Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?

Choices:
A. More minerals are lost from the field.
B. More nutrients in the soil are dissolved.
C. The organic matter in the soil increases.
D. The number of organisms in the soil decreases.

Prompt:
Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?
A. More minerals are lost from the field.
B. More nutrients in the soil are dissolved.
C. The organic matter in the soil increases.
D. The number of organisms in the soil decreases.
Answer:

Answer: 2

Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?

Choices:
A. The organic matter in the soil increases.
B. More minerals are lost from the field.
C. More nutrients in the soil are dissolved.
D. The number of organisms in the soil decreases.

Prompt:
Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?
A. The organic matter in the soil increases.
B. More minerals are lost from the field.
C. More nutrients in the soil are dissolved.
D. The number of organisms in the soil decreases.
Answer:

Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?

Choices:
1. More minerals are lost from the field.
2. More nutrients in the soil are dissolved.
3. The organic matter in the soil increases.
4. The number of organisms in the soil decreases.

Prompt:
Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?
1. More minerals are lost from the field.
2. More nutrients in the soil are dissolved.
3. The organic matter in the soil increases.
4. The number of organisms in the soil decreases.
Answer:

Answer: 2

Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?

Choices:
N. More minerals are lost from the field.
G. More nutrients in the soil are dissolved.
Q. The organic matter in the soil increases.
R. The number of organisms in the soil decreases.

Prompt:
Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?
N. More minerals are lost from the field.
G. More nutrients in the soil are dissolved.
Q. The organic matter in the soil increases.
R. The number of organisms in the soil decreases.
Answer:

Answer: 2

Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?

Choices:
N. The organic matter in the soil increases.
G. More minerals are lost from the field.
Q. More nutrients in the soil are dissolved.
R. The number of organisms in the soil decreases.

Prompt:
Question: After fields of crops are harvested, parts of the plants remain on the ground. For many years, farmers have mixed these plant remains into the soil. Which most likely results from this practice?
N. The organic matter in the soil increases.
G. More minerals are lost from the field.
Q. More nutrients in the soil are dissolved.
R. The number of organisms in the soil decreases.
Answer:


Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of

Choices:
A. selective breeding.
B. sexual reproduction.
C. crossbreeding.
D. learned traits.

Prompt:
Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of
A. selective breeding.
B. sexual reproduction.
C. crossbreeding.
D. learned traits.
Answer:

Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of

Choices:
A. crossbreeding.
B. sexual reproduction.
C. selective breeding.
D. learned traits.

Prompt:
Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of
A. crossbreeding.
B. sexual reproduction.
C. selective breeding.
D. learned traits.
Answer:

Answer: 2

Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of

Choices:
1. selective breeding.
2. sexual reproduction.
3. crossbreeding.
4. learned traits.

Prompt:
Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of
1. selective breeding.
2. sexual reproduction.
3. crossbreeding.
4. learned traits.
Answer:

Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of

Choices:
U. selective breeding.
E. sexual reproduction.
Q. crossbreeding.
Y. learned traits.

Prompt:
Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of
U. selective breeding.
E. sexual reproduction.
Q. crossbreeding.
Y. learned traits.
Answer:

Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of

Choices:
U. crossbreeding.
E. sexual reproduction.
Q. selective breeding.
Y. learned traits.

Prompt:
Question: Dalmatian dogs sometimes become deaf due to a recessive trait they may inherit. For this reason, some Dalmatian owners will not let their dogs have puppies if they are deaf. Allowing only Dalmatians that can hear to produce offspring is an example of
U. crossbreeding.
E. sexual reproduction.
Q. selective breeding.
Y. learned traits.
Answer:

Answer: 2


Question: Which of these would help determine the changes in a plant species over geologic time?

Choices:
A. examining the number of plants in a given area
B. examining the type of animals that eat the plant
C. examining the type of seeds the plant produces
D. examining the fossil record of the plant

Prompt:
Question: Which of these would help determine the changes in a plant species over geologic time?
A. examining the number of plants in a given area
B. examining the type of animals that eat the plant
C. examining the type of seeds the plant produces
D. examining the fossil record of the plant
Answer:

Answer: 3

Question: Which of these would help determine the changes in a plant species over geologic time?

Choices:
A. examining the fossil record of the plant
B. examining the type of animals that eat the plant
C. examining the number of plants in a given area
D. examining the type of seeds the plant produces

Prompt:
Question: Which of these would help determine the changes in a plant species over geologic time?
A. examining the fossil record of the plant
B. examining the type of animals that eat the plant
C. examining the number of plants in a given area
D. examining the type of seeds the plant produces
Answer:

Question: Which of these would help determine the changes in a plant species over geologic time?

Choices:
1. examining the number of plants in a given area
2. examining the type of animals that eat the plant
3. examining the type of seeds the plant produces
4. examining the fossil record of the plant

Prompt:
Question: Which of these would help determine the changes in a plant species over geologic time?
1. examining the number of plants in a given area
2. examining the type of animals that eat the plant
3. examining the type of seeds the plant produces
4. examining the fossil record of the plant
Answer:

Answer: 3

Question: Which of these would help determine the changes in a plant species over geologic time?

Choices:
O. examining the number of plants in a given area
K. examining the type of animals that eat the plant
N. examining the type of seeds the plant produces
X. examining the fossil record of the plant

Prompt:
Question: Which of these would help determine the changes in a plant species over geologic time?
O. examining the number of plants in a given area
K. examining the type of animals that eat the plant
N. examining the type of seeds the plant produces
X. examining the fossil record of the plant
Answer:

Answer: 3

Question: Which of these would help determine the changes in a plant species over geologic time?

Choices:
O. examining the fossil record of the plant
K. examining the type of animals that eat the plant
N. examining the number of plants in a given area
X. examining the type of seeds the plant produces

Prompt:
Question: Which of these would help determine the changes in a plant species over geologic time?
O. examining the fossil record of the plant
K. examining the type of animals that eat the plant
N. examining the number of plants in a given area
X. examining the type of seeds the plant produces
Answer:


Question: The rate at which a wave passes through a medium is known as its

Choices:
A. speed.
B. amplitude.
C. acceleration.
D. wavelength.

Prompt:
Question: The rate at which a wave passes through a medium is known as its
A. speed.
B. amplitude.
C. acceleration.
D. wavelength.
Answer:

Question: The rate at which a wave passes through a medium is known as its

Choices:
A. amplitude.
B. wavelength.
C. speed.
D. acceleration.

Prompt:
Question: The rate at which a wave passes through a medium is known as its
A. amplitude.
B. wavelength.
C. speed.
D. acceleration.
Answer:

Answer: 2

Question: The rate at which a wave passes through a medium is known as its

Choices:
1. speed.
2. amplitude.
3. acceleration.
4. wavelength.

Prompt:
Question: The rate at which a wave passes through a medium is known as its
1. speed.
2. amplitude.
3. acceleration.
4. wavelength.
Answer:

Question: The rate at which a wave passes through a medium is known as its

Choices:
A. speed.
H. amplitude.
X. acceleration.
O. wavelength.

Prompt:
Question: The rate at which a wave passes through a medium is known as its
A. speed.
H. amplitude.
X. acceleration.
O. wavelength.
Answer:

Question: The rate at which a wave passes through a medium is known as its

Choices:
A. amplitude.
H. wavelength.
X. speed.
O. acceleration.

Prompt:
Question: The rate at which a wave passes through a medium is known as its
A. amplitude.
H. wavelength.
X. speed.
O. acceleration.
Answer:

Answer: 2


Question: A bee depends on certain flowers for food. The flowers depend on the bee to

Choices:
A. carry pollen for reproduction.
B. make sugars for photosynthesis.
C. remove wastes for healthy growth.
D. sting herbivores for protection.

Prompt:
Question: A bee depends on certain flowers for food. The flowers depend on the bee to
A. carry pollen for reproduction.
B. make sugars for photosynthesis.
C. remove wastes for healthy growth.
D. sting herbivores for protection.
Answer:

Question: A bee depends on certain flowers for food. The flowers depend on the bee to

Choices:
A. remove wastes for healthy growth.
B. make sugars for photosynthesis.
C. sting herbivores for protection.
D. carry pollen for reproduction.

Prompt:
Question: A bee depends on certain flowers for food. The flowers depend on the bee to
A. remove wastes for healthy growth.
B. make sugars for photosynthesis.
C. sting herbivores for protection.
D. carry pollen for reproduction.
Answer:

Answer: 3

Question: A bee depends on certain flowers for food. The flowers depend on the bee to

Choices:
1. carry pollen for reproduction.
2. make sugars for photosynthesis.
3. remove wastes for healthy growth.
4. sting herbivores for protection.

Prompt:
Question: A bee depends on certain flowers for food. The flowers depend on the bee to
1. carry pollen for reproduction.
2. make sugars for photosynthesis.
3. remove wastes for healthy growth.
4. sting herbivores for protection.
Answer:

Question: A bee depends on certain flowers for food. The flowers depend on the bee to

Choices:
U. carry pollen for reproduction.
Y. make sugars for photosynthesis.
C. remove wastes for healthy growth.
L. sting herbivores for protection.

