Question: Which characteristic of frogs is an adaptation to living in water?

Choices:
A. strong legs
B. webbed feet
C. dull colors
D. moist skin

Prompt:
Question: Which characteristic of frogs is an adaptation to living in water?
A. strong legs
B. webbed feet
C. dull colors
D. moist skin
Answer:

Answer: 1

Question: Which characteristic of frogs is an adaptation to living in water?

Choices:
A. moist skin
B. strong legs
C. webbed feet
D. dull colors

Prompt:
Question: Which characteristic of frogs is an adaptation to living in water?
A. moist skin
B. strong legs
C. webbed feet
D. dull colors
Answer:

Answer: 2

Question: Which characteristic of frogs is an adaptation to living in water?

Choices:
1. strong legs
2. webbed feet
3. dull colors
4. moist skin

Prompt:
Question: Which characteristic of frogs is an adaptation to living in water?
1. strong legs
2. webbed feet
3. dull colors
4. moist skin
Answer:

Answer: 1

Question: Which characteristic of frogs is an adaptation to living in water?

Choices:
Y. strong legs
G. webbed feet
J. dull colors
B. moist skin

Prompt:
Question: Which characteristic of frogs is an adaptation to living in water?
Y. strong legs
G. webbed feet
J. dull colors
B. moist skin
Answer:

Answer: 1

Question: Which characteristic of frogs is an adaptation to living in water?

Choices:
Y. moist skin
G. strong legs
J. webbed feet
B. dull colors

Prompt:
Question: Which characteristic of frogs is an adaptation to living in water?
Y. moist skin
G. strong legs
J. webbed feet
B. dull colors
Answer:

Answer: 2


Question: In the construction of a house, the words excavation, slab, and footing are associated with the

Choices:
A. roof.
B. floor.
C. frame.
D. foundation.

Prompt:
Question: In the construction of a house, the words excavation, slab, and footing are associated with the
A. roof.
B. floor.
C. frame.
D. foundation.
Answer:

Answer: 3

Question: In the construction of a house, the words excavation, slab, and footing are associated with the

Choices:
A. foundation.
B. roof.
C. floor.
D. frame.

Prompt:
Question: In the construction of a house, the words excavation, slab, and footing are associated with the
A. foundation.
B. roof.
C. floor.
D. frame.
Answer:

Question: In the construction of a house, the words excavation, slab, and footing are associated with the

Choices:
1. roof.
2. floor.
3. frame.
4. foundation.

Prompt:
Question: In the construction of a house, the words excavation, slab, and footing are associated with the
1. roof.
2. floor.
3. frame.
4. foundation.
Answer:

Answer: 3

Question: In the construction of a house, the words excavation, slab, and footing are associated with the

Choices:
A. roof.
L. floor.
J. frame.
W. foundation.

Prompt:
Question: In the construction of a house, the words excavation, slab, and footing are associated with the
A. roof.
L. floor.
J. frame.
W. foundation.
Answer:

Answer: 3

Question: In the construction of a house, the words excavation, slab, and footing are associated with the

Choices:
A. foundation.
L. roof.
J. floor.
W. frame.

Prompt:
Question: In the construction of a house, the words excavation, slab, and footing are associated with the
A. foundation.
L. roof.
J. floor.
W. frame.
Answer:


Question: Habitat becomes a major factor in the extinction of a species when

Choices:
A. genetic diversity is not achieved.
B. competitive species are introduced.
C. changes in behavior start to develop.
D. smaller populations fail to breed.

Prompt:
Question: Habitat becomes a major factor in the extinction of a species when
A. genetic diversity is not achieved.
B. competitive species are introduced.
C. changes in behavior start to develop.
D. smaller populations fail to breed.
Answer:

Answer: 1

Question: Habitat becomes a major factor in the extinction of a species when

Choices:
A. changes in behavior start to develop.
B. smaller populations fail to breed.
C. genetic diversity is not achieved.
D. competitive species are introduced.

Prompt:
Question: Habitat becomes a major factor in the extinction of a species when
A. changes in behavior start to develop.
B. smaller populations fail to breed.
C. genetic diversity is not achieved.
D. competitive species are introduced.
Answer:

Answer: 3

Question: Habitat becomes a major factor in the extinction of a species when

Choices:
1. genetic diversity is not achieved.
2. competitive species are introduced.
3. changes in behavior start to develop.
4. smaller populations fail to breed.

Prompt:
Question: Habitat becomes a major factor in the extinction of a species when
1. genetic diversity is not achieved.
2. competitive species are introduced.
3. changes in behavior start to develop.
4. smaller populations fail to breed.
Answer:

Answer: 1

Question: Habitat becomes a major factor in the extinction of a species when

Choices:
Z. genetic diversity is not achieved.
D. competitive species are introduced.
F. changes in behavior start to develop.
I. smaller populations fail to breed.

Prompt:
Question: Habitat becomes a major factor in the extinction of a species when
Z. genetic diversity is not achieved.
D. competitive species are introduced.
F. changes in behavior start to develop.
I. smaller populations fail to breed.
Answer:

Answer: 1

Question: Habitat becomes a major factor in the extinction of a species when

Choices:
Z. changes in behavior start to develop.
D. smaller populations fail to breed.
F. genetic diversity is not achieved.
I. competitive species are introduced.

Prompt:
Question: Habitat becomes a major factor in the extinction of a species when
Z. changes in behavior start to develop.
D. smaller populations fail to breed.
F. genetic diversity is not achieved.
I. competitive species are introduced.
Answer:

Answer: 3


Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?

Choices:
A. DNA
B. mRNA
C. tRNA
D. rRNA

Prompt:
Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?
A. DNA
B. mRNA
C. tRNA
D. rRNA
Answer:

Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?

Choices:
A. rRNA
B. DNA
C. mRNA
D. tRNA

Prompt:
Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?
A. rRNA
B. DNA
C. mRNA
D. tRNA
Answer:

Answer: 1

Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?

Choices:
1. DNA
2. mRNA
3. tRNA
4. rRNA

Prompt:
Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?
1. DNA
2. mRNA
3. tRNA
4. rRNA
Answer:

Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?

Choices:
E. DNA
Y. mRNA
N. tRNA
V. rRNA

Prompt:
Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?
E. DNA
Y. mRNA
N. tRNA
V. rRNA
Answer:

Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?

Choices:
E. rRNA
Y. DNA
N. mRNA
V. tRNA

Prompt:
Question: Every copy of a particular protein manufactured by a cell shows the same incorrect amino acid at the same point in its structure. According to the central dogma of molecular biology, in which structure does this error originate?
E. rRNA
Y. DNA
N. mRNA
V. tRNA
Answer:

Answer: 1


Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?

Choices:
A. helmet shells
B. rubber bands
C. plumbing pipes
D. drinking cups

Prompt:
Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?
A. helmet shells
B. rubber bands
C. plumbing pipes
D. drinking cups
Answer:

Answer: 1

Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?

Choices:
A. helmet shells
B. drinking cups
C. plumbing pipes
D. rubber bands

Prompt:
Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?
A. helmet shells
B. drinking cups
C. plumbing pipes
D. rubber bands
Answer:

Answer: 3

Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?

Choices:
1. helmet shells
2. rubber bands
3. plumbing pipes
4. drinking cups

Prompt:
Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?
1. helmet shells
2. rubber bands
3. plumbing pipes
4. drinking cups
Answer:

Answer: 1

Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?

Choices:
C. helmet shells
Y. rubber bands
J. plumbing pipes
B. drinking cups

Prompt:
Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?
C. helmet shells
Y. rubber bands
J. plumbing pipes
B. drinking cups
Answer:

Answer: 1

Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?

Choices:
C. helmet shells
Y. drinking cups
J. plumbing pipes
B. rubber bands

Prompt:
Question: Some molecules used to manufacture plastic objects are long and tangled. They straighten when force is applied to them and then return to their shorter, tangled shape. Which common object is most likely made using such molecules?
C. helmet shells
Y. drinking cups
J. plumbing pipes
B. rubber bands
Answer:

Answer: 3


Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to

Choices:
A. act as a universal solvent.
B. change from a liquid to a gas.
C. boil at a high temperature.
D. absorb large amounts of energy.

Prompt:
Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to
A. act as a universal solvent.
B. change from a liquid to a gas.
C. boil at a high temperature.
D. absorb large amounts of energy.
Answer:

Answer: 1

Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to

Choices:
A. change from a liquid to a gas.
B. act as a universal solvent.
C. boil at a high temperature.
D. absorb large amounts of energy.

Prompt:
Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to
A. change from a liquid to a gas.
B. act as a universal solvent.
C. boil at a high temperature.
D. absorb large amounts of energy.
Answer:

Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to

Choices:
1. act as a universal solvent.
2. change from a liquid to a gas.
3. boil at a high temperature.
4. absorb large amounts of energy.

