Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?

Choices:
A. Rain will fall.
B. Hurricanes will form.
C. Lightning will strike.
D. Hail will form.

Prompt:
Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?
A. Rain will fall.
B. Hurricanes will form.
C. Lightning will strike.
D. Hail will form.
Answer:

Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?

Choices:
A. Hurricanes will form.
B. Lightning will strike.
C. Hail will form.
D. Rain will fall.

Prompt:
Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?
A. Hurricanes will form.
B. Lightning will strike.
C. Hail will form.
D. Rain will fall.
Answer:

Answer: 3

Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?

Choices:
1. Rain will fall.
2. Hurricanes will form.
3. Lightning will strike.
4. Hail will form.

Prompt:
Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?
1. Rain will fall.
2. Hurricanes will form.
3. Lightning will strike.
4. Hail will form.
Answer:

Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?

Choices:
K. Rain will fall.
W. Hurricanes will form.
T. Lightning will strike.
M. Hail will form.

Prompt:
Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?
K. Rain will fall.
W. Hurricanes will form.
T. Lightning will strike.
M. Hail will form.
Answer:

Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?

Choices:
K. Hurricanes will form.
W. Lightning will strike.
T. Hail will form.
M. Rain will fall.

Prompt:
Question: Above a continent, a warm air mass slowly passes over a cold air mass. As the warm air begins to cool, clouds form. What will most likely happen next?
K. Hurricanes will form.
W. Lightning will strike.
T. Hail will form.
M. Rain will fall.
Answer:

Answer: 3


Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?

Choices:
A. food bowl with fruit
B. hot, bright lights
C. cold-water pool
D. tall palm trees

Prompt:
Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?
A. food bowl with fruit
B. hot, bright lights
C. cold-water pool
D. tall palm trees
Answer:

Answer: 2

Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?

Choices:
A. cold-water pool
B. hot, bright lights
C. food bowl with fruit
D. tall palm trees

Prompt:
Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?
A. cold-water pool
B. hot, bright lights
C. food bowl with fruit
D. tall palm trees
Answer:

Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?

Choices:
1. food bowl with fruit
2. hot, bright lights
3. cold-water pool
4. tall palm trees

Prompt:
Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?
1. food bowl with fruit
2. hot, bright lights
3. cold-water pool
4. tall palm trees
Answer:

Answer: 2

Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?

Choices:
P. food bowl with fruit
L. hot, bright lights
Z. cold-water pool
R. tall palm trees

Prompt:
Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?
P. food bowl with fruit
L. hot, bright lights
Z. cold-water pool
R. tall palm trees
Answer:

Answer: 2

Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?

Choices:
P. cold-water pool
L. hot, bright lights
Z. food bowl with fruit
R. tall palm trees

Prompt:
Question: In a zoo located in a warm region, which should be included in the polar bear exhibit?
P. cold-water pool
L. hot, bright lights
Z. food bowl with fruit
R. tall palm trees
Answer:


Question: Which of the following is not passed from parents to children?

Choices:
A. hair color and freckles
B. a scar on the knee
C. the need to breathe air
D. the ability to roll the tongue

Prompt:
Question: Which of the following is not passed from parents to children?
A. hair color and freckles
B. a scar on the knee
C. the need to breathe air
D. the ability to roll the tongue
Answer:

Answer: 1

Question: Which of the following is not passed from parents to children?

Choices:
A. the need to breathe air
B. the ability to roll the tongue
C. a scar on the knee
D. hair color and freckles

Prompt:
Question: Which of the following is not passed from parents to children?
A. the need to breathe air
B. the ability to roll the tongue
C. a scar on the knee
D. hair color and freckles
Answer:

Answer: 2

Question: Which of the following is not passed from parents to children?

Choices:
1. hair color and freckles
2. a scar on the knee
3. the need to breathe air
4. the ability to roll the tongue

Prompt:
Question: Which of the following is not passed from parents to children?
1. hair color and freckles
2. a scar on the knee
3. the need to breathe air
4. the ability to roll the tongue
Answer:

Answer: 1

Question: Which of the following is not passed from parents to children?

Choices:
M. hair color and freckles
A. a scar on the knee
G. the need to breathe air
Y. the ability to roll the tongue

Prompt:
Question: Which of the following is not passed from parents to children?
M. hair color and freckles
A. a scar on the knee
G. the need to breathe air
Y. the ability to roll the tongue
Answer:

Answer: 1

Question: Which of the following is not passed from parents to children?