Prompt:
Question: A bee depends on certain flowers for food. The flowers depend on the bee to
U. carry pollen for reproduction.
Y. make sugars for photosynthesis.
C. remove wastes for healthy growth.
L. sting herbivores for protection.
Answer:

Question: A bee depends on certain flowers for food. The flowers depend on the bee to

Choices:
U. remove wastes for healthy growth.
Y. make sugars for photosynthesis.
C. sting herbivores for protection.
L. carry pollen for reproduction.

Prompt:
Question: A bee depends on certain flowers for food. The flowers depend on the bee to
U. remove wastes for healthy growth.
Y. make sugars for photosynthesis.
C. sting herbivores for protection.
L. carry pollen for reproduction.
Answer:

Answer: 3


Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?

Choices:
A. respiratory inflammation
B. cancer
C. poor blood circulation
D. hypertension

Prompt:
Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?
A. respiratory inflammation
B. cancer
C. poor blood circulation
D. hypertension
Answer:

Answer: 1

Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?

Choices:
A. hypertension
B. respiratory inflammation
C. poor blood circulation
D. cancer

Prompt:
Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?
A. hypertension
B. respiratory inflammation
C. poor blood circulation
D. cancer
Answer:

Answer: 3

Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?

Choices:
1. respiratory inflammation
2. cancer
3. poor blood circulation
4. hypertension

Prompt:
Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?
1. respiratory inflammation
2. cancer
3. poor blood circulation
4. hypertension
Answer:

Answer: 1

Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?

Choices:
F. respiratory inflammation
D. cancer
S. poor blood circulation
C. hypertension

Prompt:
Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?
F. respiratory inflammation
D. cancer
S. poor blood circulation
C. hypertension
Answer:

Answer: 1

Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?

Choices:
F. hypertension
D. respiratory inflammation
S. poor blood circulation
C. cancer

Prompt:
Question: Which health issue can be caused directly by a mutation resulting in a continuously growing and dividing cell?
F. hypertension
D. respiratory inflammation
S. poor blood circulation
C. cancer
Answer:

Answer: 3


Question: Which type of light can cause severe eye damage if it is viewed directly?

Choices:
A. an infrared light
B. a laser beam
C. an incandescent light
D. a Bunsen burner flame

Prompt:
Question: Which type of light can cause severe eye damage if it is viewed directly?
A. an infrared light
B. a laser beam
C. an incandescent light
D. a Bunsen burner flame
Answer:

Answer: 1

Question: Which type of light can cause severe eye damage if it is viewed directly?

Choices:
A. a laser beam
B. an infrared light
C. a Bunsen burner flame
D. an incandescent light

Prompt:
Question: Which type of light can cause severe eye damage if it is viewed directly?
A. a laser beam
B. an infrared light
C. a Bunsen burner flame
D. an incandescent light
Answer:

Question: Which type of light can cause severe eye damage if it is viewed directly?

Choices:
1. an infrared light
2. a laser beam
3. an incandescent light
4. a Bunsen burner flame

Prompt:
Question: Which type of light can cause severe eye damage if it is viewed directly?
1. an infrared light
2. a laser beam
3. an incandescent light
4. a Bunsen burner flame
Answer:

Answer: 1

Question: Which type of light can cause severe eye damage if it is viewed directly?

Choices:
R. an infrared light
O. a laser beam
X. an incandescent light
Y. a Bunsen burner flame

Prompt:
Question: Which type of light can cause severe eye damage if it is viewed directly?
R. an infrared light
O. a laser beam
X. an incandescent light
Y. a Bunsen burner flame
Answer:

Answer: 1

Question: Which type of light can cause severe eye damage if it is viewed directly?

Choices:
R. a laser beam
O. an infrared light
X. a Bunsen burner flame
Y. an incandescent light

Prompt:
Question: Which type of light can cause severe eye damage if it is viewed directly?
R. a laser beam
O. an infrared light
X. a Bunsen burner flame
Y. an incandescent light
Answer:


Question: Which is a mineral that forms through evaporative processes?

Choices:
A. halite
B. silver
C. gold
D. quartz

Prompt:
Question: Which is a mineral that forms through evaporative processes?
A. halite
B. silver
C. gold
D. quartz
Answer:

Question: Which is a mineral that forms through evaporative processes?

Choices:
A. gold
B. quartz
C. halite
D. silver

Prompt:
Question: Which is a mineral that forms through evaporative processes?
A. gold
B. quartz
C. halite
D. silver
Answer:

Answer: 2

Question: Which is a mineral that forms through evaporative processes?

Choices:
1. halite
2. silver
3. gold
4. quartz

Prompt:
Question: Which is a mineral that forms through evaporative processes?
1. halite
2. silver
3. gold
4. quartz
Answer:

Question: Which is a mineral that forms through evaporative processes?

Choices:
E. halite
N. silver
K. gold
T. quartz

Prompt:
Question: Which is a mineral that forms through evaporative processes?
E. halite
N. silver
K. gold
T. quartz
Answer:

Question: Which is a mineral that forms through evaporative processes?

Choices:
E. gold
N. quartz
K. halite
T. silver

Prompt:
Question: Which is a mineral that forms through evaporative processes?
E. gold
N. quartz
K. halite
T. silver
Answer:

Answer: 2


Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?

Choices:
A. oxygen
B. nitrogen
C. methane
D. water vapor

Prompt:
Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?
A. oxygen
B. nitrogen
C. methane
D. water vapor
Answer:

Answer: 3

Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?

Choices:
A. water vapor
B. oxygen
C. nitrogen
D. methane

Prompt:
Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?
A. water vapor
B. oxygen
C. nitrogen
D. methane
Answer:

Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?

Choices:
1. oxygen
2. nitrogen
3. methane
4. water vapor

Prompt:
Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?
1. oxygen
2. nitrogen
3. methane
4. water vapor
Answer:

Answer: 3

Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?

Choices:
R. oxygen
M. nitrogen
D. methane
E. water vapor

Prompt:
Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?
R. oxygen
M. nitrogen
D. methane
E. water vapor
Answer:

Answer: 3

Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?

Choices:
R. water vapor
M. oxygen
D. nitrogen
E. methane

Prompt:
Question: Which atmospheric gas has the greatest effect on the weather conditions associated with an air mass?
R. water vapor
M. oxygen
D. nitrogen
E. methane
Answer:


Question: What is an example of a force producing heat?

Choices:
A. an apple falling from a tree branch
B. doorbell ringing when a switch is pushed
C. a wagon rolling across a yard when pulled
D. two sticks getting warm when rubbed together

Prompt:
Question: What is an example of a force producing heat?
A. an apple falling from a tree branch
B. doorbell ringing when a switch is pushed
C. a wagon rolling across a yard when pulled
D. two sticks getting warm when rubbed together
Answer:

Answer: 3

Question: What is an example of a force producing heat?

Choices:
A. a wagon rolling across a yard when pulled
B. doorbell ringing when a switch is pushed
C. two sticks getting warm when rubbed together
D. an apple falling from a tree branch

Prompt:
Question: What is an example of a force producing heat?
A. a wagon rolling across a yard when pulled
B. doorbell ringing when a switch is pushed
C. two sticks getting warm when rubbed together
D. an apple falling from a tree branch
Answer:

Answer: 2

Question: What is an example of a force producing heat?

Choices:
1. an apple falling from a tree branch
2. doorbell ringing when a switch is pushed
3. a wagon rolling across a yard when pulled
4. two sticks getting warm when rubbed together

Prompt:
Question: What is an example of a force producing heat?
1. an apple falling from a tree branch
2. doorbell ringing when a switch is pushed
3. a wagon rolling across a yard when pulled
4. two sticks getting warm when rubbed together
Answer:

Answer: 3

Question: What is an example of a force producing heat?

Choices:
O. an apple falling from a tree branch
F. doorbell ringing when a switch is pushed
R. a wagon rolling across a yard when pulled
A. two sticks getting warm when rubbed together

Prompt:
Question: What is an example of a force producing heat?
O. an apple falling from a tree branch
F. doorbell ringing when a switch is pushed
R. a wagon rolling across a yard when pulled
A. two sticks getting warm when rubbed together
Answer:

Answer: 3

Question: What is an example of a force producing heat?

Choices:
O. a wagon rolling across a yard when pulled
F. doorbell ringing when a switch is pushed
R. two sticks getting warm when rubbed together
A. an apple falling from a tree branch

Prompt:
Question: What is an example of a force producing heat?
O. a wagon rolling across a yard when pulled
F. doorbell ringing when a switch is pushed
R. two sticks getting warm when rubbed together
A. an apple falling from a tree branch
Answer:

Answer: 2


Question: What virus structure is similar in function to a cell membrane?