Prompt:
Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to
1. act as a universal solvent.
2. change from a liquid to a gas.
3. boil at a high temperature.
4. absorb large amounts of energy.
Answer:

Answer: 1

Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to

Choices:
S. act as a universal solvent.
X. change from a liquid to a gas.
V. boil at a high temperature.
D. absorb large amounts of energy.

Prompt:
Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to
S. act as a universal solvent.
X. change from a liquid to a gas.
V. boil at a high temperature.
D. absorb large amounts of energy.
Answer:

Answer: 1

Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to

Choices:
S. change from a liquid to a gas.
X. act as a universal solvent.
V. boil at a high temperature.
D. absorb large amounts of energy.

Prompt:
Question: Water that evaporates from lakes and streams condenses into clouds and later falls as rain. The property of water that is demonstrated is the ability to
S. change from a liquid to a gas.
X. act as a universal solvent.
V. boil at a high temperature.
D. absorb large amounts of energy.
Answer:


Question: The top layers of soil are important because they -

Choices:
A. prevent earthquakes
B. give plants nutrients
C. protect the bedrock
D. make walking easier

Prompt:
Question: The top layers of soil are important because they -
A. prevent earthquakes
B. give plants nutrients
C. protect the bedrock
D. make walking easier
Answer:

Answer: 1

Question: The top layers of soil are important because they -

Choices:
A. make walking easier
B. prevent earthquakes
C. give plants nutrients
D. protect the bedrock

Prompt:
Question: The top layers of soil are important because they -
A. make walking easier
B. prevent earthquakes
C. give plants nutrients
D. protect the bedrock
Answer:

Answer: 2

Question: The top layers of soil are important because they -

Choices:
1. prevent earthquakes
2. give plants nutrients
3. protect the bedrock
4. make walking easier

Prompt:
Question: The top layers of soil are important because they -
1. prevent earthquakes
2. give plants nutrients
3. protect the bedrock
4. make walking easier
Answer:

Answer: 1

Question: The top layers of soil are important because they -

Choices:
P. prevent earthquakes
T. give plants nutrients
A. protect the bedrock
H. make walking easier

Prompt:
Question: The top layers of soil are important because they -
P. prevent earthquakes
T. give plants nutrients
A. protect the bedrock
H. make walking easier
Answer:

Answer: 1

Question: The top layers of soil are important because they -

Choices:
P. make walking easier
T. prevent earthquakes
A. give plants nutrients
H. protect the bedrock

Prompt:
Question: The top layers of soil are important because they -
P. make walking easier
T. prevent earthquakes
A. give plants nutrients
H. protect the bedrock
Answer:

Answer: 2


Question: A scientific guess about the cause and effect of an event is called

Choices:
A. a variable.
B. a theory.
C. a hypothesis.
D. an observation.

Prompt:
Question: A scientific guess about the cause and effect of an event is called
A. a variable.
B. a theory.
C. a hypothesis.
D. an observation.
Answer:

Answer: 2

Question: A scientific guess about the cause and effect of an event is called

Choices:
A. a variable.
B. a theory.
C. an observation.
D. a hypothesis.

Prompt:
Question: A scientific guess about the cause and effect of an event is called
A. a variable.
B. a theory.
C. an observation.
D. a hypothesis.
Answer:

Answer: 3

Question: A scientific guess about the cause and effect of an event is called

Choices:
1. a variable.
2. a theory.
3. a hypothesis.
4. an observation.

Prompt:
Question: A scientific guess about the cause and effect of an event is called
1. a variable.
2. a theory.
3. a hypothesis.
4. an observation.
Answer:

Answer: 2

Question: A scientific guess about the cause and effect of an event is called

Choices:
R. a variable.
T. a theory.
X. a hypothesis.
Q. an observation.

Prompt:
Question: A scientific guess about the cause and effect of an event is called
R. a variable.
T. a theory.
X. a hypothesis.
Q. an observation.
Answer:

Answer: 2

Question: A scientific guess about the cause and effect of an event is called

Choices:
R. a variable.
T. a theory.
X. an observation.
Q. a hypothesis.

Prompt:
Question: A scientific guess about the cause and effect of an event is called
R. a variable.
T. a theory.
X. an observation.
Q. a hypothesis.
Answer:

Answer: 3


Question: What features do all insects have?

Choices:
A. Number of LEGS 2 Number of BODY PARTS 4
B. Number of LEGS 4 Number of BODY PARTS 2
C. Number of LEGS 6 Number of BODY PARTS 3
D. Number of LEGS 8 Number of BODY PARTS 3

Prompt:
Question: What features do all insects have?
A. Number of LEGS 2 Number of BODY PARTS 4
B. Number of LEGS 4 Number of BODY PARTS 2
C. Number of LEGS 6 Number of BODY PARTS 3
D. Number of LEGS 8 Number of BODY PARTS 3
Answer:

Answer: 2

Question: What features do all insects have?

Choices:
A. Number of LEGS 8 Number of BODY PARTS 3
B. Number of LEGS 2 Number of BODY PARTS 4
C. Number of LEGS 4 Number of BODY PARTS 2
D. Number of LEGS 6 Number of BODY PARTS 3

Prompt:
Question: What features do all insects have?
A. Number of LEGS 8 Number of BODY PARTS 3
B. Number of LEGS 2 Number of BODY PARTS 4
C. Number of LEGS 4 Number of BODY PARTS 2
D. Number of LEGS 6 Number of BODY PARTS 3
Answer:

Answer: 3

Question: What features do all insects have?

Choices:
1. Number of LEGS 2 Number of BODY PARTS 4
2. Number of LEGS 4 Number of BODY PARTS 2
3. Number of LEGS 6 Number of BODY PARTS 3
4. Number of LEGS 8 Number of BODY PARTS 3

Prompt:
Question: What features do all insects have?
1. Number of LEGS 2 Number of BODY PARTS 4
2. Number of LEGS 4 Number of BODY PARTS 2
3. Number of LEGS 6 Number of BODY PARTS 3
4. Number of LEGS 8 Number of BODY PARTS 3
Answer:

Answer: 2

Question: What features do all insects have?

Choices:
N. Number of LEGS 2 Number of BODY PARTS 4
O. Number of LEGS 4 Number of BODY PARTS 2
D. Number of LEGS 6 Number of BODY PARTS 3
A. Number of LEGS 8 Number of BODY PARTS 3

Prompt:
Question: What features do all insects have?
N. Number of LEGS 2 Number of BODY PARTS 4
O. Number of LEGS 4 Number of BODY PARTS 2
D. Number of LEGS 6 Number of BODY PARTS 3
A. Number of LEGS 8 Number of BODY PARTS 3
Answer:

Answer: 2

Question: What features do all insects have?

Choices:
N. Number of LEGS 8 Number of BODY PARTS 3
O. Number of LEGS 2 Number of BODY PARTS 4
D. Number of LEGS 4 Number of BODY PARTS 2
A. Number of LEGS 6 Number of BODY PARTS 3

Prompt:
Question: What features do all insects have?
N. Number of LEGS 8 Number of BODY PARTS 3
O. Number of LEGS 2 Number of BODY PARTS 4
D. Number of LEGS 4 Number of BODY PARTS 2
A. Number of LEGS 6 Number of BODY PARTS 3
Answer:

Answer: 3


Question: How does a mushroom obtain energy?

Choices:
A. by attaching to green plants and taking the plants' food
B. by combining carbon dioxide and water to make its own food
C. by absorbing matter from dead organisms to use as food
D. by attacking bacteria and using the bacteria as food

Prompt:
Question: How does a mushroom obtain energy?
A. by attaching to green plants and taking the plants' food
B. by combining carbon dioxide and water to make its own food
C. by absorbing matter from dead organisms to use as food
D. by attacking bacteria and using the bacteria as food
Answer:

Answer: 2

Question: How does a mushroom obtain energy?

Choices:
A. by attaching to green plants and taking the plants' food
B. by absorbing matter from dead organisms to use as food
C. by attacking bacteria and using the bacteria as food
D. by combining carbon dioxide and water to make its own food

Prompt:
Question: How does a mushroom obtain energy?
A. by attaching to green plants and taking the plants' food
B. by absorbing matter from dead organisms to use as food
C. by attacking bacteria and using the bacteria as food
D. by combining carbon dioxide and water to make its own food
Answer:

Answer: 1

Question: How does a mushroom obtain energy?

Choices:
1. by attaching to green plants and taking the plants' food
2. by combining carbon dioxide and water to make its own food
3. by absorbing matter from dead organisms to use as food
4. by attacking bacteria and using the bacteria as food

Prompt:
Question: How does a mushroom obtain energy?
1. by attaching to green plants and taking the plants' food
2. by combining carbon dioxide and water to make its own food
3. by absorbing matter from dead organisms to use as food
4. by attacking bacteria and using the bacteria as food
Answer:

Answer: 2

Question: How does a mushroom obtain energy?

