
Y. thermal expansion

Prompt:
Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?
X. joule
F. newton
P. specific heat
Y. thermal expansion
Answer:

Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?

Choices:
X. thermal expansion
F. joule
P. specific heat
Y. newton

Prompt:
Question: When electricity is used to run appliances in a building, the electricity is measured in kilowatt-hours. Which of these units could be used in place of "kilowatt-hour"?
X. thermal expansion
F. joule
P. specific heat
Y. newton
Answer:

Answer: 1


Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of

Choices:
A. adaptation.
B. instinct.
C. migration.
D. hibernation.

Prompt:
Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of
A. adaptation.
B. instinct.
C. migration.
D. hibernation.
Answer:

Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of

Choices:
A. instinct.
B. migration.
C. adaptation.
D. hibernation.

Prompt:
Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of
A. instinct.
B. migration.
C. adaptation.
D. hibernation.
Answer:

Answer: 2

Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of

Choices:
1. adaptation.
2. instinct.
3. migration.
4. hibernation.

Prompt:
Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of
1. adaptation.
2. instinct.
3. migration.
4. hibernation.
Answer:

Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of

Choices:
B. adaptation.
O. instinct.
G. migration.
C. hibernation.

Prompt:
Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of
B. adaptation.
O. instinct.
G. migration.
C. hibernation.
Answer:

Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of

Choices:
B. instinct.
O. migration.
G. adaptation.
C. hibernation.

Prompt:
Question: Camels have humps on their backs that store fat, allowing them to survive for many days without food. This makes camels well suited to desert life. This characteristic is an example of
B. instinct.
O. migration.
G. adaptation.
C. hibernation.
Answer:

Answer: 2


Question: Which two protein molecules are essential for muscle contraction and relaxation?

Choices:
A. actin and myosin
B. collagen and tubulin
C. hemoglobin and myoglobin
D. amylase and polymerase

Prompt:
Question: Which two protein molecules are essential for muscle contraction and relaxation?
A. actin and myosin
B. collagen and tubulin
C. hemoglobin and myoglobin
D. amylase and polymerase
Answer:

Question: Which two protein molecules are essential for muscle contraction and relaxation?

Choices:
A. hemoglobin and myoglobin
B. collagen and tubulin
C. actin and myosin
D. amylase and polymerase

Prompt:
Question: Which two protein molecules are essential for muscle contraction and relaxation?
A. hemoglobin and myoglobin
B. collagen and tubulin
C. actin and myosin
D. amylase and polymerase
Answer:

Answer: 2

Question: Which two protein molecules are essential for muscle contraction and relaxation?

Choices:
1. actin and myosin
2. collagen and tubulin
3. hemoglobin and myoglobin
4. amylase and polymerase

Prompt:
Question: Which two protein molecules are essential for muscle contraction and relaxation?
1. actin and myosin
2. collagen and tubulin
3. hemoglobin and myoglobin
4. amylase and polymerase
Answer:

Question: Which two protein molecules are essential for muscle contraction and relaxation?

Choices:
G. actin and myosin
U. collagen and tubulin
Z. hemoglobin and myoglobin
S. amylase and polymerase

Prompt:
Question: Which two protein molecules are essential for muscle contraction and relaxation?
G. actin and myosin
U. collagen and tubulin
Z. hemoglobin and myoglobin
S. amylase and polymerase
Answer:

Question: Which two protein molecules are essential for muscle contraction and relaxation?

Choices:
G. hemoglobin and myoglobin
U. collagen and tubulin
Z. actin and myosin
S. amylase and polymerase

Prompt:
Question: Which two protein molecules are essential for muscle contraction and relaxation?
G. hemoglobin and myoglobin
U. collagen and tubulin
Z. actin and myosin
S. amylase and polymerase
Answer:

Answer: 2


Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?

Choices:
A. the number of daylight hours
B. the evaporation of oceans
C. the length of each season
D. the pull of gravity

Prompt:
Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?
A. the number of daylight hours
B. the evaporation of oceans
C. the length of each season
D. the pull of gravity
Answer:

Answer: 1

Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?