Choices:
A. protein shell
B. internal protein
C. tail sheath
D. end plate

Prompt:
Question: What virus structure is similar in function to a cell membrane?
A. protein shell
B. internal protein
C. tail sheath
D. end plate
Answer:

Question: What virus structure is similar in function to a cell membrane?

Choices:
A. tail sheath
B. protein shell
C. internal protein
D. end plate

Prompt:
Question: What virus structure is similar in function to a cell membrane?
A. tail sheath
B. protein shell
C. internal protein
D. end plate
Answer:

Answer: 1

Question: What virus structure is similar in function to a cell membrane?

Choices:
1. protein shell
2. internal protein
3. tail sheath
4. end plate

Prompt:
Question: What virus structure is similar in function to a cell membrane?
1. protein shell
2. internal protein
3. tail sheath
4. end plate
Answer:

Question: What virus structure is similar in function to a cell membrane?

Choices:
I. protein shell
H. internal protein
J. tail sheath
B. end plate

Prompt:
Question: What virus structure is similar in function to a cell membrane?
I. protein shell
H. internal protein
J. tail sheath
B. end plate
Answer:

Question: What virus structure is similar in function to a cell membrane?

Choices:
I. tail sheath
H. protein shell
J. internal protein
B. end plate

Prompt:
Question: What virus structure is similar in function to a cell membrane?
I. tail sheath
H. protein shell
J. internal protein
B. end plate
Answer:

Answer: 1


Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?

Choices:
A. the molecular mass
B. the sequence of base pairs
C. the distribution of electrical charges
D. the folded three-dimensional shape

Prompt:
Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?
A. the molecular mass
B. the sequence of base pairs
C. the distribution of electrical charges
D. the folded three-dimensional shape
Answer:

Answer: 1

Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?

Choices:
A. the molecular mass
B. the folded three-dimensional shape
C. the sequence of base pairs
D. the distribution of electrical charges

Prompt:
Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?
A. the molecular mass
B. the folded three-dimensional shape
C. the sequence of base pairs
D. the distribution of electrical charges
Answer:

Answer: 2

Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?

Choices:
1. the molecular mass
2. the sequence of base pairs
3. the distribution of electrical charges
4. the folded three-dimensional shape

Prompt:
Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?
1. the molecular mass
2. the sequence of base pairs
3. the distribution of electrical charges
4. the folded three-dimensional shape
Answer:

Answer: 1

Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?

Choices:
H. the molecular mass
P. the sequence of base pairs
T. the distribution of electrical charges
W. the folded three-dimensional shape

Prompt:
Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?
H. the molecular mass
P. the sequence of base pairs
T. the distribution of electrical charges
W. the folded three-dimensional shape
Answer:

Answer: 1

Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?

Choices:
H. the molecular mass
P. the folded three-dimensional shape
T. the sequence of base pairs
W. the distribution of electrical charges

Prompt:
Question: What aspect of the DNA molecule encodes hereditary information concerning an organism's traits?
H. the molecular mass
P. the folded three-dimensional shape
T. the sequence of base pairs
W. the distribution of electrical charges
Answer:

Answer: 2


Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?

Choices:
A. Jessica inherited both genes from her father.
B. Jessica inherited both genes from her mother.
C. Jessica inherited one recessive form of the gene from each parents from each parent.
D. Jessica inherited one dominant from of the gene from each parent.

Prompt:
Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?
A. Jessica inherited both genes from her father.
B. Jessica inherited both genes from her mother.
C. Jessica inherited one recessive form of the gene from each parents from each parent.
D. Jessica inherited one dominant from of the gene from each parent.
Answer:

Answer: 2

Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?

Choices:
A. Jessica inherited one recessive form of the gene from each parents from each parent.
B. Jessica inherited both genes from her mother.
C. Jessica inherited one dominant from of the gene from each parent.
D. Jessica inherited both genes from her father.

Prompt:
Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?
A. Jessica inherited one recessive form of the gene from each parents from each parent.
B. Jessica inherited both genes from her mother.
C. Jessica inherited one dominant from of the gene from each parent.
D. Jessica inherited both genes from her father.
Answer:

Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?

Choices:
1. Jessica inherited both genes from her father.
2. Jessica inherited both genes from her mother.
3. Jessica inherited one recessive form of the gene from each parents from each parent.
4. Jessica inherited one dominant from of the gene from each parent.

Prompt:
Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?
1. Jessica inherited both genes from her father.
2. Jessica inherited both genes from her mother.
3. Jessica inherited one recessive form of the gene from each parents from each parent.
4. Jessica inherited one dominant from of the gene from each parent.
Answer:

Answer: 2

Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?

Choices:
O. Jessica inherited both genes from her father.
P. Jessica inherited both genes from her mother.
Y. Jessica inherited one recessive form of the gene from each parents from each parent.
M. Jessica inherited one dominant from of the gene from each parent.

Prompt:
Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?
O. Jessica inherited both genes from her father.
P. Jessica inherited both genes from her mother.
Y. Jessica inherited one recessive form of the gene from each parents from each parent.
M. Jessica inherited one dominant from of the gene from each parent.
Answer:

Answer: 2

Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?

Choices:
O. Jessica inherited one recessive form of the gene from each parents from each parent.
P. Jessica inherited both genes from her mother.
Y. Jessica inherited one dominant from of the gene from each parent.
M. Jessica inherited both genes from her father.

Prompt:
Question: If Jessica has light eyes (bb) and both of her parents have dark eyes (Bb), which statement is true?
O. Jessica inherited one recessive form of the gene from each parents from each parent.
P. Jessica inherited both genes from her mother.
Y. Jessica inherited one dominant from of the gene from each parent.
M. Jessica inherited both genes from her father.
Answer:


Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by

Choices:
A. grass.
B. water.
C. forests.
D. mountains.

Prompt:
Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by
A. grass.
B. water.
C. forests.
D. mountains.
Answer:

Answer: 1

Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by

Choices:
A. grass.
B. mountains.
C. water.
D. forests.

Prompt:
Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by
A. grass.
B. mountains.
C. water.
D. forests.
Answer:

Answer: 2

Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by

Choices:
1. grass.
2. water.
3. forests.
4. mountains.

Prompt:
Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by
1. grass.
2. water.
3. forests.
4. mountains.
Answer:

Answer: 1

Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by

Choices:
K. grass.
J. water.
G. forests.
B. mountains.

Prompt:
Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by
K. grass.
J. water.
G. forests.
B. mountains.
Answer:

Answer: 1

Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by

Choices:
K. grass.
J. mountains.
G. water.
B. forests.

Prompt:
Question: The fossils of extinct sea animals called trilobites are found in Ohio. This means Ohio was once covered by
K. grass.
J. mountains.
G. water.
B. forests.
Answer:

Answer: 2


Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?

Choices:
A. color
B. odor
C. taste
D. texture

Prompt:
Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?
A. color
B. odor
C. taste
D. texture
Answer:

Answer: 3

Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?

Choices:
A. taste
B. odor
C. texture
D. color

Prompt:
Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?
A. taste
B. odor
C. texture
D. color
Answer:

Answer: 2

Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?

Choices:
1. color
2. odor
3. taste
4. texture

Prompt:
Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?
1. color
2. odor
3. taste
4. texture
Answer:

Answer: 3

Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?

Choices:
J. color
D. odor
P. taste
W. texture

Prompt:
Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?
J. color
D. odor
P. taste
W. texture
Answer:

Answer: 3

Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?

Choices:
J. taste
D. odor
P. texture
W. color

Prompt:
Question: A student reaches into a bag of objects. Which property of the objects can be observed by using only the sense of touch?
J. taste
D. odor
P. texture
W. color
Answer:

Answer: 2


Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?

Choices:
A. lava
B. glaciers
C. igneous rock
D. metamorphic rock

Prompt:
Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?
A. lava
B. glaciers
C. igneous rock
D. metamorphic rock
Answer:

Answer: 2

Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?

Choices:
A. igneous rock
B. metamorphic rock
C. glaciers
D. lava

Prompt:
Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?
A. igneous rock
B. metamorphic rock
C. glaciers
D. lava
Answer:

Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?

Choices:
1. lava
2. glaciers
3. igneous rock
4. metamorphic rock

Prompt:
Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?
1. lava
2. glaciers
3. igneous rock
4. metamorphic rock
Answer:

Answer: 2

Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?

Choices:
Q. lava
T. glaciers
E. igneous rock
N. metamorphic rock

Prompt:
Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?
Q. lava
T. glaciers
E. igneous rock
N. metamorphic rock
Answer:

Answer: 2

Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?

Choices:
Q. igneous rock
T. metamorphic rock
E. glaciers
N. lava

Prompt:
Question: According to the rock cycle, when liquid magma cools into a solid, what is formed?
Q. igneous rock
T. metamorphic rock
E. glaciers
N. lava
Answer:


Question: Which of the following statements best describes photosynthesis?

Choices:
A. Carbon dioxide and water are turned into sugar and oxygen.
B. Sugar and oxygen are turned into water and carbon dioxide.
C. Oxygen and carbon dioxide are turned into water and sugar.
D. Water and sugar are turned into oxygen and carbon dioxide.