Choices:
K. by attaching to green plants and taking the plants' food
Y. by combining carbon dioxide and water to make its own food
O. by absorbing matter from dead organisms to use as food
N. by attacking bacteria and using the bacteria as food

Prompt:
Question: How does a mushroom obtain energy?
K. by attaching to green plants and taking the plants' food
Y. by combining carbon dioxide and water to make its own food
O. by absorbing matter from dead organisms to use as food
N. by attacking bacteria and using the bacteria as food
Answer:

Answer: 2

Question: How does a mushroom obtain energy?

Choices:
K. by attaching to green plants and taking the plants' food
Y. by absorbing matter from dead organisms to use as food
O. by attacking bacteria and using the bacteria as food
N. by combining carbon dioxide and water to make its own food

Prompt:
Question: How does a mushroom obtain energy?
K. by attaching to green plants and taking the plants' food
Y. by absorbing matter from dead organisms to use as food
O. by attacking bacteria and using the bacteria as food
N. by combining carbon dioxide and water to make its own food
Answer:

Answer: 1


Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?

Choices:
A. chemical composition
B. distance from Earth
C. temperature
D. brightness

Prompt:
Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?
A. chemical composition
B. distance from Earth
C. temperature
D. brightness
Answer:

Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?

Choices:
A. temperature
B. brightness
C. distance from Earth
D. chemical composition

Prompt:
Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?
A. temperature
B. brightness
C. distance from Earth
D. chemical composition
Answer:

Answer: 3

Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?

Choices:
1. chemical composition
2. distance from Earth
3. temperature
4. brightness

Prompt:
Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?
1. chemical composition
2. distance from Earth
3. temperature
4. brightness
Answer:

Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?

Choices:
W. chemical composition
G. distance from Earth
B. temperature
D. brightness

Prompt:
Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?
W. chemical composition
G. distance from Earth
B. temperature
D. brightness
Answer:

Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?

Choices:
W. temperature
G. brightness
B. distance from Earth
D. chemical composition

Prompt:
Question: Three main sequence stars are being compared. Which characteristic would these three stars most likely have in common?
W. temperature
G. brightness
B. distance from Earth
D. chemical composition
Answer:

Answer: 3


Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?

Choices:
A. a giant tsunami
B. a strong earthquake
C. a powerful hurricane
D. a large volcanic eruption

Prompt:
Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?
A. a giant tsunami
B. a strong earthquake
C. a powerful hurricane
D. a large volcanic eruption
Answer:

Answer: 3

Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?

Choices:
A. a powerful hurricane
B. a giant tsunami
C. a large volcanic eruption
D. a strong earthquake

Prompt:
Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?
A. a powerful hurricane
B. a giant tsunami
C. a large volcanic eruption
D. a strong earthquake
Answer:

Answer: 2

Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?

Choices:
1. a giant tsunami
2. a strong earthquake
3. a powerful hurricane
4. a large volcanic eruption

Prompt:
Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?
1. a giant tsunami
2. a strong earthquake
3. a powerful hurricane
4. a large volcanic eruption
Answer:

Answer: 3

Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?

Choices:
C. a giant tsunami
S. a strong earthquake
Y. a powerful hurricane
A. a large volcanic eruption

Prompt:
Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?
C. a giant tsunami
S. a strong earthquake
Y. a powerful hurricane
A. a large volcanic eruption
Answer:

Answer: 3

Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?

Choices:
C. a powerful hurricane
S. a giant tsunami
Y. a large volcanic eruption
A. a strong earthquake

Prompt:
Question: Some natural disasters can have a large effect on the global climate. Which type of natural disaster would produce the greatest decrease in solar radiation reaching the surface of Earth for the longest period of time?
C. a powerful hurricane
S. a giant tsunami
Y. a large volcanic eruption
A. a strong earthquake
Answer:

Answer: 2


Question: What object is made of hot gas and is the most massive object in our solar system?

Choices:
A. the Sun
B. an asteroid
C. a comet
D. a terrestrial planet

Prompt:
Question: What object is made of hot gas and is the most massive object in our solar system?
A. the Sun
B. an asteroid
C. a comet
D. a terrestrial planet
Answer:

Question: What object is made of hot gas and is the most massive object in our solar system?

Choices:
A. a terrestrial planet
B. a comet
C. the Sun
D. an asteroid

Prompt:
Question: What object is made of hot gas and is the most massive object in our solar system?
A. a terrestrial planet
B. a comet
C. the Sun
D. an asteroid
Answer:

Answer: 2

Question: What object is made of hot gas and is the most massive object in our solar system?

Choices:
1. the Sun
2. an asteroid
3. a comet
4. a terrestrial planet

Prompt:
Question: What object is made of hot gas and is the most massive object in our solar system?
1. the Sun
2. an asteroid
3. a comet
4. a terrestrial planet
Answer:

Question: What object is made of hot gas and is the most massive object in our solar system?

Choices:
E. the Sun
S. an asteroid
C. a comet
G. a terrestrial planet

Prompt:
Question: What object is made of hot gas and is the most massive object in our solar system?
E. the Sun
S. an asteroid
C. a comet
G. a terrestrial planet
Answer:

Question: What object is made of hot gas and is the most massive object in our solar system?

Choices:
E. a terrestrial planet
S. a comet
C. the Sun
G. an asteroid

Prompt:
Question: What object is made of hot gas and is the most massive object in our solar system?
E. a terrestrial planet
S. a comet
C. the Sun
G. an asteroid
Answer:

Answer: 2


Question: Which of the following is a slow process that changes Earth's surface?

Choices:
A. flooding
B. earthquake
C. wind erosion
D. volcanic eruption

Prompt:
Question: Which of the following is a slow process that changes Earth's surface?
A. flooding
B. earthquake
C. wind erosion
D. volcanic eruption
Answer:

Answer: 2

Question: Which of the following is a slow process that changes Earth's surface?

Choices:
A. wind erosion
B. volcanic eruption
C. earthquake
D. flooding

Prompt:
Question: Which of the following is a slow process that changes Earth's surface?
A. wind erosion
B. volcanic eruption
C. earthquake
D. flooding
Answer:

Question: Which of the following is a slow process that changes Earth's surface?

Choices:
1. flooding
2. earthquake
3. wind erosion
4. volcanic eruption

Prompt:
Question: Which of the following is a slow process that changes Earth's surface?
1. flooding
2. earthquake
3. wind erosion
4. volcanic eruption
Answer:

Answer: 2

Question: Which of the following is a slow process that changes Earth's surface?

Choices:
Z. flooding
T. earthquake
W. wind erosion
J. volcanic eruption

Prompt:
Question: Which of the following is a slow process that changes Earth's surface?
Z. flooding
T. earthquake
W. wind erosion
J. volcanic eruption
Answer:

Answer: 2

Question: Which of the following is a slow process that changes Earth's surface?

Choices:
Z. wind erosion
T. volcanic eruption
W. earthquake
J. flooding

Prompt:
Question: Which of the following is a slow process that changes Earth's surface?
Z. wind erosion
T. volcanic eruption
W. earthquake
J. flooding
Answer:


Question: Which of the following is the greatest source of wild fish for human populations?

Choices:
A. ponds
B. lakes
C. rivers
D. oceans

Prompt:
Question: Which of the following is the greatest source of wild fish for human populations?
A. ponds
B. lakes
C. rivers
D. oceans
Answer:

Answer: 3

Question: Which of the following is the greatest source of wild fish for human populations?

Choices:
A. oceans
B. lakes
C. rivers
D. ponds

Prompt:
Question: Which of the following is the greatest source of wild fish for human populations?
A. oceans
B. lakes
C. rivers
D. ponds
Answer:

Question: Which of the following is the greatest source of wild fish for human populations?

Choices:
1. ponds
2. lakes
3. rivers
4. oceans

Prompt:
Question: Which of the following is the greatest source of wild fish for human populations?
1. ponds
2. lakes
3. rivers
4. oceans
Answer:

Answer: 3

Question: Which of the following is the greatest source of wild fish for human populations?

Choices:
S. ponds
I. lakes
F. rivers
L. oceans

Prompt:
Question: Which of the following is the greatest source of wild fish for human populations?
S. ponds
I. lakes
F. rivers
L. oceans
Answer:

Answer: 3

Question: Which of the following is the greatest source of wild fish for human populations?

Choices:
S. oceans
I. lakes
F. rivers
L. ponds

Prompt:
Question: Which of the following is the greatest source of wild fish for human populations?
S. oceans
I. lakes
F. rivers
L. ponds
Answer:


Question: Which best describes the characteristics of a river basin?