Choices:
A. the length of each season
B. the number of daylight hours
C. the evaporation of oceans
D. the pull of gravity

Prompt:
Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?
A. the length of each season
B. the number of daylight hours
C. the evaporation of oceans
D. the pull of gravity
Answer:

Answer: 2

Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?

Choices:
1. the number of daylight hours
2. the evaporation of oceans
3. the length of each season
4. the pull of gravity

Prompt:
Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?
1. the number of daylight hours
2. the evaporation of oceans
3. the length of each season
4. the pull of gravity
Answer:

Answer: 1

Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?

Choices:
J. the number of daylight hours
Y. the evaporation of oceans
A. the length of each season
P. the pull of gravity

Prompt:
Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?
J. the number of daylight hours
Y. the evaporation of oceans
A. the length of each season
P. the pull of gravity
Answer:

Answer: 1

Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?

Choices:
J. the length of each season
Y. the number of daylight hours
A. the evaporation of oceans
P. the pull of gravity

Prompt:
Question: The atmosphere of Earth blocks many of the Sun's rays. If weather patterns change and more of the Sun's rays penetrate the atmosphere of Earth, which is most likely to increase?
J. the length of each season
Y. the number of daylight hours
A. the evaporation of oceans
P. the pull of gravity
Answer:

Answer: 2


Question: An automobile engine transforms chemical energy of fuel primarily into

Choices:
A. electrical energy and light energy.
B. electrical energy and mechanical energy.
C. thermal energy and light energy.
D. thermal energy and mechanical energy.

Prompt:
Question: An automobile engine transforms chemical energy of fuel primarily into
A. electrical energy and light energy.
B. electrical energy and mechanical energy.
C. thermal energy and light energy.
D. thermal energy and mechanical energy.
Answer:

Answer: 3

Question: An automobile engine transforms chemical energy of fuel primarily into

Choices:
A. electrical energy and mechanical energy.
B. thermal energy and mechanical energy.
C. electrical energy and light energy.
D. thermal energy and light energy.

Prompt:
Question: An automobile engine transforms chemical energy of fuel primarily into
A. electrical energy and mechanical energy.
B. thermal energy and mechanical energy.
C. electrical energy and light energy.
D. thermal energy and light energy.
Answer:

Answer: 1

Question: An automobile engine transforms chemical energy of fuel primarily into

Choices:
1. electrical energy and light energy.
2. electrical energy and mechanical energy.
3. thermal energy and light energy.
4. thermal energy and mechanical energy.

Prompt:
Question: An automobile engine transforms chemical energy of fuel primarily into
1. electrical energy and light energy.
2. electrical energy and mechanical energy.
3. thermal energy and light energy.
4. thermal energy and mechanical energy.
Answer:

Answer: 3

Question: An automobile engine transforms chemical energy of fuel primarily into

Choices:
E. electrical energy and light energy.
S. electrical energy and mechanical energy.
T. thermal energy and light energy.
H. thermal energy and mechanical energy.

Prompt:
Question: An automobile engine transforms chemical energy of fuel primarily into
E. electrical energy and light energy.
S. electrical energy and mechanical energy.
T. thermal energy and light energy.
H. thermal energy and mechanical energy.
Answer:

Answer: 3

Question: An automobile engine transforms chemical energy of fuel primarily into

Choices:
E. electrical energy and mechanical energy.
S. thermal energy and mechanical energy.
T. electrical energy and light energy.
H. thermal energy and light energy.

Prompt:
Question: An automobile engine transforms chemical energy of fuel primarily into
E. electrical energy and mechanical energy.
S. thermal energy and mechanical energy.
T. electrical energy and light energy.
H. thermal energy and light energy.
Answer:

Answer: 1


Question: Which body system sends electrical signals to all other body systems?

Choices:
A. circulatory system
B. digestive system
C. muscular system
D. nervous system

Prompt:
Question: Which body system sends electrical signals to all other body systems?
A. circulatory system
B. digestive system
C. muscular system
D. nervous system
Answer:

Answer: 3

Question: Which body system sends electrical signals to all other body systems?

Choices:
A. circulatory system
B. nervous system
C. muscular system
D. digestive system

Prompt:
Question: Which body system sends electrical signals to all other body systems?
A. circulatory system
B. nervous system
C. muscular system
D. digestive system
Answer:

Answer: 1

Question: Which body system sends electrical signals to all other body systems?