Choices:
M. the need to breathe air
A. the ability to roll the tongue
G. a scar on the knee
Y. hair color and freckles

Prompt:
Question: Which of the following is not passed from parents to children?
M. the need to breathe air
A. the ability to roll the tongue
G. a scar on the knee
Y. hair color and freckles
Answer:

Answer: 2


Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?

Choices:
A. John Dalton
B. Isaac Newton
C. Galileo Galilei
D. Albert Einstein

Prompt:
Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?
A. John Dalton
B. Isaac Newton
C. Galileo Galilei
D. Albert Einstein
Answer:

Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?

Choices:
A. Galileo Galilei
B. Isaac Newton
C. John Dalton
D. Albert Einstein

Prompt:
Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?
A. Galileo Galilei
B. Isaac Newton
C. John Dalton
D. Albert Einstein
Answer:

Answer: 2

Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?

Choices:
1. John Dalton
2. Isaac Newton
3. Galileo Galilei
4. Albert Einstein

Prompt:
Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?
1. John Dalton
2. Isaac Newton
3. Galileo Galilei
4. Albert Einstein
Answer:

Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?

Choices:
I. John Dalton
D. Isaac Newton
Z. Galileo Galilei
R. Albert Einstein

Prompt:
Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?
I. John Dalton
D. Isaac Newton
Z. Galileo Galilei
R. Albert Einstein
Answer:

Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?

Choices:
I. Galileo Galilei
D. Isaac Newton
Z. John Dalton
R. Albert Einstein

Prompt:
Question: Which scientist was the first to devise the rules of chemical reactions that are explained by modern atomic theory?
I. Galileo Galilei
D. Isaac Newton
Z. John Dalton
R. Albert Einstein
Answer:

Answer: 2


Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare

Choices:
A. look for food after dark.
B. hide from enemies in snow.
C. live in cold temperatures.
D. get along with other animals.

Prompt:
Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare
A. look for food after dark.
B. hide from enemies in snow.
C. live in cold temperatures.
D. get along with other animals.
Answer:

Answer: 1

Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare

Choices:
A. hide from enemies in snow.
B. look for food after dark.
C. get along with other animals.
D. live in cold temperatures.

Prompt:
Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare
A. hide from enemies in snow.
B. look for food after dark.
C. get along with other animals.
D. live in cold temperatures.
Answer:

Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare

Choices:
1. look for food after dark.
2. hide from enemies in snow.
3. live in cold temperatures.
4. get along with other animals.

Prompt:
Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare
1. look for food after dark.
2. hide from enemies in snow.
3. live in cold temperatures.
4. get along with other animals.
Answer:

Answer: 1

Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare

Choices:
Y. look for food after dark.
F. hide from enemies in snow.
I. live in cold temperatures.
M. get along with other animals.

Prompt:
Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare
Y. look for food after dark.
F. hide from enemies in snow.
I. live in cold temperatures.
M. get along with other animals.
Answer:

Answer: 1

Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare

Choices:
Y. hide from enemies in snow.
F. look for food after dark.
I. get along with other animals.
M. live in cold temperatures.

Prompt:
Question: The Arctic hare's brown fur turns white in winter. This adaptation helps the Arctic hare
Y. hide from enemies in snow.
F. look for food after dark.
I. get along with other animals.
M. live in cold temperatures.
Answer:


Question: Which of the following describes condensation?

Choices:
A. a liquid changing to a solid
B. a solid changing to a liquid
C. a solid changing to a gas
D. a gas changing to a liquid

Prompt:
Question: Which of the following describes condensation?
A. a liquid changing to a solid
B. a solid changing to a liquid
C. a solid changing to a gas
D. a gas changing to a liquid
Answer:

Answer: 3

Question: Which of the following describes condensation?

Choices:
A. a gas changing to a liquid
B. a liquid changing to a solid
C. a solid changing to a gas
D. a solid changing to a liquid

Prompt:
Question: Which of the following describes condensation?
A. a gas changing to a liquid
B. a liquid changing to a solid
C. a solid changing to a gas
D. a solid changing to a liquid
Answer:

Question: Which of the following describes condensation?

Choices:
1. a liquid changing to a solid
2. a solid changing to a liquid
3. a solid changing to a gas
4. a gas changing to a liquid

Prompt:
Question: Which of the following describes condensation?
1. a liquid changing to a solid
2. a solid changing to a liquid
3. a solid changing to a gas
4. a gas changing to a liquid
Answer:

Answer: 3

Question: Which of the following describes condensation?