Choices:
A. the land drained by a river and its tributaries
B. the land formed when rivers create estuaries and marshes
C. the land at the mouth of a river where water flows into the ocean
D. the land formed as a result of a river flooding

Prompt:
Question: Which best describes the characteristics of a river basin?
A. the land drained by a river and its tributaries
B. the land formed when rivers create estuaries and marshes
C. the land at the mouth of a river where water flows into the ocean
D. the land formed as a result of a river flooding
Answer:

Question: Which best describes the characteristics of a river basin?

Choices:
A. the land at the mouth of a river where water flows into the ocean
B. the land formed as a result of a river flooding
C. the land drained by a river and its tributaries
D. the land formed when rivers create estuaries and marshes

Prompt:
Question: Which best describes the characteristics of a river basin?
A. the land at the mouth of a river where water flows into the ocean
B. the land formed as a result of a river flooding
C. the land drained by a river and its tributaries
D. the land formed when rivers create estuaries and marshes
Answer:

Answer: 2

Question: Which best describes the characteristics of a river basin?

Choices:
1. the land drained by a river and its tributaries
2. the land formed when rivers create estuaries and marshes
3. the land at the mouth of a river where water flows into the ocean
4. the land formed as a result of a river flooding

Prompt:
Question: Which best describes the characteristics of a river basin?
1. the land drained by a river and its tributaries
2. the land formed when rivers create estuaries and marshes
3. the land at the mouth of a river where water flows into the ocean
4. the land formed as a result of a river flooding
Answer:

Question: Which best describes the characteristics of a river basin?

Choices:
L. the land drained by a river and its tributaries
A. the land formed when rivers create estuaries and marshes
R. the land at the mouth of a river where water flows into the ocean
F. the land formed as a result of a river flooding

Prompt:
Question: Which best describes the characteristics of a river basin?
L. the land drained by a river and its tributaries
A. the land formed when rivers create estuaries and marshes
R. the land at the mouth of a river where water flows into the ocean
F. the land formed as a result of a river flooding
Answer:

Question: Which best describes the characteristics of a river basin?

Choices:
L. the land at the mouth of a river where water flows into the ocean
A. the land formed as a result of a river flooding
R. the land drained by a river and its tributaries
F. the land formed when rivers create estuaries and marshes

Prompt:
Question: Which best describes the characteristics of a river basin?
L. the land at the mouth of a river where water flows into the ocean
A. the land formed as a result of a river flooding
R. the land drained by a river and its tributaries
F. the land formed when rivers create estuaries and marshes
Answer:

Answer: 2


Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is

Choices:
A. brighter than the Sun.
B. larger than Earth.
C. colder than Earth.
D. closer than the Sun.

Prompt:
Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is
A. brighter than the Sun.
B. larger than Earth.
C. colder than Earth.
D. closer than the Sun.
Answer:

Answer: 3

Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is

Choices:
A. colder than Earth.
B. larger than Earth.
C. closer than the Sun.
D. brighter than the Sun.

Prompt:
Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is
A. colder than Earth.
B. larger than Earth.
C. closer than the Sun.
D. brighter than the Sun.
Answer:

Answer: 2

Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is

Choices:
1. brighter than the Sun.
2. larger than Earth.
3. colder than Earth.
4. closer than the Sun.

Prompt:
Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is
1. brighter than the Sun.
2. larger than Earth.
3. colder than Earth.
4. closer than the Sun.
Answer:

Answer: 3

Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is

Choices:
B. brighter than the Sun.
E. larger than Earth.
Q. colder than Earth.
C. closer than the Sun.

Prompt:
Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is
B. brighter than the Sun.
E. larger than Earth.
Q. colder than Earth.
C. closer than the Sun.
Answer:

Answer: 3

Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is

Choices:
B. colder than Earth.
E. larger than Earth.
Q. closer than the Sun.
C. brighter than the Sun.

Prompt:
Question: Tides on Earth are influenced more by the Moon than the Sun because the Moon is
B. colder than Earth.
E. larger than Earth.
Q. closer than the Sun.
C. brighter than the Sun.
Answer:

Answer: 2


Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?

Choices:
A. a cloud
B. a rainbow
C. a sunset
D. a tornado

Prompt:
Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?
A. a cloud
B. a rainbow
C. a sunset
D. a tornado
Answer:

Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?

Choices:
A. a sunset
B. a rainbow
C. a tornado
D. a cloud

Prompt:
Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?
A. a sunset
B. a rainbow
C. a tornado
D. a cloud
Answer:

Answer: 3

Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?

Choices:
1. a cloud
2. a rainbow
3. a sunset
4. a tornado

Prompt:
Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?
1. a cloud
2. a rainbow
3. a sunset
4. a tornado
Answer:

Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?

Choices:
D. a cloud
J. a rainbow
A. a sunset
G. a tornado

Prompt:
Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?
D. a cloud
J. a rainbow
A. a sunset
G. a tornado
Answer:

Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?

Choices:
D. a sunset
J. a rainbow
A. a tornado
G. a cloud

Prompt:
Question: When dense, cold air pushes beneath warmer atmospheric air, the lighter, warmer air rises. As this air rises into the atmosphere, it cools and some of the water vapor in it condenses. Which of the following will most likely form as this occurs?
D. a sunset
J. a rainbow
A. a tornado
G. a cloud
Answer:

Answer: 3


Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?

Choices:
A. long legs for running
B. sharp claws for climbing
C. webbed feet for swimming
D. prehensile tail for hanging from trees

Prompt:
Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?
A. long legs for running
B. sharp claws for climbing
C. webbed feet for swimming
D. prehensile tail for hanging from trees
Answer:

Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?

Choices:
A. webbed feet for swimming
B. sharp claws for climbing
C. long legs for running
D. prehensile tail for hanging from trees

Prompt:
Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?
A. webbed feet for swimming
B. sharp claws for climbing
C. long legs for running
D. prehensile tail for hanging from trees
Answer:

Answer: 2

Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?

Choices:
1. long legs for running
2. sharp claws for climbing
3. webbed feet for swimming
4. prehensile tail for hanging from trees

Prompt:
Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?
1. long legs for running
2. sharp claws for climbing
3. webbed feet for swimming
4. prehensile tail for hanging from trees
Answer:

Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?

Choices:
O. long legs for running
V. sharp claws for climbing
G. webbed feet for swimming
H. prehensile tail for hanging from trees

Prompt:
Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?
O. long legs for running
V. sharp claws for climbing
G. webbed feet for swimming
H. prehensile tail for hanging from trees
Answer:

Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?

Choices:
O. webbed feet for swimming
V. sharp claws for climbing
G. long legs for running
H. prehensile tail for hanging from trees

Prompt:
Question: Herbivores that evolved on grassy plains are likely to naturally select for traits different than herbivores that evolved in rain forests. Which trait is a plains herbivore most likely to develop over thousands of years?
O. webbed feet for swimming
V. sharp claws for climbing
G. long legs for running
H. prehensile tail for hanging from trees
Answer:

Answer: 2


Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?

Choices:
A. local weather
B. local climate
C. regional weather
D. regional climate

Prompt:
Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?
A. local weather
B. local climate
C. regional weather
D. regional climate
Answer:

Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?

Choices:
A. local climate
B. regional climate
C. local weather
D. regional weather

Prompt:
Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?
A. local climate
B. regional climate
C. local weather
D. regional weather
Answer:

Answer: 2

Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?

Choices:
1. local weather
2. local climate
3. regional weather
4. regional climate

Prompt:
Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?
1. local weather
2. local climate
3. regional weather
4. regional climate
Answer:

Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?

Choices:
G. local weather
Z. local climate
U. regional weather
M. regional climate

Prompt:
Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?
G. local weather
Z. local climate
U. regional weather
M. regional climate
Answer:

Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?

Choices:
G. local climate
Z. regional climate
U. local weather
M. regional weather

Prompt:
Question: A student writes the following statement in a journal: "It was 84°F at 3 p.m. on Tuesday in the schoolyard." This statement best describes which system?
G. local climate
Z. regional climate
U. local weather
M. regional weather
Answer:

Answer: 2


Question: When using a hot plate, students should not

Choices:
A. leave the hot plate unattended.
B. follow the teacher's instructions.
C. pull back hair or clothing to avoid contact.
D. wear insulated gloves when holding metal materials.

Prompt:
Question: When using a hot plate, students should not
A. leave the hot plate unattended.
B. follow the teacher's instructions.
C. pull back hair or clothing to avoid contact.
D. wear insulated gloves when holding metal materials.
Answer:

Question: When using a hot plate, students should not

Choices:
A. pull back hair or clothing to avoid contact.
B. wear insulated gloves when holding metal materials.
C. follow the teacher's instructions.
D. leave the hot plate unattended.

Prompt:
Question: When using a hot plate, students should not
A. pull back hair or clothing to avoid contact.
B. wear insulated gloves when holding metal materials.
C. follow the teacher's instructions.
D. leave the hot plate unattended.
Answer:

Answer: 3

Question: When using a hot plate, students should not

Choices:
1. leave the hot plate unattended.
2. follow the teacher's instructions.
3. pull back hair or clothing to avoid contact.
4. wear insulated gloves when holding metal materials.