Prompt:
Question: Which of the following statements best describes photosynthesis?
A. Carbon dioxide and water are turned into sugar and oxygen.
B. Sugar and oxygen are turned into water and carbon dioxide.
C. Oxygen and carbon dioxide are turned into water and sugar.
D. Water and sugar are turned into oxygen and carbon dioxide.
Answer:

Question: Which of the following statements best describes photosynthesis?

Choices:
A. Water and sugar are turned into oxygen and carbon dioxide.
B. Carbon dioxide and water are turned into sugar and oxygen.
C. Oxygen and carbon dioxide are turned into water and sugar.
D. Sugar and oxygen are turned into water and carbon dioxide.

Prompt:
Question: Which of the following statements best describes photosynthesis?
A. Water and sugar are turned into oxygen and carbon dioxide.
B. Carbon dioxide and water are turned into sugar and oxygen.
C. Oxygen and carbon dioxide are turned into water and sugar.
D. Sugar and oxygen are turned into water and carbon dioxide.
Answer:

Answer: 1

Question: Which of the following statements best describes photosynthesis?

Choices:
1. Carbon dioxide and water are turned into sugar and oxygen.
2. Sugar and oxygen are turned into water and carbon dioxide.
3. Oxygen and carbon dioxide are turned into water and sugar.
4. Water and sugar are turned into oxygen and carbon dioxide.

Prompt:
Question: Which of the following statements best describes photosynthesis?
1. Carbon dioxide and water are turned into sugar and oxygen.
2. Sugar and oxygen are turned into water and carbon dioxide.
3. Oxygen and carbon dioxide are turned into water and sugar.
4. Water and sugar are turned into oxygen and carbon dioxide.
Answer:

Question: Which of the following statements best describes photosynthesis?

Choices:
S. Carbon dioxide and water are turned into sugar and oxygen.
W. Sugar and oxygen are turned into water and carbon dioxide.
U. Oxygen and carbon dioxide are turned into water and sugar.
L. Water and sugar are turned into oxygen and carbon dioxide.

Prompt:
Question: Which of the following statements best describes photosynthesis?
S. Carbon dioxide and water are turned into sugar and oxygen.
W. Sugar and oxygen are turned into water and carbon dioxide.
U. Oxygen and carbon dioxide are turned into water and sugar.
L. Water and sugar are turned into oxygen and carbon dioxide.
Answer:

Question: Which of the following statements best describes photosynthesis?

Choices:
S. Water and sugar are turned into oxygen and carbon dioxide.
W. Carbon dioxide and water are turned into sugar and oxygen.
U. Oxygen and carbon dioxide are turned into water and sugar.
L. Sugar and oxygen are turned into water and carbon dioxide.

Prompt:
Question: Which of the following statements best describes photosynthesis?
S. Water and sugar are turned into oxygen and carbon dioxide.
W. Carbon dioxide and water are turned into sugar and oxygen.
U. Oxygen and carbon dioxide are turned into water and sugar.
L. Sugar and oxygen are turned into water and carbon dioxide.
Answer:

Answer: 1


Question: What part of a plant needs sunlight to do its job?

Choices:
A. stem
B. root
C. leaf
D. flower

Prompt:
Question: What part of a plant needs sunlight to do its job?
A. stem
B. root
C. leaf
D. flower
Answer:

Answer: 2

Question: What part of a plant needs sunlight to do its job?

Choices:
A. flower
B. leaf
C. root
D. stem

Prompt:
Question: What part of a plant needs sunlight to do its job?
A. flower
B. leaf
C. root
D. stem
Answer:

Answer: 1

Question: What part of a plant needs sunlight to do its job?

Choices:
1. stem
2. root
3. leaf
4. flower

Prompt:
Question: What part of a plant needs sunlight to do its job?
1. stem
2. root
3. leaf
4. flower
Answer:

Answer: 2

Question: What part of a plant needs sunlight to do its job?

Choices:
O. stem
L. root
C. leaf
R. flower

Prompt:
Question: What part of a plant needs sunlight to do its job?
O. stem
L. root
C. leaf
R. flower
Answer:

Answer: 2

Question: What part of a plant needs sunlight to do its job?

Choices:
O. flower
L. leaf
C. root
R. stem

Prompt:
Question: What part of a plant needs sunlight to do its job?
O. flower
L. leaf
C. root
R. stem
Answer:

Answer: 1


Question: To make an electromagnet, a conductor should be coiled around -

Choices:
A. a glass tube
B. an iron nail
C. a roll of paper
D. a wooden stick

Prompt:
Question: To make an electromagnet, a conductor should be coiled around -
A. a glass tube
B. an iron nail
C. a roll of paper
D. a wooden stick
Answer:

Answer: 1

Question: To make an electromagnet, a conductor should be coiled around -

Choices:
A. an iron nail
B. a roll of paper
C. a glass tube
D. a wooden stick

Prompt:
Question: To make an electromagnet, a conductor should be coiled around -
A. an iron nail
B. a roll of paper
C. a glass tube
D. a wooden stick
Answer:

Question: To make an electromagnet, a conductor should be coiled around -

Choices:
1. a glass tube
2. an iron nail
3. a roll of paper
4. a wooden stick

Prompt:
Question: To make an electromagnet, a conductor should be coiled around -
1. a glass tube
2. an iron nail
3. a roll of paper
4. a wooden stick
Answer:

Answer: 1

Question: To make an electromagnet, a conductor should be coiled around -

Choices:
A. a glass tube
Z. an iron nail
V. a roll of paper
Y. a wooden stick

Prompt:
Question: To make an electromagnet, a conductor should be coiled around -
A. a glass tube
Z. an iron nail
V. a roll of paper
Y. a wooden stick
Answer:

Answer: 1

Question: To make an electromagnet, a conductor should be coiled around -

Choices:
A. an iron nail
Z. a roll of paper
V. a glass tube
Y. a wooden stick

Prompt:
Question: To make an electromagnet, a conductor should be coiled around -
A. an iron nail
Z. a roll of paper
V. a glass tube
Y. a wooden stick
Answer:


Question: Which two solar system objects have the least amount of distance between them?

Choices:
A. the Sun and Mars
B. Earth and Jupiter
C. the Sun and Earth
D. Earth and the Moon

Prompt:
Question: Which two solar system objects have the least amount of distance between them?
A. the Sun and Mars
B. Earth and Jupiter
C. the Sun and Earth
D. Earth and the Moon
Answer:

Answer: 3

Question: Which two solar system objects have the least amount of distance between them?

Choices:
A. Earth and the Moon
B. the Sun and Mars
C. the Sun and Earth
D. Earth and Jupiter

Prompt:
Question: Which two solar system objects have the least amount of distance between them?
A. Earth and the Moon
B. the Sun and Mars
C. the Sun and Earth
D. Earth and Jupiter
Answer:

Question: Which two solar system objects have the least amount of distance between them?

Choices:
1. the Sun and Mars
2. Earth and Jupiter
3. the Sun and Earth
4. Earth and the Moon

Prompt:
Question: Which two solar system objects have the least amount of distance between them?
1. the Sun and Mars
2. Earth and Jupiter
3. the Sun and Earth
4. Earth and the Moon
Answer:

Answer: 3

Question: Which two solar system objects have the least amount of distance between them?

Choices:
B. the Sun and Mars
P. Earth and Jupiter
G. the Sun and Earth
S. Earth and the Moon

Prompt:
Question: Which two solar system objects have the least amount of distance between them?
B. the Sun and Mars
P. Earth and Jupiter
G. the Sun and Earth
S. Earth and the Moon
Answer:

Answer: 3

Question: Which two solar system objects have the least amount of distance between them?

Choices:
B. Earth and the Moon
P. the Sun and Mars
G. the Sun and Earth
S. Earth and Jupiter

Prompt:
Question: Which two solar system objects have the least amount of distance between them?
B. Earth and the Moon
P. the Sun and Mars
G. the Sun and Earth
S. Earth and Jupiter
Answer:


Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?

Choices:
A. size
B. shape
C. color
D. brightness

Prompt:
Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?
A. size
B. shape
C. color
D. brightness
Answer:

Answer: 1

Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?

Choices:
A. brightness
B. size
C. shape
D. color

Prompt:
Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?
A. brightness
B. size
C. shape
D. color
Answer:

Answer: 2

Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?

Choices:
1. size
2. shape
3. color
4. brightness

Prompt:
Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?
1. size
2. shape
3. color
4. brightness
Answer:

Answer: 1

Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?

Choices:
Q. size
V. shape
C. color
S. brightness

Prompt:
Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?
Q. size
V. shape
C. color
S. brightness
Answer:

Answer: 1

Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?

Choices:
Q. brightness
V. size
C. shape
S. color

Prompt:
Question: Just as biologists classify living things, astronomers classify galaxies. What feature is used to classify galaxies?
Q. brightness
V. size
C. shape
S. color
Answer:

Answer: 2


Question: Which will most likely cause an earthquake?