Choices:
Z. a liquid changing to a solid
W. a solid changing to a liquid
S. a solid changing to a gas
C. a gas changing to a liquid

Prompt:
Question: Which of the following describes condensation?
Z. a liquid changing to a solid
W. a solid changing to a liquid
S. a solid changing to a gas
C. a gas changing to a liquid
Answer:

Answer: 3

Question: Which of the following describes condensation?

Choices:
Z. a gas changing to a liquid
W. a liquid changing to a solid
S. a solid changing to a gas
C. a solid changing to a liquid

Prompt:
Question: Which of the following describes condensation?
Z. a gas changing to a liquid
W. a liquid changing to a solid
S. a solid changing to a gas
C. a solid changing to a liquid
Answer:


Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?

Choices:
A. its electrical properties
B. its thermal properties
C. its hardness
D. its density

Prompt:
Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?
A. its electrical properties
B. its thermal properties
C. its hardness
D. its density
Answer:

Answer: 2

Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?

Choices:
A. its hardness
B. its thermal properties
C. its electrical properties
D. its density

Prompt:
Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?
A. its hardness
B. its thermal properties
C. its electrical properties
D. its density
Answer:

Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?

Choices:
1. its electrical properties
2. its thermal properties
3. its hardness
4. its density

Prompt:
Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?
1. its electrical properties
2. its thermal properties
3. its hardness
4. its density
Answer:

Answer: 2

Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?

Choices:
W. its electrical properties
X. its thermal properties
K. its hardness
P. its density

Prompt:
Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?
W. its electrical properties
X. its thermal properties
K. its hardness
P. its density
Answer:

Answer: 2

Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?

Choices:
W. its hardness
X. its thermal properties
K. its electrical properties
P. its density

Prompt:
Question: Diamonds are sometimes used as the tips of drill bits. Which physical property of a diamond MOST likely makes it a good cutting tool?
W. its hardness
X. its thermal properties
K. its electrical properties
P. its density
Answer:


Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?

Choices:
A. salt
B. glass
C. metal
D. plastic

Prompt:
Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?
A. salt
B. glass
C. metal
D. plastic
Answer:

Answer: 2

Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?

Choices:
A. metal
B. salt
C. glass
D. plastic

Prompt:
Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?
A. metal
B. salt
C. glass
D. plastic
Answer:

Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?

Choices:
1. salt
2. glass
3. metal
4. plastic

Prompt:
Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?
1. salt
2. glass
3. metal
4. plastic
Answer:

Answer: 2

Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?

Choices:
C. salt
F. glass
O. metal
Q. plastic

Prompt:
Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?
C. salt
F. glass
O. metal
Q. plastic
Answer:

Answer: 2

Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?

Choices:
C. metal
F. salt
O. glass
Q. plastic

Prompt:
Question: A student observes a substance that is highly reflective and able to conduct electricity. The substance also has a high melting point. Which is the most likely classification for this substance?
C. metal
F. salt
O. glass
Q. plastic
Answer:


Question: The basic units of structure and function for both plants and animals are

Choices:
A. cells.
B. organs.
C. systems.
D. tissues.

Prompt:
Question: The basic units of structure and function for both plants and animals are
A. cells.
B. organs.
C. systems.
D. tissues.
Answer:

Question: The basic units of structure and function for both plants and animals are

Choices:
A. organs.
B. tissues.
C. cells.
D. systems.

Prompt:
Question: The basic units of structure and function for both plants and animals are
A. organs.
B. tissues.
C. cells.
D. systems.
Answer:

Answer: 2

Question: The basic units of structure and function for both plants and animals are

Choices:
1. cells.
2. organs.
3. systems.
4. tissues.

Prompt:
Question: The basic units of structure and function for both plants and animals are
1. cells.
2. organs.
3. systems.
4. tissues.
Answer:

Question: The basic units of structure and function for both plants and animals are

Choices:
A. cells.
D. organs.
B. systems.
M. tissues.

Prompt:
Question: The basic units of structure and function for both plants and animals are
A. cells.
D. organs.
B. systems.
M. tissues.
Answer:

Question: The basic units of structure and function for both plants and animals are

Choices:
A. organs.
D. tissues.
B. cells.
M. systems.

Prompt:
Question: The basic units of structure and function for both plants and animals are
A. organs.
D. tissues.
B. cells.
M. systems.
Answer:

Answer: 2


Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?

Choices:
A. The thickness of the ice
B. The temperature of the air above the ice
C. The force of friction between the ice and the rock
D. The gravitational force between the ice and the rock

Prompt:
Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?
A. The thickness of the ice
B. The temperature of the air above the ice
C. The force of friction between the ice and the rock
D. The gravitational force between the ice and the rock
Answer:

Answer: 2

Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?