Prompt:
Question: When using a hot plate, students should not
1. leave the hot plate unattended.
2. follow the teacher's instructions.
3. pull back hair or clothing to avoid contact.
4. wear insulated gloves when holding metal materials.
Answer:

Question: When using a hot plate, students should not

Choices:
M. leave the hot plate unattended.
P. follow the teacher's instructions.
R. pull back hair or clothing to avoid contact.
X. wear insulated gloves when holding metal materials.

Prompt:
Question: When using a hot plate, students should not
M. leave the hot plate unattended.
P. follow the teacher's instructions.
R. pull back hair or clothing to avoid contact.
X. wear insulated gloves when holding metal materials.
Answer:

Question: When using a hot plate, students should not

Choices:
M. pull back hair or clothing to avoid contact.
P. wear insulated gloves when holding metal materials.
R. follow the teacher's instructions.
X. leave the hot plate unattended.

Prompt:
Question: When using a hot plate, students should not
M. pull back hair or clothing to avoid contact.
P. wear insulated gloves when holding metal materials.
R. follow the teacher's instructions.
X. leave the hot plate unattended.
Answer:

Answer: 3


Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?

Choices:
A. protons and neutrons
B. electrons and protons
C. only protons
D. only electrons

Prompt:
Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?
A. protons and neutrons
B. electrons and protons
C. only protons
D. only electrons
Answer:

Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?

Choices:
A. only protons
B. only electrons
C. protons and neutrons
D. electrons and protons

Prompt:
Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?
A. only protons
B. only electrons
C. protons and neutrons
D. electrons and protons
Answer:

Answer: 2

Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?

Choices:
1. protons and neutrons
2. electrons and protons
3. only protons
4. only electrons

Prompt:
Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?
1. protons and neutrons
2. electrons and protons
3. only protons
4. only electrons
Answer:

Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?

Choices:
M. protons and neutrons
J. electrons and protons
O. only protons
N. only electrons

Prompt:
Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?
M. protons and neutrons
J. electrons and protons
O. only protons
N. only electrons
Answer:

Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?

Choices:
M. only protons
J. only electrons
O. protons and neutrons
N. electrons and protons

Prompt:
Question: Which subatomic particles are involved in the nuclear fusion that powers the Sun?
M. only protons
J. only electrons
O. protons and neutrons
N. electrons and protons
Answer:

Answer: 2


Question: What do all vertebrate animals have in common?

Choices:
A. They all have fur.
B. They all have backbones.
C. They all are warm-blooded.
D. They all have young that look like the adults.

Prompt:
Question: What do all vertebrate animals have in common?
A. They all have fur.
B. They all have backbones.
C. They all are warm-blooded.
D. They all have young that look like the adults.
Answer:

Answer: 1

Question: What do all vertebrate animals have in common?

Choices:
A. They all have young that look like the adults.
B. They all are warm-blooded.
C. They all have backbones.
D. They all have fur.

Prompt:
Question: What do all vertebrate animals have in common?
A. They all have young that look like the adults.
B. They all are warm-blooded.
C. They all have backbones.
D. They all have fur.
Answer:

Answer: 2

Question: What do all vertebrate animals have in common?

Choices:
1. They all have fur.
2. They all have backbones.
3. They all are warm-blooded.
4. They all have young that look like the adults.

Prompt:
Question: What do all vertebrate animals have in common?
1. They all have fur.
2. They all have backbones.
3. They all are warm-blooded.
4. They all have young that look like the adults.
Answer:

Answer: 1

Question: What do all vertebrate animals have in common?

Choices:
C. They all have fur.
X. They all have backbones.
I. They all are warm-blooded.
P. They all have young that look like the adults.

Prompt:
Question: What do all vertebrate animals have in common?
C. They all have fur.
X. They all have backbones.
I. They all are warm-blooded.
P. They all have young that look like the adults.
Answer:

Answer: 1

Question: What do all vertebrate animals have in common?

Choices:
C. They all have young that look like the adults.
X. They all are warm-blooded.
I. They all have backbones.
P. They all have fur.

Prompt:
Question: What do all vertebrate animals have in common?
C. They all have young that look like the adults.
X. They all are warm-blooded.
I. They all have backbones.
P. They all have fur.
Answer:

Answer: 2


Question: When astronomers want to measure the distance between nearby stars, they often use

Choices:
A. quasars.
B. parallax.
C. visible light.
D. spectrographs.

Prompt:
Question: When astronomers want to measure the distance between nearby stars, they often use
A. quasars.
B. parallax.
C. visible light.
D. spectrographs.
Answer:

Answer: 1

Question: When astronomers want to measure the distance between nearby stars, they often use

Choices:
A. parallax.
B. quasars.
C. spectrographs.
D. visible light.

Prompt:
Question: When astronomers want to measure the distance between nearby stars, they often use
A. parallax.
B. quasars.
C. spectrographs.
D. visible light.
Answer:

Question: When astronomers want to measure the distance between nearby stars, they often use

Choices:
1. quasars.
2. parallax.
3. visible light.
4. spectrographs.

Prompt:
Question: When astronomers want to measure the distance between nearby stars, they often use
1. quasars.
2. parallax.
3. visible light.
4. spectrographs.
Answer:

Answer: 1

Question: When astronomers want to measure the distance between nearby stars, they often use

Choices:
S. quasars.
M. parallax.
J. visible light.
U. spectrographs.

Prompt:
Question: When astronomers want to measure the distance between nearby stars, they often use
S. quasars.
M. parallax.
J. visible light.
U. spectrographs.
Answer:

Answer: 1

Question: When astronomers want to measure the distance between nearby stars, they often use

Choices:
S. parallax.
M. quasars.
J. spectrographs.
U. visible light.

Prompt:
Question: When astronomers want to measure the distance between nearby stars, they often use
S. parallax.
M. quasars.
J. spectrographs.
U. visible light.
Answer:


Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?

Choices:
A. the fossil record along the edges of continents
B. the rocky coastlines at the edges of continents
C. the distribution of biomes on all the continents
D. the prevalence of granite on all the continents

Prompt:
Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?
A. the fossil record along the edges of continents
B. the rocky coastlines at the edges of continents
C. the distribution of biomes on all the continents
D. the prevalence of granite on all the continents
Answer:

Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?

Choices:
A. the prevalence of granite on all the continents
B. the distribution of biomes on all the continents
C. the rocky coastlines at the edges of continents
D. the fossil record along the edges of continents

Prompt:
Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?
A. the prevalence of granite on all the continents
B. the distribution of biomes on all the continents
C. the rocky coastlines at the edges of continents
D. the fossil record along the edges of continents
Answer:

Answer: 3

Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?

Choices:
1. the fossil record along the edges of continents
2. the rocky coastlines at the edges of continents
3. the distribution of biomes on all the continents
4. the prevalence of granite on all the continents

Prompt:
Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?
1. the fossil record along the edges of continents
2. the rocky coastlines at the edges of continents
3. the distribution of biomes on all the continents
4. the prevalence of granite on all the continents
Answer:

Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?

Choices:
C. the fossil record along the edges of continents
S. the rocky coastlines at the edges of continents
W. the distribution of biomes on all the continents
P. the prevalence of granite on all the continents

Prompt:
Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?
C. the fossil record along the edges of continents
S. the rocky coastlines at the edges of continents
W. the distribution of biomes on all the continents
P. the prevalence of granite on all the continents
Answer:

Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?

Choices:
C. the prevalence of granite on all the continents
S. the distribution of biomes on all the continents
W. the rocky coastlines at the edges of continents
P. the fossil record along the edges of continents

Prompt:
Question: Which of these is the best evidence that Earth's continental landmasses drifted apart over time?
C. the prevalence of granite on all the continents
S. the distribution of biomes on all the continents
W. the rocky coastlines at the edges of continents
P. the fossil record along the edges of continents
Answer:

Answer: 3


Question: In humans, where does the absorption of food into the blood stream mainly take place?

Choices:
A. stomach
B. mouth
C. large intestines
D. small intestines

Prompt:
Question: In humans, where does the absorption of food into the blood stream mainly take place?
A. stomach
B. mouth
C. large intestines
D. small intestines
Answer:

Answer: 3

Question: In humans, where does the absorption of food into the blood stream mainly take place?

Choices:
A. mouth
B. large intestines
C. small intestines
D. stomach

Prompt:
Question: In humans, where does the absorption of food into the blood stream mainly take place?
A. mouth
B. large intestines
C. small intestines
D. stomach
Answer:

Answer: 2

Question: In humans, where does the absorption of food into the blood stream mainly take place?

Choices:
1. stomach
2. mouth
3. large intestines
4. small intestines

Prompt:
Question: In humans, where does the absorption of food into the blood stream mainly take place?
1. stomach
2. mouth
3. large intestines
4. small intestines
Answer:

Answer: 3

Question: In humans, where does the absorption of food into the blood stream mainly take place?