Choices:
A. plates slipping along a fault
B. a hurricane hitting a shoreline
C. water weathering rocks on the ocean floor
D. tidal stresses resulting from the distance between Earth and the Moon

Prompt:
Question: Which will most likely cause an earthquake?
A. plates slipping along a fault
B. a hurricane hitting a shoreline
C. water weathering rocks on the ocean floor
D. tidal stresses resulting from the distance between Earth and the Moon
Answer:

Question: Which will most likely cause an earthquake?

Choices:
A. a hurricane hitting a shoreline
B. tidal stresses resulting from the distance between Earth and the Moon
C. water weathering rocks on the ocean floor
D. plates slipping along a fault

Prompt:
Question: Which will most likely cause an earthquake?
A. a hurricane hitting a shoreline
B. tidal stresses resulting from the distance between Earth and the Moon
C. water weathering rocks on the ocean floor
D. plates slipping along a fault
Answer:

Answer: 3

Question: Which will most likely cause an earthquake?

Choices:
1. plates slipping along a fault
2. a hurricane hitting a shoreline
3. water weathering rocks on the ocean floor
4. tidal stresses resulting from the distance between Earth and the Moon

Prompt:
Question: Which will most likely cause an earthquake?
1. plates slipping along a fault
2. a hurricane hitting a shoreline
3. water weathering rocks on the ocean floor
4. tidal stresses resulting from the distance between Earth and the Moon
Answer:

Question: Which will most likely cause an earthquake?

Choices:
Y. plates slipping along a fault
S. a hurricane hitting a shoreline
I. water weathering rocks on the ocean floor
U. tidal stresses resulting from the distance between Earth and the Moon

Prompt:
Question: Which will most likely cause an earthquake?
Y. plates slipping along a fault
S. a hurricane hitting a shoreline
I. water weathering rocks on the ocean floor
U. tidal stresses resulting from the distance between Earth and the Moon
Answer:

Question: Which will most likely cause an earthquake?

Choices:
Y. a hurricane hitting a shoreline
S. tidal stresses resulting from the distance between Earth and the Moon
I. water weathering rocks on the ocean floor
U. plates slipping along a fault

Prompt:
Question: Which will most likely cause an earthquake?
Y. a hurricane hitting a shoreline
S. tidal stresses resulting from the distance between Earth and the Moon
I. water weathering rocks on the ocean floor
U. plates slipping along a fault
Answer:

Answer: 3


Question: Over time, coal began to form from

Choices:
A. snow and ice.
B. sand and rock.
C. many dead plants.
D. lots of animal bones.

Prompt:
Question: Over time, coal began to form from
A. snow and ice.
B. sand and rock.
C. many dead plants.
D. lots of animal bones.
Answer:

Answer: 2

Question: Over time, coal began to form from

Choices:
A. lots of animal bones.
B. sand and rock.
C. snow and ice.
D. many dead plants.

Prompt:
Question: Over time, coal began to form from
A. lots of animal bones.
B. sand and rock.
C. snow and ice.
D. many dead plants.
Answer:

Answer: 3

Question: Over time, coal began to form from

Choices:
1. snow and ice.
2. sand and rock.
3. many dead plants.
4. lots of animal bones.

Prompt:
Question: Over time, coal began to form from
1. snow and ice.
2. sand and rock.
3. many dead plants.
4. lots of animal bones.
Answer:

Answer: 2

Question: Over time, coal began to form from

Choices:
G. snow and ice.
T. sand and rock.
Z. many dead plants.
D. lots of animal bones.

Prompt:
Question: Over time, coal began to form from
G. snow and ice.
T. sand and rock.
Z. many dead plants.
D. lots of animal bones.
Answer:

Answer: 2

Question: Over time, coal began to form from

Choices:
G. lots of animal bones.
T. sand and rock.
Z. snow and ice.
D. many dead plants.

Prompt:
Question: Over time, coal began to form from
G. lots of animal bones.
T. sand and rock.
Z. snow and ice.
D. many dead plants.
Answer:

Answer: 3


Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters

Choices:
A. wind patterns
B. air temperatures
C. the quality of water
D. the amount of precipitation

Prompt:
Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters
A. wind patterns
B. air temperatures
C. the quality of water
D. the amount of precipitation
Answer:

Answer: 2

Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters

Choices:
A. the quality of water
B. wind patterns
C. air temperatures
D. the amount of precipitation

Prompt:
Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters
A. the quality of water
B. wind patterns
C. air temperatures
D. the amount of precipitation
Answer:

Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters

Choices:
1. wind patterns
2. air temperatures
3. the quality of water
4. the amount of precipitation

Prompt:
Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters
1. wind patterns
2. air temperatures
3. the quality of water
4. the amount of precipitation
Answer:

Answer: 2

Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters

Choices:
P. wind patterns
E. air temperatures
T. the quality of water
Z. the amount of precipitation

Prompt:
Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters
P. wind patterns
E. air temperatures
T. the quality of water
Z. the amount of precipitation
Answer:

Answer: 2

Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters

Choices:
P. the quality of water
E. wind patterns
T. air temperatures
Z. the amount of precipitation

Prompt:
Question: Scientists have monitored the amount of acid rainfall in Frederick County, Maryland, since 1982. Humans in Frederick County are affected by acid rain because acid rain alters
P. the quality of water
E. wind patterns
T. air temperatures
Z. the amount of precipitation
Answer:


Question: Astronauts weigh more on Earth than they do on the moon because

Choices:
A. they have less mass on the moon.
B. their density decreases on the moon.
C. the moon has less gravity than Earth.
D. the moon has less friction than Earth.

Prompt:
Question: Astronauts weigh more on Earth than they do on the moon because
A. they have less mass on the moon.
B. their density decreases on the moon.
C. the moon has less gravity than Earth.
D. the moon has less friction than Earth.
Answer:

Answer: 2

Question: Astronauts weigh more on Earth than they do on the moon because

Choices:
A. their density decreases on the moon.
B. they have less mass on the moon.
C. the moon has less friction than Earth.
D. the moon has less gravity than Earth.

Prompt:
Question: Astronauts weigh more on Earth than they do on the moon because
A. their density decreases on the moon.
B. they have less mass on the moon.
C. the moon has less friction than Earth.
D. the moon has less gravity than Earth.
Answer:

Answer: 3

Question: Astronauts weigh more on Earth than they do on the moon because

Choices:
1. they have less mass on the moon.
2. their density decreases on the moon.
3. the moon has less gravity than Earth.
4. the moon has less friction than Earth.

Prompt:
Question: Astronauts weigh more on Earth than they do on the moon because
1. they have less mass on the moon.
2. their density decreases on the moon.
3. the moon has less gravity than Earth.
4. the moon has less friction than Earth.
Answer:

Answer: 2

Question: Astronauts weigh more on Earth than they do on the moon because

Choices:
B. they have less mass on the moon.
S. their density decreases on the moon.
X. the moon has less gravity than Earth.
Y. the moon has less friction than Earth.

Prompt:
Question: Astronauts weigh more on Earth than they do on the moon because
B. they have less mass on the moon.
S. their density decreases on the moon.
X. the moon has less gravity than Earth.
Y. the moon has less friction than Earth.
Answer:

Answer: 2

Question: Astronauts weigh more on Earth than they do on the moon because

Choices:
B. their density decreases on the moon.
S. they have less mass on the moon.
X. the moon has less friction than Earth.
Y. the moon has less gravity than Earth.

Prompt:
Question: Astronauts weigh more on Earth than they do on the moon because
B. their density decreases on the moon.
S. they have less mass on the moon.
X. the moon has less friction than Earth.
Y. the moon has less gravity than Earth.
Answer:

Answer: 3


Question: Which of the following would most likely result in an abnormal chromosome number?

Choices:
A. The deletion of DNA during translation.
B. Mutations occurring during the blastula stage.
C. DNA exposed to radiation after the birth of the organism.
D. Failure of homologous chromosomes to separate during meiosis.

Prompt:
Question: Which of the following would most likely result in an abnormal chromosome number?
A. The deletion of DNA during translation.
B. Mutations occurring during the blastula stage.
C. DNA exposed to radiation after the birth of the organism.
D. Failure of homologous chromosomes to separate during meiosis.
Answer:

Answer: 3

Question: Which of the following would most likely result in an abnormal chromosome number?

Choices:
A. Failure of homologous chromosomes to separate during meiosis.
B. DNA exposed to radiation after the birth of the organism.
C. The deletion of DNA during translation.
D. Mutations occurring during the blastula stage.

Prompt:
Question: Which of the following would most likely result in an abnormal chromosome number?
A. Failure of homologous chromosomes to separate during meiosis.
B. DNA exposed to radiation after the birth of the organism.
C. The deletion of DNA during translation.
D. Mutations occurring during the blastula stage.
Answer:

Question: Which of the following would most likely result in an abnormal chromosome number?