Choices:
A. The gravitational force between the ice and the rock
B. The thickness of the ice
C. The temperature of the air above the ice
D. The force of friction between the ice and the rock

Prompt:
Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?
A. The gravitational force between the ice and the rock
B. The thickness of the ice
C. The temperature of the air above the ice
D. The force of friction between the ice and the rock
Answer:

Answer: 3

Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?

Choices:
1. The thickness of the ice
2. The temperature of the air above the ice
3. The force of friction between the ice and the rock
4. The gravitational force between the ice and the rock

Prompt:
Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?
1. The thickness of the ice
2. The temperature of the air above the ice
3. The force of friction between the ice and the rock
4. The gravitational force between the ice and the rock
Answer:

Answer: 2

Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?

Choices:
S. The thickness of the ice
C. The temperature of the air above the ice
Z. The force of friction between the ice and the rock
I. The gravitational force between the ice and the rock

Prompt:
Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?
S. The thickness of the ice
C. The temperature of the air above the ice
Z. The force of friction between the ice and the rock
I. The gravitational force between the ice and the rock
Answer:

Answer: 2

Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?

Choices:
S. The gravitational force between the ice and the rock
C. The thickness of the ice
Z. The temperature of the air above the ice
I. The force of friction between the ice and the rock

Prompt:
Question: Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?
S. The gravitational force between the ice and the rock
C. The thickness of the ice
Z. The temperature of the air above the ice
I. The force of friction between the ice and the rock
Answer:

Answer: 3


Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?

Choices:
A. the average rate at which Earth rotates
B. the average distance of Earth from the Sun
C. the total number of inactive volcanoes on Earth
D. the total amount of material on Earth

Prompt:
Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?
A. the average rate at which Earth rotates
B. the average distance of Earth from the Sun
C. the total number of inactive volcanoes on Earth
D. the total amount of material on Earth
Answer:

Answer: 3

Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?

Choices:
A. the total number of inactive volcanoes on Earth
B. the total amount of material on Earth
C. the average rate at which Earth rotates
D. the average distance of Earth from the Sun

Prompt:
Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?
A. the total number of inactive volcanoes on Earth
B. the total amount of material on Earth
C. the average rate at which Earth rotates
D. the average distance of Earth from the Sun
Answer:

Answer: 1

Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?

Choices:
1. the average rate at which Earth rotates
2. the average distance of Earth from the Sun
3. the total number of inactive volcanoes on Earth
4. the total amount of material on Earth

Prompt:
Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?
1. the average rate at which Earth rotates
2. the average distance of Earth from the Sun
3. the total number of inactive volcanoes on Earth
4. the total amount of material on Earth
Answer:

Answer: 3

Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?

Choices:
E. the average rate at which Earth rotates
M. the average distance of Earth from the Sun
D. the total number of inactive volcanoes on Earth
F. the total amount of material on Earth

Prompt:
Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?
E. the average rate at which Earth rotates
M. the average distance of Earth from the Sun
D. the total number of inactive volcanoes on Earth
F. the total amount of material on Earth
Answer:

Answer: 3

Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?

Choices:
E. the total number of inactive volcanoes on Earth
M. the total amount of material on Earth
D. the average rate at which Earth rotates
F. the average distance of Earth from the Sun

Prompt:
Question: A scientist designs a mathematical model of the rock cycle. The model predicts how changes in Earth processes will affect the amounts of different types of rock on Earth. Which quantity should stay the same as Earth processes change?
E. the total number of inactive volcanoes on Earth
M. the total amount of material on Earth
D. the average rate at which Earth rotates
F. the average distance of Earth from the Sun
Answer:

Answer: 1


Question: Which process results in the formation of a new cell with a full set of chromosomes?

Choices:
A. respiration
B. digestion
C. fertilization
D. evolution

Prompt:
Question: Which process results in the formation of a new cell with a full set of chromosomes?
A. respiration
B. digestion
C. fertilization
D. evolution
Answer:

Answer: 2

Question: Which process results in the formation of a new cell with a full set of chromosomes?

Choices:
A. fertilization
B. digestion
C. respiration
D. evolution

Prompt:
Question: Which process results in the formation of a new cell with a full set of chromosomes?
A. fertilization
B. digestion
C. respiration
D. evolution
Answer:

Question: Which process results in the formation of a new cell with a full set of chromosomes?

Choices:
1. respiration
2. digestion
3. fertilization
4. evolution

Prompt:
Question: Which process results in the formation of a new cell with a full set of chromosomes?
1. respiration
2. digestion
3. fertilization
4. evolution
Answer:

Answer: 2

Question: Which process results in the formation of a new cell with a full set of chromosomes?