Choices:
G. stomach
S. mouth
Y. large intestines
T. small intestines

Prompt:
Question: In humans, where does the absorption of food into the blood stream mainly take place?
G. stomach
S. mouth
Y. large intestines
T. small intestines
Answer:

Answer: 3

Question: In humans, where does the absorption of food into the blood stream mainly take place?

Choices:
G. mouth
S. large intestines
Y. small intestines
T. stomach

Prompt:
Question: In humans, where does the absorption of food into the blood stream mainly take place?
G. mouth
S. large intestines
Y. small intestines
T. stomach
Answer:

Answer: 2


Question: Which human activity contributes to the formation of acid rain?

Choices:
A. using too much fertilizer in agriculture
B. cutting down large areas of tropical forests
C. burning fossil fuels such as coal and gasoline
D. using chemicals that destroy ozone in the stratosphere

Prompt:
Question: Which human activity contributes to the formation of acid rain?
A. using too much fertilizer in agriculture
B. cutting down large areas of tropical forests
C. burning fossil fuels such as coal and gasoline
D. using chemicals that destroy ozone in the stratosphere
Answer:

Answer: 2

Question: Which human activity contributes to the formation of acid rain?

Choices:
A. burning fossil fuels such as coal and gasoline
B. cutting down large areas of tropical forests
C. using too much fertilizer in agriculture
D. using chemicals that destroy ozone in the stratosphere

Prompt:
Question: Which human activity contributes to the formation of acid rain?
A. burning fossil fuels such as coal and gasoline
B. cutting down large areas of tropical forests
C. using too much fertilizer in agriculture
D. using chemicals that destroy ozone in the stratosphere
Answer:

Question: Which human activity contributes to the formation of acid rain?

Choices:
1. using too much fertilizer in agriculture
2. cutting down large areas of tropical forests
3. burning fossil fuels such as coal and gasoline
4. using chemicals that destroy ozone in the stratosphere

Prompt:
Question: Which human activity contributes to the formation of acid rain?
1. using too much fertilizer in agriculture
2. cutting down large areas of tropical forests
3. burning fossil fuels such as coal and gasoline
4. using chemicals that destroy ozone in the stratosphere
Answer:

Answer: 2

Question: Which human activity contributes to the formation of acid rain?

Choices:
J. using too much fertilizer in agriculture
L. cutting down large areas of tropical forests
S. burning fossil fuels such as coal and gasoline
E. using chemicals that destroy ozone in the stratosphere

Prompt:
Question: Which human activity contributes to the formation of acid rain?
J. using too much fertilizer in agriculture
L. cutting down large areas of tropical forests
S. burning fossil fuels such as coal and gasoline
E. using chemicals that destroy ozone in the stratosphere
Answer:

Answer: 2

Question: Which human activity contributes to the formation of acid rain?

Choices:
J. burning fossil fuels such as coal and gasoline
L. cutting down large areas of tropical forests
S. using too much fertilizer in agriculture
E. using chemicals that destroy ozone in the stratosphere

Prompt:
Question: Which human activity contributes to the formation of acid rain?
J. burning fossil fuels such as coal and gasoline
L. cutting down large areas of tropical forests
S. using too much fertilizer in agriculture
E. using chemicals that destroy ozone in the stratosphere
Answer:


Question: What procedure should be performed after any handling of a plant sample in a lab?

Choices:
A. applying disinfectant to the counters
B. throwing away plant material in the trash
C. washing hands with an antibacterial soap
D. placing hands under an ultraviolet light

Prompt:
Question: What procedure should be performed after any handling of a plant sample in a lab?
A. applying disinfectant to the counters
B. throwing away plant material in the trash
C. washing hands with an antibacterial soap
D. placing hands under an ultraviolet light
Answer:

Answer: 2

Question: What procedure should be performed after any handling of a plant sample in a lab?

Choices:
A. washing hands with an antibacterial soap
B. throwing away plant material in the trash
C. applying disinfectant to the counters
D. placing hands under an ultraviolet light

Prompt:
Question: What procedure should be performed after any handling of a plant sample in a lab?
A. washing hands with an antibacterial soap
B. throwing away plant material in the trash
C. applying disinfectant to the counters
D. placing hands under an ultraviolet light
Answer:

Question: What procedure should be performed after any handling of a plant sample in a lab?

Choices:
1. applying disinfectant to the counters
2. throwing away plant material in the trash
3. washing hands with an antibacterial soap
4. placing hands under an ultraviolet light

Prompt:
Question: What procedure should be performed after any handling of a plant sample in a lab?
1. applying disinfectant to the counters
2. throwing away plant material in the trash
3. washing hands with an antibacterial soap
4. placing hands under an ultraviolet light
Answer:

Answer: 2

Question: What procedure should be performed after any handling of a plant sample in a lab?

Choices:
I. applying disinfectant to the counters
B. throwing away plant material in the trash
J. washing hands with an antibacterial soap
L. placing hands under an ultraviolet light

Prompt:
Question: What procedure should be performed after any handling of a plant sample in a lab?
I. applying disinfectant to the counters
B. throwing away plant material in the trash
J. washing hands with an antibacterial soap
L. placing hands under an ultraviolet light
Answer:

Answer: 2

Question: What procedure should be performed after any handling of a plant sample in a lab?

Choices:
I. washing hands with an antibacterial soap
B. throwing away plant material in the trash
J. applying disinfectant to the counters
L. placing hands under an ultraviolet light

Prompt:
Question: What procedure should be performed after any handling of a plant sample in a lab?
I. washing hands with an antibacterial soap
B. throwing away plant material in the trash
J. applying disinfectant to the counters
L. placing hands under an ultraviolet light
Answer:


Question: In which of the following cases would a decrease in friction be most beneficial?

Choices:
A. the friction between the shoes of a jogger and the jogging track
B. the friction between the wheels of a car and the surface of a road
C. the friction between a rotating pulley and the axle that supports the pulley
D. the friction between a rotating pulley and the rope that is used with the pulley

Prompt:
Question: In which of the following cases would a decrease in friction be most beneficial?
A. the friction between the shoes of a jogger and the jogging track
B. the friction between the wheels of a car and the surface of a road
C. the friction between a rotating pulley and the axle that supports the pulley
D. the friction between a rotating pulley and the rope that is used with the pulley
Answer:

Answer: 2

Question: In which of the following cases would a decrease in friction be most beneficial?

Choices:
A. the friction between the shoes of a jogger and the jogging track
B. the friction between the wheels of a car and the surface of a road
C. the friction between a rotating pulley and the rope that is used with the pulley
D. the friction between a rotating pulley and the axle that supports the pulley

Prompt:
Question: In which of the following cases would a decrease in friction be most beneficial?
A. the friction between the shoes of a jogger and the jogging track
B. the friction between the wheels of a car and the surface of a road
C. the friction between a rotating pulley and the rope that is used with the pulley
D. the friction between a rotating pulley and the axle that supports the pulley
Answer:

Answer: 3

Question: In which of the following cases would a decrease in friction be most beneficial?

Choices:
1. the friction between the shoes of a jogger and the jogging track
2. the friction between the wheels of a car and the surface of a road
3. the friction between a rotating pulley and the axle that supports the pulley
4. the friction between a rotating pulley and the rope that is used with the pulley

Prompt:
Question: In which of the following cases would a decrease in friction be most beneficial?
1. the friction between the shoes of a jogger and the jogging track
2. the friction between the wheels of a car and the surface of a road
3. the friction between a rotating pulley and the axle that supports the pulley
4. the friction between a rotating pulley and the rope that is used with the pulley
Answer:

Answer: 2

Question: In which of the following cases would a decrease in friction be most beneficial?

Choices:
M. the friction between the shoes of a jogger and the jogging track
N. the friction between the wheels of a car and the surface of a road
U. the friction between a rotating pulley and the axle that supports the pulley
Q. the friction between a rotating pulley and the rope that is used with the pulley

Prompt:
Question: In which of the following cases would a decrease in friction be most beneficial?
M. the friction between the shoes of a jogger and the jogging track
N. the friction between the wheels of a car and the surface of a road
U. the friction between a rotating pulley and the axle that supports the pulley
Q. the friction between a rotating pulley and the rope that is used with the pulley
Answer:

Answer: 2

Question: In which of the following cases would a decrease in friction be most beneficial?

Choices:
M. the friction between the shoes of a jogger and the jogging track
N. the friction between the wheels of a car and the surface of a road
U. the friction between a rotating pulley and the rope that is used with the pulley
Q. the friction between a rotating pulley and the axle that supports the pulley

Prompt:
Question: In which of the following cases would a decrease in friction be most beneficial?
M. the friction between the shoes of a jogger and the jogging track
N. the friction between the wheels of a car and the surface of a road
U. the friction between a rotating pulley and the rope that is used with the pulley
Q. the friction between a rotating pulley and the axle that supports the pulley
Answer:

Answer: 3


Question: Decayed prehistoric plants have helped in the formation of

Choices:
A. coal, oil, and gas.
B. coal, shale, and quartz.
C. shale, quartz, and coal.
D. oil, shale, and granite.