Choices:
1. circulatory system
2. digestive system
3. muscular system
4. nervous system

Prompt:
Question: Which body system sends electrical signals to all other body systems?
1. circulatory system
2. digestive system
3. muscular system
4. nervous system
Answer:

Answer: 3

Question: Which body system sends electrical signals to all other body systems?

Choices:
Y. circulatory system
E. digestive system
Q. muscular system
S. nervous system

Prompt:
Question: Which body system sends electrical signals to all other body systems?
Y. circulatory system
E. digestive system
Q. muscular system
S. nervous system
Answer:

Answer: 3

Question: Which body system sends electrical signals to all other body systems?

Choices:
Y. circulatory system
E. nervous system
Q. muscular system
S. digestive system

Prompt:
Question: Which body system sends electrical signals to all other body systems?
Y. circulatory system
E. nervous system
Q. muscular system
S. digestive system
Answer:

Answer: 1


Question: In what way do bushes benefit from bears eating their berries?

Choices:
A. Their seeds are spread around.
B. Other predators are scared away.
C. Nearby ground becomes compacted.
D. Their stems and branches are broken.

Prompt:
Question: In what way do bushes benefit from bears eating their berries?
A. Their seeds are spread around.
B. Other predators are scared away.
C. Nearby ground becomes compacted.
D. Their stems and branches are broken.
Answer:

Question: In what way do bushes benefit from bears eating their berries?

Choices:
A. Their stems and branches are broken.
B. Nearby ground becomes compacted.
C. Their seeds are spread around.
D. Other predators are scared away.

Prompt:
Question: In what way do bushes benefit from bears eating their berries?
A. Their stems and branches are broken.
B. Nearby ground becomes compacted.
C. Their seeds are spread around.
D. Other predators are scared away.
Answer:

Answer: 2

Question: In what way do bushes benefit from bears eating their berries?

Choices:
1. Their seeds are spread around.
2. Other predators are scared away.
3. Nearby ground becomes compacted.
4. Their stems and branches are broken.

Prompt:
Question: In what way do bushes benefit from bears eating their berries?
1. Their seeds are spread around.
2. Other predators are scared away.
3. Nearby ground becomes compacted.
4. Their stems and branches are broken.
Answer:

Question: In what way do bushes benefit from bears eating their berries?

Choices:
P. Their seeds are spread around.
A. Other predators are scared away.
R. Nearby ground becomes compacted.
O. Their stems and branches are broken.

Prompt:
Question: In what way do bushes benefit from bears eating their berries?
P. Their seeds are spread around.
A. Other predators are scared away.
R. Nearby ground becomes compacted.
O. Their stems and branches are broken.
Answer:

Question: In what way do bushes benefit from bears eating their berries?

Choices:
P. Their stems and branches are broken.
A. Nearby ground becomes compacted.
R. Their seeds are spread around.
O. Other predators are scared away.

Prompt:
Question: In what way do bushes benefit from bears eating their berries?
P. Their stems and branches are broken.
A. Nearby ground becomes compacted.
R. Their seeds are spread around.
O. Other predators are scared away.
Answer:

Answer: 2


Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of

Choices:
A. evaporation.
B. vaporization.
C. condensation.
D. precipitation.

Prompt:
Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of
A. evaporation.
B. vaporization.
C. condensation.
D. precipitation.
Answer:

Answer: 3

Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of

Choices:
A. vaporization.
B. precipitation.
C. condensation.
D. evaporation.

Prompt:
Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of
A. vaporization.
B. precipitation.
C. condensation.
D. evaporation.
Answer:

Answer: 1

Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of

Choices:
1. evaporation.
2. vaporization.
3. condensation.
4. precipitation.

Prompt:
Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of
1. evaporation.
2. vaporization.
3. condensation.
4. precipitation.
Answer:

Answer: 3

Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of

Choices:
I. evaporation.
K. vaporization.
H. condensation.
V. precipitation.

Prompt:
Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of
I. evaporation.
K. vaporization.
H. condensation.
V. precipitation.
Answer:

Answer: 3

Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of

Choices:
I. vaporization.
K. precipitation.
H. condensation.
V. evaporation.