Choices:
T. respiration
Z. digestion
H. fertilization
G. evolution

Prompt:
Question: Which process results in the formation of a new cell with a full set of chromosomes?
T. respiration
Z. digestion
H. fertilization
G. evolution
Answer:

Answer: 2

Question: Which process results in the formation of a new cell with a full set of chromosomes?

Choices:
T. fertilization
Z. digestion
H. respiration
G. evolution

Prompt:
Question: Which process results in the formation of a new cell with a full set of chromosomes?
T. fertilization
Z. digestion
H. respiration
G. evolution
Answer:


Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks

Choices:
A. fold.
B. erode.
C. contract.
D. melt.

Prompt:
Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks
A. fold.
B. erode.
C. contract.
D. melt.
Answer:

Answer: 1

Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks

Choices:
A. contract.
B. melt.
C. fold.
D. erode.

Prompt:
Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks
A. contract.
B. melt.
C. fold.
D. erode.
Answer:

Answer: 3

Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks

Choices:
1. fold.
2. erode.
3. contract.
4. melt.

Prompt:
Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks
1. fold.
2. erode.
3. contract.
4. melt.
Answer:

Answer: 1

Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks

Choices:
D. fold.
K. erode.
T. contract.
P. melt.

Prompt:
Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks
D. fold.
K. erode.
T. contract.
P. melt.
Answer:

Answer: 1

Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks

Choices:
D. contract.
K. melt.
T. fold.
P. erode.

Prompt:
Question: When rocks are exposed to wind, rain, heat, ice, or waves, the rocks
D. contract.
K. melt.
T. fold.
P. erode.
Answer:

Answer: 3


Question: What part of the body receives information from the senses?

Choices:
A. heart
B. brain
C. lungs
D. stomach

Prompt:
Question: What part of the body receives information from the senses?
A. heart
B. brain
C. lungs
D. stomach
Answer:

Answer: 1

Question: What part of the body receives information from the senses?

Choices:
A. heart
B. stomach
C. lungs
D. brain

Prompt:
Question: What part of the body receives information from the senses?
A. heart
B. stomach
C. lungs
D. brain
Answer:

Answer: 3

Question: What part of the body receives information from the senses?

Choices:
1. heart
2. brain
3. lungs
4. stomach

Prompt:
Question: What part of the body receives information from the senses?
1. heart
2. brain
3. lungs
4. stomach
Answer:

Answer: 1

Question: What part of the body receives information from the senses?

Choices:
I. heart
H. brain
Y. lungs
N. stomach

Prompt:
Question: What part of the body receives information from the senses?
I. heart
H. brain
Y. lungs
N. stomach
Answer:

Answer: 1

Question: What part of the body receives information from the senses?

Choices:
I. heart
H. stomach
Y. lungs
N. brain

Prompt:
Question: What part of the body receives information from the senses?
I. heart
H. stomach
Y. lungs
N. brain
Answer:

Answer: 3


Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?

Choices:
A. thin flaky sheets and very hard
B. glassy texture and a shiny black color
C. very rough texture with obvious crystals
D. sand-sized particles and a light brown color

Prompt:
Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?
A. thin flaky sheets and very hard
B. glassy texture and a shiny black color
C. very rough texture with obvious crystals
D. sand-sized particles and a light brown color
Answer:

Answer: 3

Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?

Choices:
A. sand-sized particles and a light brown color
B. glassy texture and a shiny black color
C. very rough texture with obvious crystals
D. thin flaky sheets and very hard

Prompt:
Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?
A. sand-sized particles and a light brown color
B. glassy texture and a shiny black color
C. very rough texture with obvious crystals
D. thin flaky sheets and very hard
Answer:

Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?

Choices:
1. thin flaky sheets and very hard
2. glassy texture and a shiny black color
3. very rough texture with obvious crystals
4. sand-sized particles and a light brown color

Prompt:
Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?
1. thin flaky sheets and very hard
2. glassy texture and a shiny black color
3. very rough texture with obvious crystals
4. sand-sized particles and a light brown color
Answer:

Answer: 3

Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?

Choices:
J. thin flaky sheets and very hard
D. glassy texture and a shiny black color
K. very rough texture with obvious crystals
E. sand-sized particles and a light brown color

Prompt:
Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?
J. thin flaky sheets and very hard
D. glassy texture and a shiny black color
K. very rough texture with obvious crystals
E. sand-sized particles and a light brown color
Answer:

Answer: 3

Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?