Prompt:
Question: Decayed prehistoric plants have helped in the formation of
A. coal, oil, and gas.
B. coal, shale, and quartz.
C. shale, quartz, and coal.
D. oil, shale, and granite.
Answer:

Question: Decayed prehistoric plants have helped in the formation of

Choices:
A. oil, shale, and granite.
B. shale, quartz, and coal.
C. coal, oil, and gas.
D. coal, shale, and quartz.

Prompt:
Question: Decayed prehistoric plants have helped in the formation of
A. oil, shale, and granite.
B. shale, quartz, and coal.
C. coal, oil, and gas.
D. coal, shale, and quartz.
Answer:

Answer: 2

Question: Decayed prehistoric plants have helped in the formation of

Choices:
1. coal, oil, and gas.
2. coal, shale, and quartz.
3. shale, quartz, and coal.
4. oil, shale, and granite.

Prompt:
Question: Decayed prehistoric plants have helped in the formation of
1. coal, oil, and gas.
2. coal, shale, and quartz.
3. shale, quartz, and coal.
4. oil, shale, and granite.
Answer:

Question: Decayed prehistoric plants have helped in the formation of

Choices:
H. coal, oil, and gas.
Y. coal, shale, and quartz.
P. shale, quartz, and coal.
D. oil, shale, and granite.

Prompt:
Question: Decayed prehistoric plants have helped in the formation of
H. coal, oil, and gas.
Y. coal, shale, and quartz.
P. shale, quartz, and coal.
D. oil, shale, and granite.
Answer:

Question: Decayed prehistoric plants have helped in the formation of

Choices:
H. oil, shale, and granite.
Y. shale, quartz, and coal.
P. coal, oil, and gas.
D. coal, shale, and quartz.

Prompt:
Question: Decayed prehistoric plants have helped in the formation of
H. oil, shale, and granite.
Y. shale, quartz, and coal.
P. coal, oil, and gas.
D. coal, shale, and quartz.
Answer:

Answer: 2


Question: Oxygen and sugar are the products of

Choices:
A. cell division.
B. digestion.
C. photosynthesis.
D. respiration.

Prompt:
Question: Oxygen and sugar are the products of
A. cell division.
B. digestion.
C. photosynthesis.
D. respiration.
Answer:

Answer: 2

Question: Oxygen and sugar are the products of

Choices:
A. cell division.
B. respiration.
C. digestion.
D. photosynthesis.

Prompt:
Question: Oxygen and sugar are the products of
A. cell division.
B. respiration.
C. digestion.
D. photosynthesis.
Answer:

Answer: 3

Question: Oxygen and sugar are the products of

Choices:
1. cell division.
2. digestion.
3. photosynthesis.
4. respiration.

Prompt:
Question: Oxygen and sugar are the products of
1. cell division.
2. digestion.
3. photosynthesis.
4. respiration.
Answer:

Answer: 2

Question: Oxygen and sugar are the products of

Choices:
Z. cell division.
A. digestion.
D. photosynthesis.
L. respiration.

Prompt:
Question: Oxygen and sugar are the products of
Z. cell division.
A. digestion.
D. photosynthesis.
L. respiration.
Answer:

Answer: 2

Question: Oxygen and sugar are the products of

Choices:
Z. cell division.
A. respiration.
D. digestion.
L. photosynthesis.

Prompt:
Question: Oxygen and sugar are the products of
Z. cell division.
A. respiration.
D. digestion.
L. photosynthesis.
Answer:

Answer: 3


Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?

Choices:
A. chemist, botanist and ecologist
B. astronomer, ecologist and physicist
C. physicist, paleontologist and chemist
D. botanist, astronomer and paleontologist

Prompt:
Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?
A. chemist, botanist and ecologist
B. astronomer, ecologist and physicist
C. physicist, paleontologist and chemist
D. botanist, astronomer and paleontologist
Answer:

Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?

Choices:
A. astronomer, ecologist and physicist
B. chemist, botanist and ecologist
C. physicist, paleontologist and chemist
D. botanist, astronomer and paleontologist

Prompt:
Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?
A. astronomer, ecologist and physicist
B. chemist, botanist and ecologist
C. physicist, paleontologist and chemist
D. botanist, astronomer and paleontologist
Answer:

Answer: 1

Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?

Choices:
1. chemist, botanist and ecologist
2. astronomer, ecologist and physicist
3. physicist, paleontologist and chemist
4. botanist, astronomer and paleontologist

Prompt:
Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?
1. chemist, botanist and ecologist
2. astronomer, ecologist and physicist
3. physicist, paleontologist and chemist
4. botanist, astronomer and paleontologist
Answer:

Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?

Choices:
D. chemist, botanist and ecologist
Q. astronomer, ecologist and physicist
Y. physicist, paleontologist and chemist
X. botanist, astronomer and paleontologist

Prompt:
Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?
D. chemist, botanist and ecologist
Q. astronomer, ecologist and physicist
Y. physicist, paleontologist and chemist
X. botanist, astronomer and paleontologist
Answer:

Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?

Choices:
D. astronomer, ecologist and physicist
Q. chemist, botanist and ecologist
Y. physicist, paleontologist and chemist
X. botanist, astronomer and paleontologist

Prompt:
Question: Scientists often work together to solve a problem. Sometimes they work in laboratories. Sometimes they are outside doing fieldwork. The chart provides a list of some careers in science. Which scientists might work together to save a polluted wetland?
D. astronomer, ecologist and physicist
Q. chemist, botanist and ecologist
Y. physicist, paleontologist and chemist
X. botanist, astronomer and paleontologist
Answer:

Answer: 1


Question: How many chromosomes are found in a fertilized human egg cell?

Choices:
A. 22
B. 23
C. 44
D. 46

Prompt:
Question: How many chromosomes are found in a fertilized human egg cell?
A. 22
B. 23
C. 44
D. 46
Answer:

Answer: 3

Question: How many chromosomes are found in a fertilized human egg cell?

Choices:
A. 44
B. 22
C. 46
D. 23

Prompt:
Question: How many chromosomes are found in a fertilized human egg cell?
A. 44
B. 22
C. 46
D. 23
Answer:

Answer: 2

Question: How many chromosomes are found in a fertilized human egg cell?

Choices:
1. 22
2. 23
3. 44
4. 46

Prompt:
Question: How many chromosomes are found in a fertilized human egg cell?
1. 22
2. 23
3. 44
4. 46
Answer:

Answer: 3

Question: How many chromosomes are found in a fertilized human egg cell?

Choices:
M. 22
Q. 23
D. 44
Y. 46

Prompt:
Question: How many chromosomes are found in a fertilized human egg cell?
M. 22
Q. 23
D. 44
Y. 46
Answer:

Answer: 3

Question: How many chromosomes are found in a fertilized human egg cell?

Choices:
M. 44
Q. 22
D. 46
Y. 23

Prompt:
Question: How many chromosomes are found in a fertilized human egg cell?
M. 44
Q. 22
D. 46
Y. 23
Answer:

Answer: 2


Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?

Choices:
A. lipid
B. glucose
C. amino acid
D. hydrocarbon

Prompt:
Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?
A. lipid
B. glucose
C. amino acid
D. hydrocarbon
Answer:

Answer: 2

Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?

Choices:
A. hydrocarbon
B. amino acid
C. glucose
D. lipid

Prompt:
Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?
A. hydrocarbon
B. amino acid
C. glucose
D. lipid
Answer:

Answer: 1

Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?

Choices:
1. lipid
2. glucose
3. amino acid
4. hydrocarbon

Prompt:
Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?
1. lipid
2. glucose
3. amino acid
4. hydrocarbon
Answer:

Answer: 2

Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?

Choices:
K. lipid
F. glucose
T. amino acid
O. hydrocarbon

Prompt:
Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?
K. lipid
F. glucose
T. amino acid
O. hydrocarbon
Answer:

Answer: 2

Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?

Choices:
K. hydrocarbon
F. amino acid
T. glucose
O. lipid

Prompt:
Question: Peptide bonds in proteins can be broken down by the enzyme peptidase. Adrian orders a hamburger and French fries for lunch. He adds cheese and mayonnaise to his hamburger, and then sits down to eat lunch with his friends. Which structure would most likely result from the action of peptidase in Adrian's small intestine?
K. hydrocarbon
F. amino acid
T. glucose
O. lipid
Answer:

Answer: 1


Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?

Choices:
A. Decomposer
B. Herbivore
C. Carnivore
D. Producer

Prompt:
Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?
A. Decomposer
B. Herbivore
C. Carnivore
D. Producer
Answer:

Answer: 1

Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?