Prompt:
Question: In the water cycle, after water has condensed to form clouds, it falls back to Earth in the form of
I. vaporization.
K. precipitation.
H. condensation.
V. evaporation.
Answer:

Answer: 1


Question: Which process will directly result in organic matter being added to the soil?

Choices:
A. water freezing in cracks of rocks
B. glaciers carving out a valley
C. river water eroding the banks of a stream
D. bacteria breaking down dead matter

Prompt:
Question: Which process will directly result in organic matter being added to the soil?
A. water freezing in cracks of rocks
B. glaciers carving out a valley
C. river water eroding the banks of a stream
D. bacteria breaking down dead matter
Answer:

Answer: 3

Question: Which process will directly result in organic matter being added to the soil?

Choices:
A. glaciers carving out a valley
B. water freezing in cracks of rocks
C. bacteria breaking down dead matter
D. river water eroding the banks of a stream

Prompt:
Question: Which process will directly result in organic matter being added to the soil?
A. glaciers carving out a valley
B. water freezing in cracks of rocks
C. bacteria breaking down dead matter
D. river water eroding the banks of a stream
Answer:

Answer: 2

Question: Which process will directly result in organic matter being added to the soil?

Choices:
1. water freezing in cracks of rocks
2. glaciers carving out a valley
3. river water eroding the banks of a stream
4. bacteria breaking down dead matter

Prompt:
Question: Which process will directly result in organic matter being added to the soil?
1. water freezing in cracks of rocks
2. glaciers carving out a valley
3. river water eroding the banks of a stream
4. bacteria breaking down dead matter
Answer:

Answer: 3

Question: Which process will directly result in organic matter being added to the soil?

Choices:
Q. water freezing in cracks of rocks
H. glaciers carving out a valley
B. river water eroding the banks of a stream
X. bacteria breaking down dead matter

Prompt:
Question: Which process will directly result in organic matter being added to the soil?
Q. water freezing in cracks of rocks
H. glaciers carving out a valley
B. river water eroding the banks of a stream
X. bacteria breaking down dead matter
Answer:

Answer: 3

Question: Which process will directly result in organic matter being added to the soil?

Choices:
Q. glaciers carving out a valley
H. water freezing in cracks of rocks
B. bacteria breaking down dead matter
X. river water eroding the banks of a stream

Prompt:
Question: Which process will directly result in organic matter being added to the soil?
Q. glaciers carving out a valley
H. water freezing in cracks of rocks
B. bacteria breaking down dead matter
X. river water eroding the banks of a stream
Answer:

Answer: 2


Question: Neutrons are particles of an atom that

Choices:
A. are part of the nucleus.
B. are located outside the nucleus.
C. have positive charges.
D. have negative charges.

Prompt:
Question: Neutrons are particles of an atom that
A. are part of the nucleus.
B. are located outside the nucleus.
C. have positive charges.
D. have negative charges.
Answer:

Question: Neutrons are particles of an atom that

Choices:
A. have negative charges.
B. are located outside the nucleus.
C. have positive charges.
D. are part of the nucleus.

Prompt:
Question: Neutrons are particles of an atom that
A. have negative charges.
B. are located outside the nucleus.
C. have positive charges.
D. are part of the nucleus.
Answer:

Answer: 3

Question: Neutrons are particles of an atom that

Choices:
1. are part of the nucleus.
2. are located outside the nucleus.
3. have positive charges.
4. have negative charges.

Prompt:
Question: Neutrons are particles of an atom that
1. are part of the nucleus.
2. are located outside the nucleus.
3. have positive charges.
4. have negative charges.
Answer:

Question: Neutrons are particles of an atom that

Choices:
Q. are part of the nucleus.
O. are located outside the nucleus.
C. have positive charges.
L. have negative charges.

Prompt:
Question: Neutrons are particles of an atom that
Q. are part of the nucleus.
O. are located outside the nucleus.
C. have positive charges.
L. have negative charges.
Answer:

Question: Neutrons are particles of an atom that

Choices:
Q. have negative charges.
O. are located outside the nucleus.
C. have positive charges.
L. are part of the nucleus.