Choices:
J. sand-sized particles and a light brown color
D. glassy texture and a shiny black color
K. very rough texture with obvious crystals
E. thin flaky sheets and very hard

Prompt:
Question: During a walk through the Arkansas River Valley, Alex found a rock that she determined was a sedimentary rock. Which characteristics of the rock would lead Alex to this conclusion?
J. sand-sized particles and a light brown color
D. glassy texture and a shiny black color
K. very rough texture with obvious crystals
E. thin flaky sheets and very hard
Answer:


Question: Which of these tools is used to measure the melting point of ice?

Choices:
A. hot plate
B. barometer
C. thermometer
D. meter stick

Prompt:
Question: Which of these tools is used to measure the melting point of ice?
A. hot plate
B. barometer
C. thermometer
D. meter stick
Answer:

Answer: 2

Question: Which of these tools is used to measure the melting point of ice?

Choices:
A. thermometer
B. meter stick
C. hot plate
D. barometer

Prompt:
Question: Which of these tools is used to measure the melting point of ice?
A. thermometer
B. meter stick
C. hot plate
D. barometer
Answer:

Question: Which of these tools is used to measure the melting point of ice?

Choices:
1. hot plate
2. barometer
3. thermometer
4. meter stick

Prompt:
Question: Which of these tools is used to measure the melting point of ice?
1. hot plate
2. barometer
3. thermometer
4. meter stick
Answer:

Answer: 2

Question: Which of these tools is used to measure the melting point of ice?

Choices:
X. hot plate
C. barometer
Q. thermometer
B. meter stick

Prompt:
Question: Which of these tools is used to measure the melting point of ice?
X. hot plate
C. barometer
Q. thermometer
B. meter stick
Answer:

Answer: 2

Question: Which of these tools is used to measure the melting point of ice?

Choices:
X. thermometer
C. meter stick
Q. hot plate
B. barometer

Prompt:
Question: Which of these tools is used to measure the melting point of ice?
X. thermometer
C. meter stick
Q. hot plate
B. barometer
Answer:


Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?

Choices:
A. absorption of water and nutrients
B. growth and development of the body
C. blood flow to the cells and major organs
D. rate that waste is eliminated from the body

Prompt:
Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?
A. absorption of water and nutrients
B. growth and development of the body
C. blood flow to the cells and major organs
D. rate that waste is eliminated from the body
Answer:

Answer: 1

Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?

Choices:
A. rate that waste is eliminated from the body
B. absorption of water and nutrients
C. growth and development of the body
D. blood flow to the cells and major organs

Prompt:
Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?
A. rate that waste is eliminated from the body
B. absorption of water and nutrients
C. growth and development of the body
D. blood flow to the cells and major organs
Answer:

Answer: 2

Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?

Choices:
1. absorption of water and nutrients
2. growth and development of the body
3. blood flow to the cells and major organs
4. rate that waste is eliminated from the body

Prompt:
Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?
1. absorption of water and nutrients
2. growth and development of the body
3. blood flow to the cells and major organs
4. rate that waste is eliminated from the body
Answer:

Answer: 1

Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?

Choices:
U. absorption of water and nutrients
W. growth and development of the body
Y. blood flow to the cells and major organs
B. rate that waste is eliminated from the body

Prompt:
Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?
U. absorption of water and nutrients
W. growth and development of the body
Y. blood flow to the cells and major organs
B. rate that waste is eliminated from the body
Answer:

Answer: 1

Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?

Choices:
U. rate that waste is eliminated from the body
W. absorption of water and nutrients
Y. growth and development of the body
B. blood flow to the cells and major organs

Prompt:
Question: Between the ages of 8 and 13, young boys' and girls' bodies begin to change. This is the beginning point of children becoming adults. During these years, the endocrine system releases certain types of hormones. What is most likely being regulated by this system?
U. rate that waste is eliminated from the body
W. absorption of water and nutrients
Y. growth and development of the body
B. blood flow to the cells and major organs
Answer:

Answer: 2


Question: Most of the mass of the atom consists of

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

Prompt:
Question: Most of the mass of the atom consists of
A. protons only.
B. electrons only.
C. protons and neutrons.
D. neutrons and electrons.
Answer:

Answer: 2

Question: Most of the mass of the atom consists of

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

Prompt:
Question: Most of the mass of the atom consists of
A. neutrons and electrons.
B. protons only.
C. electrons only.
D. protons and neutrons.
Answer:

Answer: 3

Question: Most of the mass of the atom consists of

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

Prompt:
Question: Most of the mass of the atom consists of
1. protons only.
2. electrons only.
3. protons and neutrons.
4. neutrons and electrons.
Answer:

Answer: 2

Question: Most of the mass of the atom consists of

Choices:
Y. protons only.
V. electrons only.
E. protons and neutrons.
B. neutrons and electrons.