Choices:
1. The deletion of DNA during translation.
2. Mutations occurring during the blastula stage.
3. DNA exposed to radiation after the birth of the organism.
4. Failure of homologous chromosomes to separate during meiosis.

Prompt:
Question: Which of the following would most likely result in an abnormal chromosome number?
1. The deletion of DNA during translation.
2. Mutations occurring during the blastula stage.
3. DNA exposed to radiation after the birth of the organism.
4. Failure of homologous chromosomes to separate during meiosis.
Answer:

Answer: 3

Question: Which of the following would most likely result in an abnormal chromosome number?

Choices:
N. The deletion of DNA during translation.
T. Mutations occurring during the blastula stage.
X. DNA exposed to radiation after the birth of the organism.
Z. Failure of homologous chromosomes to separate during meiosis.

Prompt:
Question: Which of the following would most likely result in an abnormal chromosome number?
N. The deletion of DNA during translation.
T. Mutations occurring during the blastula stage.
X. DNA exposed to radiation after the birth of the organism.
Z. Failure of homologous chromosomes to separate during meiosis.
Answer:

Answer: 3

Question: Which of the following would most likely result in an abnormal chromosome number?

Choices:
N. Failure of homologous chromosomes to separate during meiosis.
T. DNA exposed to radiation after the birth of the organism.
X. The deletion of DNA during translation.
Z. Mutations occurring during the blastula stage.

Prompt:
Question: Which of the following would most likely result in an abnormal chromosome number?
N. Failure of homologous chromosomes to separate during meiosis.
T. DNA exposed to radiation after the birth of the organism.
X. The deletion of DNA during translation.
Z. Mutations occurring during the blastula stage.
Answer:


Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?

Choices:
A. field mouse, rabbit, pheasant
B. gull, tree frog, grasshopper
C. coyote, antelope, bison
D. squirrel, deer, woodpecker

Prompt:
Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?
A. field mouse, rabbit, pheasant
B. gull, tree frog, grasshopper
C. coyote, antelope, bison
D. squirrel, deer, woodpecker
Answer:

Answer: 3

Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?

Choices:
A. squirrel, deer, woodpecker
B. gull, tree frog, grasshopper
C. field mouse, rabbit, pheasant
D. coyote, antelope, bison

Prompt:
Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?
A. squirrel, deer, woodpecker
B. gull, tree frog, grasshopper
C. field mouse, rabbit, pheasant
D. coyote, antelope, bison
Answer:

Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?

Choices:
1. field mouse, rabbit, pheasant
2. gull, tree frog, grasshopper
3. coyote, antelope, bison
4. squirrel, deer, woodpecker

Prompt:
Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?
1. field mouse, rabbit, pheasant
2. gull, tree frog, grasshopper
3. coyote, antelope, bison
4. squirrel, deer, woodpecker
Answer:

Answer: 3

Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?

Choices:
K. field mouse, rabbit, pheasant
C. gull, tree frog, grasshopper
B. coyote, antelope, bison
X. squirrel, deer, woodpecker

Prompt:
Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?
K. field mouse, rabbit, pheasant
C. gull, tree frog, grasshopper
B. coyote, antelope, bison
X. squirrel, deer, woodpecker
Answer:

Answer: 3

Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?

Choices:
K. squirrel, deer, woodpecker
C. gull, tree frog, grasshopper
B. field mouse, rabbit, pheasant
X. coyote, antelope, bison

Prompt:
Question: In which group of animals below are all of the members well adapted to living in a forest ecosystem?
K. squirrel, deer, woodpecker
C. gull, tree frog, grasshopper
B. field mouse, rabbit, pheasant
X. coyote, antelope, bison
Answer:


Question: A telescope would be most useful in answering which question?

Choices:
A. How do rockets move in space?
B. What shape is a human skin cell?
C. What is on the surface of the Moon?
D. How do worms breathe underground?

Prompt:
Question: A telescope would be most useful in answering which question?
A. How do rockets move in space?
B. What shape is a human skin cell?
C. What is on the surface of the Moon?
D. How do worms breathe underground?
Answer:

Answer: 2

Question: A telescope would be most useful in answering which question?

Choices:
A. How do worms breathe underground?
B. What is on the surface of the Moon?
C. What shape is a human skin cell?
D. How do rockets move in space?

Prompt:
Question: A telescope would be most useful in answering which question?
A. How do worms breathe underground?
B. What is on the surface of the Moon?
C. What shape is a human skin cell?
D. How do rockets move in space?
Answer:

Answer: 1

Question: A telescope would be most useful in answering which question?

Choices:
1. How do rockets move in space?
2. What shape is a human skin cell?
3. What is on the surface of the Moon?
4. How do worms breathe underground?

Prompt:
Question: A telescope would be most useful in answering which question?
1. How do rockets move in space?
2. What shape is a human skin cell?
3. What is on the surface of the Moon?
4. How do worms breathe underground?
Answer:

Answer: 2

Question: A telescope would be most useful in answering which question?

Choices:
R. How do rockets move in space?
L. What shape is a human skin cell?
G. What is on the surface of the Moon?
O. How do worms breathe underground?

Prompt:
Question: A telescope would be most useful in answering which question?
R. How do rockets move in space?
L. What shape is a human skin cell?
G. What is on the surface of the Moon?
O. How do worms breathe underground?
Answer:

Answer: 2

Question: A telescope would be most useful in answering which question?

Choices:
R. How do worms breathe underground?
L. What is on the surface of the Moon?
G. What shape is a human skin cell?
O. How do rockets move in space?

Prompt:
Question: A telescope would be most useful in answering which question?
R. How do worms breathe underground?
L. What is on the surface of the Moon?
G. What shape is a human skin cell?
O. How do rockets move in space?
Answer:

Answer: 1


Question: The distance between Richmond and Norfolk is best measured in ___.

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

Prompt:
Question: The distance between Richmond and Norfolk is best measured in ___.
A. kilometers
B. meters
C. centimeters
D. millimeters
Answer:

Question: The distance between Richmond and Norfolk is best measured in ___.

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

Prompt:
Question: The distance between Richmond and Norfolk is best measured in ___.
A. millimeters
B. kilometers
C. centimeters
D. meters
Answer:

Answer: 1

Question: The distance between Richmond and Norfolk is best measured in ___.

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

Prompt:
Question: The distance between Richmond and Norfolk is best measured in ___.
1. kilometers
2. meters
3. centimeters
4. millimeters
Answer:

Question: The distance between Richmond and Norfolk is best measured in ___.

Choices:
U. kilometers
X. meters
M. centimeters
V. millimeters

Prompt:
Question: The distance between Richmond and Norfolk is best measured in ___.
U. kilometers
X. meters
M. centimeters
V. millimeters
Answer:

Question: The distance between Richmond and Norfolk is best measured in ___.

Choices:
U. millimeters
X. kilometers
M. centimeters
V. meters

Prompt:
Question: The distance between Richmond and Norfolk is best measured in ___.
U. millimeters
X. kilometers
M. centimeters
V. meters
Answer:

Answer: 1


Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?

Choices:
A. A trail built by cutting down trees
B. A river eroding away the riverbank
C. A bird nest made of dead branches
D. A group of butterflies landing on flowers

Prompt:
Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?
A. A trail built by cutting down trees
B. A river eroding away the riverbank
C. A bird nest made of dead branches
D. A group of butterflies landing on flowers
Answer:

Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?

Choices:
A. A river eroding away the riverbank
B. A bird nest made of dead branches
C. A trail built by cutting down trees
D. A group of butterflies landing on flowers

Prompt:
Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?
A. A river eroding away the riverbank
B. A bird nest made of dead branches
C. A trail built by cutting down trees
D. A group of butterflies landing on flowers
Answer:

Answer: 2

Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?

Choices:
1. A trail built by cutting down trees
2. A river eroding away the riverbank
3. A bird nest made of dead branches
4. A group of butterflies landing on flowers

Prompt:
Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?
1. A trail built by cutting down trees
2. A river eroding away the riverbank
3. A bird nest made of dead branches
4. A group of butterflies landing on flowers
Answer:

Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?

Choices:
E. A trail built by cutting down trees
O. A river eroding away the riverbank
K. A bird nest made of dead branches
B. A group of butterflies landing on flowers

Prompt:
Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?
E. A trail built by cutting down trees
O. A river eroding away the riverbank
K. A bird nest made of dead branches
B. A group of butterflies landing on flowers
Answer:

Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?

Choices:
E. A river eroding away the riverbank
O. A bird nest made of dead branches
K. A trail built by cutting down trees
B. A group of butterflies landing on flowers

Prompt:
Question: A student is hiking through a forest taking pictures for science class. Which picture would most likely be used as an example of human impact on Earth?
E. A river eroding away the riverbank
O. A bird nest made of dead branches
K. A trail built by cutting down trees
B. A group of butterflies landing on flowers
Answer:

Answer: 2


Question: Which plant part absorbs minerals?