Prompt:
Question: Neutrons are particles of an atom that
Q. have negative charges.
O. are located outside the nucleus.
C. have positive charges.
L. are part of the nucleus.
Answer:

Answer: 3


Question: Divergent tectonic plate boundaries most commonly form

Choices:
A. ocean ridges.
B. ocean trenches.
C. non-volcanic islands.
D. continental mountains.

Prompt:
Question: Divergent tectonic plate boundaries most commonly form
A. ocean ridges.
B. ocean trenches.
C. non-volcanic islands.
D. continental mountains.
Answer:

Question: Divergent tectonic plate boundaries most commonly form

Choices:
A. continental mountains.
B. non-volcanic islands.
C. ocean ridges.
D. ocean trenches.

Prompt:
Question: Divergent tectonic plate boundaries most commonly form
A. continental mountains.
B. non-volcanic islands.
C. ocean ridges.
D. ocean trenches.
Answer:

Answer: 2

Question: Divergent tectonic plate boundaries most commonly form

Choices:
1. ocean ridges.
2. ocean trenches.
3. non-volcanic islands.
4. continental mountains.

Prompt:
Question: Divergent tectonic plate boundaries most commonly form
1. ocean ridges.
2. ocean trenches.
3. non-volcanic islands.
4. continental mountains.
Answer:

Question: Divergent tectonic plate boundaries most commonly form

Choices:
V. ocean ridges.
E. ocean trenches.
F. non-volcanic islands.
A. continental mountains.

Prompt:
Question: Divergent tectonic plate boundaries most commonly form
V. ocean ridges.
E. ocean trenches.
F. non-volcanic islands.
A. continental mountains.
Answer:

Question: Divergent tectonic plate boundaries most commonly form

Choices:
V. continental mountains.
E. non-volcanic islands.
F. ocean ridges.
A. ocean trenches.

Prompt:
Question: Divergent tectonic plate boundaries most commonly form
V. continental mountains.
E. non-volcanic islands.
F. ocean ridges.
A. ocean trenches.
Answer:

Answer: 2


Question: Which process accounts for the expansion and contraction of rocks?

Choices:
A. mechanical weathering
B. organic decomposition
C. abrasion resistance
D. heat conduction

Prompt:
Question: Which process accounts for the expansion and contraction of rocks?
A. mechanical weathering
B. organic decomposition
C. abrasion resistance
D. heat conduction
Answer:

Question: Which process accounts for the expansion and contraction of rocks?

Choices:
A. organic decomposition
B. heat conduction
C. mechanical weathering
D. abrasion resistance

Prompt:
Question: Which process accounts for the expansion and contraction of rocks?
A. organic decomposition
B. heat conduction
C. mechanical weathering
D. abrasion resistance
Answer:

Answer: 2

Question: Which process accounts for the expansion and contraction of rocks?

Choices:
1. mechanical weathering
2. organic decomposition
3. abrasion resistance
4. heat conduction

Prompt:
Question: Which process accounts for the expansion and contraction of rocks?
1. mechanical weathering
2. organic decomposition
3. abrasion resistance
4. heat conduction
Answer:

Question: Which process accounts for the expansion and contraction of rocks?

Choices:
Z. mechanical weathering
L. organic decomposition
E. abrasion resistance
M. heat conduction

Prompt:
Question: Which process accounts for the expansion and contraction of rocks?
Z. mechanical weathering
L. organic decomposition
E. abrasion resistance
M. heat conduction
Answer:

Question: Which process accounts for the expansion and contraction of rocks?

Choices:
Z. organic decomposition
L. heat conduction
E. mechanical weathering
M. abrasion resistance

Prompt:
Question: Which process accounts for the expansion and contraction of rocks?
Z. organic decomposition
L. heat conduction
E. mechanical weathering
M. abrasion resistance
Answer:

Answer: 2


Question: A major function of a plant's roots is to

Choices:
A. produce flowers
B. release oxygen
C. transport carbon dioxide
D. take in water

Prompt:
Question: A major function of a plant's roots is to
A. produce flowers
B. release oxygen
C. transport carbon dioxide
D. take in water
Answer:

Answer: 3

Question: A major function of a plant's roots is to

Choices:
A. produce flowers
B. take in water
C. release oxygen
D. transport carbon dioxide