Prompt:
Question: Most of the mass of the atom consists of
Y. protons only.
V. electrons only.
E. protons and neutrons.
B. neutrons and electrons.
Answer:

Answer: 2

Question: Most of the mass of the atom consists of

Choices:
Y. neutrons and electrons.
V. protons only.
E. electrons only.
B. protons and neutrons.

Prompt:
Question: Most of the mass of the atom consists of
Y. neutrons and electrons.
V. protons only.
E. electrons only.
B. protons and neutrons.
Answer:

Answer: 3


Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?

Choices:
A. an increase in water pollution
B. a decrease in industrialization
C. an increase in total biomass
D. a decrease in nonnative plants

Prompt:
Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?
A. an increase in water pollution
B. a decrease in industrialization
C. an increase in total biomass
D. a decrease in nonnative plants
Answer:

Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?

Choices:
A. a decrease in industrialization
B. an increase in water pollution
C. an increase in total biomass
D. a decrease in nonnative plants

Prompt:
Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?
A. a decrease in industrialization
B. an increase in water pollution
C. an increase in total biomass
D. a decrease in nonnative plants
Answer:

Answer: 1

Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?

Choices:
1. an increase in water pollution
2. a decrease in industrialization
3. an increase in total biomass
4. a decrease in nonnative plants

Prompt:
Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?
1. an increase in water pollution
2. a decrease in industrialization
3. an increase in total biomass
4. a decrease in nonnative plants
Answer:

Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?

Choices:
Z. an increase in water pollution
C. a decrease in industrialization
J. an increase in total biomass
O. a decrease in nonnative plants

Prompt:
Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?
Z. an increase in water pollution
C. a decrease in industrialization
J. an increase in total biomass
O. a decrease in nonnative plants
Answer:

Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?

Choices:
Z. a decrease in industrialization
C. an increase in water pollution
J. an increase in total biomass
O. a decrease in nonnative plants

Prompt:
Question: An increase in tourism and agriculture in the Florida Everglades most likely had which effect?
Z. a decrease in industrialization
C. an increase in water pollution
J. an increase in total biomass
O. a decrease in nonnative plants
Answer:

Answer: 1


Question: In which part of a tree does photosynthesis most likely take place?

Choices:
A. bark
B. roots
C. trunk
D. leaves

Prompt:
Question: In which part of a tree does photosynthesis most likely take place?
A. bark
B. roots
C. trunk
D. leaves
Answer:

Answer: 3

Question: In which part of a tree does photosynthesis most likely take place?

Choices:
A. bark
B. leaves
C. trunk
D. roots

Prompt:
Question: In which part of a tree does photosynthesis most likely take place?
A. bark
B. leaves
C. trunk
D. roots
Answer:

Answer: 1

Question: In which part of a tree does photosynthesis most likely take place?

Choices:
1. bark
2. roots
3. trunk
4. leaves

Prompt:
Question: In which part of a tree does photosynthesis most likely take place?
1. bark
2. roots
3. trunk
4. leaves
Answer:

Answer: 3

Question: In which part of a tree does photosynthesis most likely take place?

Choices:
U. bark
N. roots
C. trunk
Z. leaves

Prompt:
Question: In which part of a tree does photosynthesis most likely take place?
U. bark
N. roots
C. trunk
Z. leaves
Answer:

Answer: 3

Question: In which part of a tree does photosynthesis most likely take place?

Choices:
U. bark
N. leaves
C. trunk
Z. roots

Prompt:
Question: In which part of a tree does photosynthesis most likely take place?
U. bark
N. leaves
C. trunk
Z. roots
Answer:

Answer: 1


Question: When two nitrogen atoms combine, they form a

Choices:
A. mixture.
B. compound.
C. molecule.
D. liquid.

Prompt:
Question: When two nitrogen atoms combine, they form a
A. mixture.
B. compound.
C. molecule.
D. liquid.
Answer:

Answer: 2

Question: When two nitrogen atoms combine, they form a

Choices:
A. compound.
B. mixture.
C. liquid.
D. molecule.

Prompt:
Question: When two nitrogen atoms combine, they form a
A. compound.
B. mixture.
C. liquid.
D. molecule.
Answer:

Answer: 3

Question: When two nitrogen atoms combine, they form a

Choices:
1. mixture.
2. compound.
3. molecule.
4. liquid.