Choices:
A. Carnivore
B. Decomposer
C. Producer
D. Herbivore

Prompt:
Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?
A. Carnivore
B. Decomposer
C. Producer
D. Herbivore
Answer:

Answer: 3

Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?

Choices:
1. Decomposer
2. Herbivore
3. Carnivore
4. Producer

Prompt:
Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?
1. Decomposer
2. Herbivore
3. Carnivore
4. Producer
Answer:

Answer: 1

Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?

Choices:
D. Decomposer
V. Herbivore
Q. Carnivore
S. Producer

Prompt:
Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?
D. Decomposer
V. Herbivore
Q. Carnivore
S. Producer
Answer:

Answer: 1

Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?

Choices:
D. Carnivore
V. Decomposer
Q. Producer
S. Herbivore

Prompt:
Question: Cows are farm animals that eat only plants. Which of these kinds of living things is a cow?
D. Carnivore
V. Decomposer
Q. Producer
S. Herbivore
Answer:

Answer: 3


Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?

Choices:
A. the digestive system and the circulatory system
B. the circulatory system and the respiratory system
C. the respiratory system and the skeletal system
D. the skeletal system and the digestive system

Prompt:
Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?
A. the digestive system and the circulatory system
B. the circulatory system and the respiratory system
C. the respiratory system and the skeletal system
D. the skeletal system and the digestive system
Answer:

Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?

Choices:
A. the skeletal system and the digestive system
B. the circulatory system and the respiratory system
C. the digestive system and the circulatory system
D. the respiratory system and the skeletal system

Prompt:
Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?
A. the skeletal system and the digestive system
B. the circulatory system and the respiratory system
C. the digestive system and the circulatory system
D. the respiratory system and the skeletal system
Answer:

Answer: 2

Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?

Choices:
1. the digestive system and the circulatory system
2. the circulatory system and the respiratory system
3. the respiratory system and the skeletal system
4. the skeletal system and the digestive system

Prompt:
Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?
1. the digestive system and the circulatory system
2. the circulatory system and the respiratory system
3. the respiratory system and the skeletal system
4. the skeletal system and the digestive system
Answer:

Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?

Choices:
K. the digestive system and the circulatory system
G. the circulatory system and the respiratory system
R. the respiratory system and the skeletal system
Q. the skeletal system and the digestive system

Prompt:
Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?
K. the digestive system and the circulatory system
G. the circulatory system and the respiratory system
R. the respiratory system and the skeletal system
Q. the skeletal system and the digestive system
Answer:

Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?

Choices:
K. the skeletal system and the digestive system
G. the circulatory system and the respiratory system
R. the digestive system and the circulatory system
Q. the respiratory system and the skeletal system

Prompt:
Question: Bone cells need nutrients. Which two systems get nutrients to bone cells?
K. the skeletal system and the digestive system
G. the circulatory system and the respiratory system
R. the digestive system and the circulatory system
Q. the respiratory system and the skeletal system
Answer:

Answer: 2


Question: Which describes a material that is not a food?

Choices:
A. It stores energy but not nutrients.
B. It does not store energy or nutrients.
C. It stores energy and nutrients.
D. It does not store energy but stores nutrients.

Prompt:
Question: Which describes a material that is not a food?
A. It stores energy but not nutrients.
B. It does not store energy or nutrients.
C. It stores energy and nutrients.
D. It does not store energy but stores nutrients.
Answer:

Answer: 1

Question: Which describes a material that is not a food?

Choices:
A. It does not store energy or nutrients.
B. It does not store energy but stores nutrients.
C. It stores energy and nutrients.
D. It stores energy but not nutrients.

Prompt:
Question: Which describes a material that is not a food?
A. It does not store energy or nutrients.
B. It does not store energy but stores nutrients.
C. It stores energy and nutrients.
D. It stores energy but not nutrients.
Answer:

Question: Which describes a material that is not a food?

Choices:
1. It stores energy but not nutrients.
2. It does not store energy or nutrients.
3. It stores energy and nutrients.
4. It does not store energy but stores nutrients.

Prompt:
Question: Which describes a material that is not a food?
1. It stores energy but not nutrients.
2. It does not store energy or nutrients.
3. It stores energy and nutrients.
4. It does not store energy but stores nutrients.
Answer:

Answer: 1

Question: Which describes a material that is not a food?

Choices:
U. It stores energy but not nutrients.
B. It does not store energy or nutrients.
N. It stores energy and nutrients.
E. It does not store energy but stores nutrients.

Prompt:
Question: Which describes a material that is not a food?
U. It stores energy but not nutrients.
B. It does not store energy or nutrients.
N. It stores energy and nutrients.
E. It does not store energy but stores nutrients.
Answer:

Answer: 1

Question: Which describes a material that is not a food?

Choices:
U. It does not store energy or nutrients.
B. It does not store energy but stores nutrients.
N. It stores energy and nutrients.
E. It stores energy but not nutrients.

Prompt:
Question: Which describes a material that is not a food?
U. It does not store energy or nutrients.
B. It does not store energy but stores nutrients.
N. It stores energy and nutrients.
E. It stores energy but not nutrients.
Answer:


Question: An example of a calcium carbonate deposit in the lithosphere is

Choices:
A. limestone.
B. granite.
C. gneiss.
D. shale.

Prompt:
Question: An example of a calcium carbonate deposit in the lithosphere is
A. limestone.
B. granite.
C. gneiss.
D. shale.
Answer:

Question: An example of a calcium carbonate deposit in the lithosphere is

Choices:
A. granite.
B. limestone.
C. shale.
D. gneiss.

Prompt:
Question: An example of a calcium carbonate deposit in the lithosphere is
A. granite.
B. limestone.
C. shale.
D. gneiss.
Answer:

Answer: 1

Question: An example of a calcium carbonate deposit in the lithosphere is

Choices:
1. limestone.
2. granite.
3. gneiss.
4. shale.

Prompt:
Question: An example of a calcium carbonate deposit in the lithosphere is
1. limestone.
2. granite.
3. gneiss.
4. shale.
Answer:

Question: An example of a calcium carbonate deposit in the lithosphere is

Choices:
N. limestone.
K. granite.
I. gneiss.
L. shale.

Prompt:
Question: An example of a calcium carbonate deposit in the lithosphere is
N. limestone.
K. granite.
I. gneiss.
L. shale.
Answer:

Question: An example of a calcium carbonate deposit in the lithosphere is

Choices:
N. granite.
K. limestone.
I. shale.
L. gneiss.

Prompt:
Question: An example of a calcium carbonate deposit in the lithosphere is
N. granite.
K. limestone.
I. shale.
L. gneiss.
Answer:

Answer: 1


Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always

Choices:
A. male.
B. female.
C. fertile.
D. aggressive.

Prompt:
Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always
A. male.
B. female.
C. fertile.
D. aggressive.
Answer:

Answer: 1

Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always

Choices:
A. fertile.
B. male.
C. aggressive.
D. female.

Prompt:
Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always
A. fertile.
B. male.
C. aggressive.
D. female.
Answer:

Answer: 3

Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always

Choices:
1. male.
2. female.
3. fertile.
4. aggressive.

Prompt:
Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always
1. male.
2. female.
3. fertile.
4. aggressive.
Answer:

Answer: 1

Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always

Choices:
I. male.
Z. female.
D. fertile.
K. aggressive.

Prompt:
Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always
I. male.
Z. female.
D. fertile.
K. aggressive.
Answer:

Answer: 1

Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always

Choices:
I. fertile.
Z. male.
D. aggressive.
K. female.

Prompt:
Question: The color in a Tortoiseshell cat can only be produced by two X chromosomes. This would mean that these types of cats are always
I. fertile.
Z. male.
D. aggressive.
K. female.
Answer:

Answer: 3


Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?

Choices:
A. millimeter
B. milligram
C. kilometer
D. kilogram

Prompt:
Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?
A. millimeter
B. milligram
C. kilometer
D. kilogram
Answer:

Answer: 3

Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?

Choices:
A. kilometer
B. kilogram
C. milligram
D. millimeter

Prompt:
Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?
A. kilometer
B. kilogram
C. milligram
D. millimeter
Answer:

Answer: 1

Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?

Choices:
1. millimeter
2. milligram
3. kilometer
4. kilogram

Prompt:
Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?
1. millimeter
2. milligram
3. kilometer
4. kilogram
Answer:

Answer: 3

Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?

Choices:
G. millimeter
F. milligram
S. kilometer
J. kilogram

Prompt:
Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?
G. millimeter
F. milligram
S. kilometer
J. kilogram
Answer:

Answer: 3

Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?

Choices:
G. kilometer
F. kilogram
S. milligram
J. millimeter

Prompt:
Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?
G. kilometer
F. kilogram
S. milligram
J. millimeter
Answer:

Answer: 1