Choices:
A. leaf
B. root
C. fruit
D. flower

Prompt:
Question: Which plant part absorbs minerals?
A. leaf
B. root
C. fruit
D. flower
Answer:

Answer: 1

Question: Which plant part absorbs minerals?

Choices:
A. fruit
B. flower
C. root
D. leaf

Prompt:
Question: Which plant part absorbs minerals?
A. fruit
B. flower
C. root
D. leaf
Answer:

Answer: 2

Question: Which plant part absorbs minerals?

Choices:
1. leaf
2. root
3. fruit
4. flower

Prompt:
Question: Which plant part absorbs minerals?
1. leaf
2. root
3. fruit
4. flower
Answer:

Answer: 1

Question: Which plant part absorbs minerals?

Choices:
V. leaf
Y. root
J. fruit
O. flower

Prompt:
Question: Which plant part absorbs minerals?
V. leaf
Y. root
J. fruit
O. flower
Answer:

Answer: 1

Question: Which plant part absorbs minerals?

Choices:
V. fruit
Y. flower
J. root
O. leaf

Prompt:
Question: Which plant part absorbs minerals?
V. fruit
Y. flower
J. root
O. leaf
Answer:

Answer: 2


Question: Which tool would be best to use to record the types of trees found along a riverbank?

Choices:
A. camera
B. hand lens
C. microscope
D. thermometer

Prompt:
Question: Which tool would be best to use to record the types of trees found along a riverbank?
A. camera
B. hand lens
C. microscope
D. thermometer
Answer:

Question: Which tool would be best to use to record the types of trees found along a riverbank?

Choices:
A. microscope
B. hand lens
C. camera
D. thermometer

Prompt:
Question: Which tool would be best to use to record the types of trees found along a riverbank?
A. microscope
B. hand lens
C. camera
D. thermometer
Answer:

Answer: 2

Question: Which tool would be best to use to record the types of trees found along a riverbank?

Choices:
1. camera
2. hand lens
3. microscope
4. thermometer

Prompt:
Question: Which tool would be best to use to record the types of trees found along a riverbank?
1. camera
2. hand lens
3. microscope
4. thermometer
Answer:

Question: Which tool would be best to use to record the types of trees found along a riverbank?

Choices:
W. camera
H. hand lens
O. microscope
V. thermometer

Prompt:
Question: Which tool would be best to use to record the types of trees found along a riverbank?
W. camera
H. hand lens
O. microscope
V. thermometer
Answer:

Question: Which tool would be best to use to record the types of trees found along a riverbank?

Choices:
W. microscope
H. hand lens
O. camera
V. thermometer

Prompt:
Question: Which tool would be best to use to record the types of trees found along a riverbank?
W. microscope
H. hand lens
O. camera
V. thermometer
Answer:

Answer: 2


Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?

Choices:
A. erosion
B. nutrient depletion
C. atmospheric heating
D. groundwater contamination

Prompt:
Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?
A. erosion
B. nutrient depletion
C. atmospheric heating
D. groundwater contamination
Answer:

Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?

Choices:
A. groundwater contamination
B. atmospheric heating
C. nutrient depletion
D. erosion

Prompt:
Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?
A. groundwater contamination
B. atmospheric heating
C. nutrient depletion
D. erosion
Answer:

Answer: 3

Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?

Choices:
1. erosion
2. nutrient depletion
3. atmospheric heating
4. groundwater contamination

Prompt:
Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?
1. erosion
2. nutrient depletion
3. atmospheric heating
4. groundwater contamination
Answer:

Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?

Choices:
K. erosion
S. nutrient depletion
A. atmospheric heating
Q. groundwater contamination

Prompt:
Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?
K. erosion
S. nutrient depletion
A. atmospheric heating
Q. groundwater contamination
Answer:

Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?

Choices:
K. groundwater contamination
S. atmospheric heating
A. nutrient depletion
Q. erosion

Prompt:
Question: On the edge of many deserts, there is a delicate area with abundant vegetation. Sometimes cattle are allowed to graze in these areas. The hooves of the cattle compact the topsoil making it less absorbent. Which environmental concern is most likely to happen at the edge of the desert when cattle graze there?
K. groundwater contamination
S. atmospheric heating
A. nutrient depletion
Q. erosion
Answer:

Answer: 3


Question: How do toxic heavy metals move from soil to lakes and streams?

Choices:
A. runoff
B. condensation
C. precipitation
D. transpiration

Prompt:
Question: How do toxic heavy metals move from soil to lakes and streams?
A. runoff
B. condensation
C. precipitation
D. transpiration
Answer:

Question: How do toxic heavy metals move from soil to lakes and streams?

Choices:
A. transpiration
B. runoff
C. precipitation
D. condensation

Prompt:
Question: How do toxic heavy metals move from soil to lakes and streams?
A. transpiration
B. runoff
C. precipitation
D. condensation
Answer:

Answer: 1

Question: How do toxic heavy metals move from soil to lakes and streams?

Choices:
1. runoff
2. condensation
3. precipitation
4. transpiration

Prompt:
Question: How do toxic heavy metals move from soil to lakes and streams?
1. runoff
2. condensation
3. precipitation
4. transpiration
Answer:

Question: How do toxic heavy metals move from soil to lakes and streams?

Choices:
S. runoff
R. condensation
F. precipitation
M. transpiration

Prompt:
Question: How do toxic heavy metals move from soil to lakes and streams?
S. runoff
R. condensation
F. precipitation
M. transpiration
Answer:

Question: How do toxic heavy metals move from soil to lakes and streams?

Choices:
S. transpiration
R. runoff
F. precipitation
M. condensation

Prompt:
Question: How do toxic heavy metals move from soil to lakes and streams?
S. transpiration
R. runoff
F. precipitation
M. condensation
Answer:

Answer: 1


Question: What happens when the Sun's energy warms ocean water?

Choices:
A. The water collects.
B. The water evaporates.
C. The water condenses.
D. The water precipitates.

Prompt:
Question: What happens when the Sun's energy warms ocean water?
A. The water collects.
B. The water evaporates.
C. The water condenses.
D. The water precipitates.
Answer:

Answer: 1

Question: What happens when the Sun's energy warms ocean water?

Choices:
A. The water collects.
B. The water condenses.
C. The water precipitates.
D. The water evaporates.

Prompt:
Question: What happens when the Sun's energy warms ocean water?
A. The water collects.
B. The water condenses.
C. The water precipitates.
D. The water evaporates.
Answer:

Answer: 3

Question: What happens when the Sun's energy warms ocean water?

Choices:
1. The water collects.
2. The water evaporates.
3. The water condenses.
4. The water precipitates.

Prompt:
Question: What happens when the Sun's energy warms ocean water?
1. The water collects.
2. The water evaporates.
3. The water condenses.
4. The water precipitates.
Answer:

Answer: 1

Question: What happens when the Sun's energy warms ocean water?

Choices:
Y. The water collects.
P. The water evaporates.
S. The water condenses.
Q. The water precipitates.

Prompt:
Question: What happens when the Sun's energy warms ocean water?
Y. The water collects.
P. The water evaporates.
S. The water condenses.
Q. The water precipitates.
Answer:

Answer: 1

Question: What happens when the Sun's energy warms ocean water?

Choices:
Y. The water collects.
P. The water condenses.
S. The water precipitates.
Q. The water evaporates.

Prompt:
Question: What happens when the Sun's energy warms ocean water?
Y. The water collects.
P. The water condenses.
S. The water precipitates.
Q. The water evaporates.
Answer:

Answer: 3


Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?

Choices:
A. iron nail
B. wooden toothpick
C. aluminum foil
D. cotton ball

Prompt:
Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?
A. iron nail
B. wooden toothpick
C. aluminum foil
D. cotton ball
Answer:

Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?

Choices:
A. aluminum foil
B. iron nail
C. wooden toothpick
D. cotton ball

Prompt:
Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?
A. aluminum foil
B. iron nail
C. wooden toothpick
D. cotton ball
Answer:

Answer: 1

Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?

Choices:
1. iron nail
2. wooden toothpick
3. aluminum foil
4. cotton ball

Prompt:
Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?
1. iron nail
2. wooden toothpick
3. aluminum foil
4. cotton ball
Answer:

Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?

Choices:
B. iron nail
O. wooden toothpick
X. aluminum foil
Z. cotton ball

Prompt:
Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?
B. iron nail
O. wooden toothpick
X. aluminum foil
Z. cotton ball
Answer:

Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?

Choices:
B. aluminum foil
O. iron nail
X. wooden toothpick
Z. cotton ball

Prompt:
Question: Which object will conduct electricity, conduct heat, and be attracted to a magnet?
B. aluminum foil
O. iron nail
X. wooden toothpick
Z. cotton ball
Answer:

Answer: 1


Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?

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

Prompt:
Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?
A. condensation
B. evaporation
C. precipitation
D. runoff
Answer:

Answer: 1

Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?