Prompt:
Question: A major function of a plant's roots is to
A. produce flowers
B. take in water
C. release oxygen
D. transport carbon dioxide
Answer:

Answer: 1

Question: A major function of a plant's roots is to

Choices:
1. produce flowers
2. release oxygen
3. transport carbon dioxide
4. take in water

Prompt:
Question: A major function of a plant's roots is to
1. produce flowers
2. release oxygen
3. transport carbon dioxide
4. take in water
Answer:

Answer: 3

Question: A major function of a plant's roots is to

Choices:
Y. produce flowers
K. release oxygen
R. transport carbon dioxide
A. take in water

Prompt:
Question: A major function of a plant's roots is to
Y. produce flowers
K. release oxygen
R. transport carbon dioxide
A. take in water
Answer:

Answer: 3

Question: A major function of a plant's roots is to

Choices:
Y. produce flowers
K. take in water
R. release oxygen
A. transport carbon dioxide

Prompt:
Question: A major function of a plant's roots is to
Y. produce flowers
K. take in water
R. release oxygen
A. transport carbon dioxide
Answer:

Answer: 1


Question: Which layer of Earth makes up the smallest percentage of the planet's mass?

Choices:
A. crust
B. inner core
C. mantle
D. outer core

Prompt:
Question: Which layer of Earth makes up the smallest percentage of the planet's mass?
A. crust
B. inner core
C. mantle
D. outer core
Answer:

Question: Which layer of Earth makes up the smallest percentage of the planet's mass?

Choices:
A. outer core
B. mantle
C. inner core
D. crust

Prompt:
Question: Which layer of Earth makes up the smallest percentage of the planet's mass?
A. outer core
B. mantle
C. inner core
D. crust
Answer:

Answer: 3

Question: Which layer of Earth makes up the smallest percentage of the planet's mass?

Choices:
1. crust
2. inner core
3. mantle
4. outer core

Prompt:
Question: Which layer of Earth makes up the smallest percentage of the planet's mass?
1. crust
2. inner core
3. mantle
4. outer core
Answer:

Question: Which layer of Earth makes up the smallest percentage of the planet's mass?

Choices:
N. crust
Q. inner core
P. mantle
L. outer core

Prompt:
Question: Which layer of Earth makes up the smallest percentage of the planet's mass?
N. crust
Q. inner core
P. mantle
L. outer core
Answer:

Question: Which layer of Earth makes up the smallest percentage of the planet's mass?

Choices:
N. outer core
Q. mantle
P. inner core
L. crust

Prompt:
Question: Which layer of Earth makes up the smallest percentage of the planet's mass?
N. outer core
Q. mantle
P. inner core
L. crust
Answer:

Answer: 3


Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?

Choices:
A. age
B. velocity
C. viscosity
D. density

Prompt:
Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?
A. age
B. velocity
C. viscosity
D. density
Answer:

Answer: 3

Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?

Choices:
A. velocity
B. density
C. viscosity
D. age

Prompt:
Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?
A. velocity
B. density
C. viscosity
D. age
Answer:

Answer: 1

Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?

Choices:
1. age
2. velocity
3. viscosity
4. density

Prompt:
Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?
1. age
2. velocity
3. viscosity
4. density
Answer:

Answer: 3

Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?

Choices:
M. age
N. velocity
O. viscosity
J. density

Prompt:
Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?
M. age
N. velocity
O. viscosity
J. density
Answer:

Answer: 3

Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?

Choices:
M. velocity
N. density
O. viscosity
J. age

Prompt:
Question: Earth's mantle, primarily composed of silicate and magnesium oxide rocks, floats on top of the liquid iron and nickel outer core. Which difference between these two layers of Earth resulted in their differentiation?
M. velocity
N. density
O. viscosity
J. age
Answer:

Answer: 1


Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of

Choices:
A. mass extinction.
B. global warming.
C. gene dominance.
D. natural selection.

Prompt:
Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of
A. mass extinction.
B. global warming.
C. gene dominance.
D. natural selection.
Answer:

Answer: 1

Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of

Choices:
A. global warming.
B. mass extinction.
C. natural selection.
D. gene dominance.