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

Prompt:
Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?
A. condensation
B. precipitation
C. evaporation
D. runoff
Answer:

Answer: 2

Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?

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

Prompt:
Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?
1. condensation
2. evaporation
3. precipitation
4. runoff
Answer:

Answer: 1

Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?

Choices:
U. condensation
Y. evaporation
Q. precipitation
P. runoff

Prompt:
Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?
U. condensation
Y. evaporation
Q. precipitation
P. runoff
Answer:

Answer: 1

Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?

Choices:
U. condensation
Y. precipitation
Q. evaporation
P. runoff

Prompt:
Question: Energy from the Sun changes ocean water to a gas. This sentence describes which step in the water cycle?
U. condensation
Y. precipitation
Q. evaporation
P. runoff
Answer:

Answer: 2


Question: Which is an example of symbiosis?

Choices:
A. a tick feeding on a deer
B. a lion hunting a zebra
C. a dandelion growing in a grass lawn
D. a dolphin communicating with another dolphin

Prompt:
Question: Which is an example of symbiosis?
A. a tick feeding on a deer
B. a lion hunting a zebra
C. a dandelion growing in a grass lawn
D. a dolphin communicating with another dolphin
Answer:

Question: Which is an example of symbiosis?

Choices:
A. a lion hunting a zebra
B. a dolphin communicating with another dolphin
C. a tick feeding on a deer
D. a dandelion growing in a grass lawn

Prompt:
Question: Which is an example of symbiosis?
A. a lion hunting a zebra
B. a dolphin communicating with another dolphin
C. a tick feeding on a deer
D. a dandelion growing in a grass lawn
Answer:

Answer: 2

Question: Which is an example of symbiosis?

Choices:
1. a tick feeding on a deer
2. a lion hunting a zebra
3. a dandelion growing in a grass lawn
4. a dolphin communicating with another dolphin

Prompt:
Question: Which is an example of symbiosis?
1. a tick feeding on a deer
2. a lion hunting a zebra
3. a dandelion growing in a grass lawn
4. a dolphin communicating with another dolphin
Answer:

Question: Which is an example of symbiosis?

Choices:
O. a tick feeding on a deer
N. a lion hunting a zebra
X. a dandelion growing in a grass lawn
V. a dolphin communicating with another dolphin

Prompt:
Question: Which is an example of symbiosis?
O. a tick feeding on a deer
N. a lion hunting a zebra
X. a dandelion growing in a grass lawn
V. a dolphin communicating with another dolphin
Answer:

Question: Which is an example of symbiosis?

Choices:
O. a lion hunting a zebra
N. a dolphin communicating with another dolphin
X. a tick feeding on a deer
V. a dandelion growing in a grass lawn

Prompt:
Question: Which is an example of symbiosis?
O. a lion hunting a zebra
N. a dolphin communicating with another dolphin
X. a tick feeding on a deer
V. a dandelion growing in a grass lawn
Answer:

Answer: 2


Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?

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

Prompt:
Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?
A. classification
B. condensation
C. evaporation
D. precipitation
Answer:

Answer: 3

Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?

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

Prompt:
Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?
A. evaporation
B. classification
C. precipitation
D. condensation
Answer:

Answer: 2

Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?

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

Prompt:
Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?
1. classification
2. condensation
3. evaporation
4. precipitation
Answer:

Answer: 3

Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?

Choices:
A. classification
Z. condensation
H. evaporation
E. precipitation

Prompt:
Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?
A. classification
Z. condensation
H. evaporation
E. precipitation
Answer:

Answer: 3

Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?

Choices:
A. evaporation
Z. classification
H. precipitation
E. condensation

Prompt:
Question: A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow. During which process in the water cycle does snow fall to the ground?
A. evaporation
Z. classification
H. precipitation
E. condensation
Answer:

Answer: 2


Question: In a food chain, living organisms that eat plants and are a food source for other animals are called

Choices:
A. decomposers.
B. carnivores.
C. producers.
D. herbivores.

Prompt:
Question: In a food chain, living organisms that eat plants and are a food source for other animals are called
A. decomposers.
B. carnivores.
C. producers.
D. herbivores.
Answer:

Answer: 3

Question: In a food chain, living organisms that eat plants and are a food source for other animals are called

Choices:
A. decomposers.
B. carnivores.
C. herbivores.
D. producers.

Prompt:
Question: In a food chain, living organisms that eat plants and are a food source for other animals are called
A. decomposers.
B. carnivores.
C. herbivores.
D. producers.
Answer:

Answer: 2

Question: In a food chain, living organisms that eat plants and are a food source for other animals are called

Choices:
1. decomposers.
2. carnivores.
3. producers.
4. herbivores.

Prompt:
Question: In a food chain, living organisms that eat plants and are a food source for other animals are called
1. decomposers.
2. carnivores.
3. producers.
4. herbivores.
Answer:

Answer: 3

Question: In a food chain, living organisms that eat plants and are a food source for other animals are called

Choices:
M. decomposers.
W. carnivores.
O. producers.
V. herbivores.

Prompt:
Question: In a food chain, living organisms that eat plants and are a food source for other animals are called
M. decomposers.
W. carnivores.
O. producers.
V. herbivores.
Answer:

Answer: 3

Question: In a food chain, living organisms that eat plants and are a food source for other animals are called

Choices:
M. decomposers.
W. carnivores.
O. herbivores.
V. producers.

Prompt:
Question: In a food chain, living organisms that eat plants and are a food source for other animals are called
M. decomposers.
W. carnivores.
O. herbivores.
V. producers.
Answer:

Answer: 2


Question: Which of the following happens only during the adult stage of the life cycle of a frog?

Choices:
A. A frog lays eggs.
B. A frog swims in water.
C. A frog begins to lose its tail.
D. A frog begins to develop lungs.

Prompt:
Question: Which of the following happens only during the adult stage of the life cycle of a frog?
A. A frog lays eggs.
B. A frog swims in water.
C. A frog begins to lose its tail.
D. A frog begins to develop lungs.
Answer:

Question: Which of the following happens only during the adult stage of the life cycle of a frog?

Choices:
A. A frog begins to lose its tail.
B. A frog swims in water.
C. A frog lays eggs.
D. A frog begins to develop lungs.

Prompt:
Question: Which of the following happens only during the adult stage of the life cycle of a frog?
A. A frog begins to lose its tail.
B. A frog swims in water.
C. A frog lays eggs.
D. A frog begins to develop lungs.
Answer:

Answer: 2

Question: Which of the following happens only during the adult stage of the life cycle of a frog?

Choices:
1. A frog lays eggs.
2. A frog swims in water.
3. A frog begins to lose its tail.
4. A frog begins to develop lungs.

Prompt:
Question: Which of the following happens only during the adult stage of the life cycle of a frog?
1. A frog lays eggs.
2. A frog swims in water.
3. A frog begins to lose its tail.
4. A frog begins to develop lungs.
Answer:

Question: Which of the following happens only during the adult stage of the life cycle of a frog?

Choices:
F. A frog lays eggs.
Y. A frog swims in water.
T. A frog begins to lose its tail.
S. A frog begins to develop lungs.

Prompt:
Question: Which of the following happens only during the adult stage of the life cycle of a frog?
F. A frog lays eggs.
Y. A frog swims in water.
T. A frog begins to lose its tail.
S. A frog begins to develop lungs.
Answer:

Question: Which of the following happens only during the adult stage of the life cycle of a frog?

Choices:
F. A frog begins to lose its tail.
Y. A frog swims in water.
T. A frog lays eggs.
S. A frog begins to develop lungs.

Prompt:
Question: Which of the following happens only during the adult stage of the life cycle of a frog?
F. A frog begins to lose its tail.
Y. A frog swims in water.
T. A frog lays eggs.
S. A frog begins to develop lungs.
Answer:

Answer: 2


Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?

Choices:
A. biological
B. combustion
C. industrial
D. lightning

Prompt:
Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?
A. biological
B. combustion
C. industrial
D. lightning
Answer:

Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?

Choices:
A. combustion
B. biological
C. lightning
D. industrial

Prompt:
Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?
A. combustion
B. biological
C. lightning
D. industrial
Answer:

Answer: 1

Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?

Choices:
1. biological
2. combustion
3. industrial
4. lightning

Prompt:
Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?
1. biological
2. combustion
3. industrial
4. lightning
Answer:

Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?

Choices:
Q. biological
Z. combustion
B. industrial
W. lightning

Prompt:
Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?
Q. biological
Z. combustion
B. industrial
W. lightning
Answer:

Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?

Choices:
Q. combustion
Z. biological
B. lightning
W. industrial

Prompt:
Question: In order for nitrogen to be used for growth in organisms, it must be "fixed." When nitrogen is "fixed," it is combined into the form of ammonium or other nitrogen ions. During which type of fixation do organisms and nitrogen interact?
Q. combustion
Z. biological
B. lightning
W. industrial
Answer:

Answer: 1