Prompt:
Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of
A. global warming.
B. mass extinction.
C. natural selection.
D. gene dominance.
Answer:

Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of

Choices:
1. mass extinction.
2. global warming.
3. gene dominance.
4. natural selection.

Prompt:
Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of
1. mass extinction.
2. global warming.
3. gene dominance.
4. natural selection.
Answer:

Answer: 1

Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of

Choices:
Q. mass extinction.
A. global warming.
E. gene dominance.
P. natural selection.

Prompt:
Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of
Q. mass extinction.
A. global warming.
E. gene dominance.
P. natural selection.
Answer:

Answer: 1

Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of

Choices:
Q. global warming.
A. mass extinction.
E. natural selection.
P. gene dominance.

Prompt:
Question: Edith's checkerspot butterfly is a non-migratory species found in distinct populations from Canada to Mexico. Today, populations in southern regions are declining while new populations push the northern limit further north. This range shift provides evidence for the theory of
Q. global warming.
A. mass extinction.
E. natural selection.
P. gene dominance.
Answer:


Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?

Choices:
A. beneficial
B. asexual
C. harmful
D. unicellular

Prompt:
Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?
A. beneficial
B. asexual
C. harmful
D. unicellular
Answer:

Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?

Choices:
A. unicellular
B. beneficial
C. harmful
D. asexual

Prompt:
Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?
A. unicellular
B. beneficial
C. harmful
D. asexual
Answer:

Answer: 1

Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?

Choices:
1. beneficial
2. asexual
3. harmful
4. unicellular

Prompt:
Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?
1. beneficial
2. asexual
3. harmful
4. unicellular
Answer:

Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?

Choices:
Q. beneficial
A. asexual
I. harmful
C. unicellular

Prompt:
Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?
Q. beneficial
A. asexual
I. harmful
C. unicellular
Answer:

Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?

Choices:
Q. unicellular
A. beneficial
I. harmful
C. asexual

Prompt:
Question: Some people carry a mutated allele of a particular gene that makes them resistant to HIV infection and AIDS. Which best describes this type of mutation?
Q. unicellular
A. beneficial
I. harmful
C. asexual
Answer:

Answer: 1


Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?

Choices:
A. magnesium
B. potassium
C. aluminum
D. calcium

Prompt:
Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?
A. magnesium
B. potassium
C. aluminum
D. calcium
Answer:

Answer: 1

Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?

Choices:
A. potassium
B. calcium
C. aluminum
D. magnesium

Prompt:
Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?
A. potassium
B. calcium
C. aluminum
D. magnesium
Answer:

Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?

Choices:
1. magnesium
2. potassium
3. aluminum
4. calcium

Prompt:
Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?
1. magnesium
2. potassium
3. aluminum
4. calcium
Answer:

Answer: 1

Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?

Choices:
O. magnesium
A. potassium
C. aluminum
N. calcium

Prompt:
Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?
O. magnesium
A. potassium
C. aluminum
N. calcium
Answer:

Answer: 1

Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?

Choices:
O. potassium
A. calcium
C. aluminum
N. magnesium

Prompt:
Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?
O. potassium
A. calcium
C. aluminum
N. magnesium
Answer:


Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?

Choices:
A. soma
B. axon
C. dendrite
D. nucleus

Prompt:
Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?
A. soma
B. axon
C. dendrite
D. nucleus
Answer:

Answer: 1

Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?

Choices:
A. soma
B. nucleus
C. dendrite
D. axon

Prompt:
Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?
A. soma
B. nucleus
C. dendrite
D. axon
Answer:

Answer: 3

Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?

Choices:
1. soma
2. axon
3. dendrite
4. nucleus

Prompt:
Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?
1. soma
2. axon
3. dendrite
4. nucleus
Answer:

Answer: 1

Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?

Choices:
U. soma
M. axon
Z. dendrite
H. nucleus

Prompt:
Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?
U. soma
M. axon
Z. dendrite
H. nucleus
Answer:

Answer: 1

Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?

Choices:
U. soma
M. nucleus
Z. dendrite
H. axon

Prompt:
Question: Neurons are cells of the nervous system that send and receive signals. From which portion of a cell does a neuron send a signal?
U. soma
M. nucleus
Z. dendrite
H. axon
Answer:

Answer: 3