Prompt:
Question: When two nitrogen atoms combine, they form a
1. mixture.
2. compound.
3. molecule.
4. liquid.
Answer:

Answer: 2

Question: When two nitrogen atoms combine, they form a

Choices:
F. mixture.
U. compound.
V. molecule.
H. liquid.

Prompt:
Question: When two nitrogen atoms combine, they form a
F. mixture.
U. compound.
V. molecule.
H. liquid.
Answer:

Answer: 2

Question: When two nitrogen atoms combine, they form a

Choices:
F. compound.
U. mixture.
V. liquid.
H. molecule.

Prompt:
Question: When two nitrogen atoms combine, they form a
F. compound.
U. mixture.
V. liquid.
H. molecule.
Answer:

Answer: 3


Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?

Choices:
A. soil erosion
B. sedimentation
C. lightning fires
D. increase in habitat

Prompt:
Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?
A. soil erosion
B. sedimentation
C. lightning fires
D. increase in habitat
Answer:

Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?

Choices:
A. sedimentation
B. increase in habitat
C. soil erosion
D. lightning fires

Prompt:
Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?
A. sedimentation
B. increase in habitat
C. soil erosion
D. lightning fires
Answer:

Answer: 2

Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?

Choices:
1. soil erosion
2. sedimentation
3. lightning fires
4. increase in habitat

Prompt:
Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?
1. soil erosion
2. sedimentation
3. lightning fires
4. increase in habitat
Answer:

Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?

Choices:
E. soil erosion
I. sedimentation
N. lightning fires
S. increase in habitat

Prompt:
Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?
E. soil erosion
I. sedimentation
N. lightning fires
S. increase in habitat
Answer:

Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?

Choices:
E. sedimentation
I. increase in habitat
N. soil erosion
S. lightning fires

Prompt:
Question: When forest trees are cleared from the land, and trees are not replanted, which of the following will most likely occur?
E. sedimentation
I. increase in habitat
N. soil erosion
S. lightning fires
Answer:

Answer: 2


Question: Barney is a cat. Which trait was made by his environment?

Choices:
A. Barney has a long tail.
B. Barney has brown eyes.
C. Barney has a pink tongue.
D. Barney has a scar on his ear.

Prompt:
Question: Barney is a cat. Which trait was made by his environment?
A. Barney has a long tail.
B. Barney has brown eyes.
C. Barney has a pink tongue.
D. Barney has a scar on his ear.
Answer:

Answer: 3

Question: Barney is a cat. Which trait was made by his environment?

Choices:
A. Barney has a scar on his ear.
B. Barney has a long tail.
C. Barney has a pink tongue.
D. Barney has brown eyes.

Prompt:
Question: Barney is a cat. Which trait was made by his environment?
A. Barney has a scar on his ear.
B. Barney has a long tail.
C. Barney has a pink tongue.
D. Barney has brown eyes.
Answer:

Question: Barney is a cat. Which trait was made by his environment?

Choices:
1. Barney has a long tail.
2. Barney has brown eyes.
3. Barney has a pink tongue.
4. Barney has a scar on his ear.

Prompt:
Question: Barney is a cat. Which trait was made by his environment?
1. Barney has a long tail.
2. Barney has brown eyes.
3. Barney has a pink tongue.
4. Barney has a scar on his ear.
Answer:

Answer: 3

Question: Barney is a cat. Which trait was made by his environment?

Choices:
G. Barney has a long tail.
X. Barney has brown eyes.
O. Barney has a pink tongue.
A. Barney has a scar on his ear.

Prompt:
Question: Barney is a cat. Which trait was made by his environment?
G. Barney has a long tail.
X. Barney has brown eyes.
O. Barney has a pink tongue.
A. Barney has a scar on his ear.
Answer:

Answer: 3

Question: Barney is a cat. Which trait was made by his environment?

Choices:
G. Barney has a scar on his ear.
X. Barney has a long tail.
O. Barney has a pink tongue.
A. Barney has brown eyes.

Prompt:
Question: Barney is a cat. Which trait was made by his environment?
G. Barney has a scar on his ear.
X. Barney has a long tail.
O. Barney has a pink tongue.
A. Barney has brown eyes.
Answer:


Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?

Choices:
A. a raindrop splashing in a lake
B. a snowball rolling down a mountain
C. a river washing away soil from its bank
D. a tree root growing into the crack of a rock

Prompt:
Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?
A. a raindrop splashing in a lake
B. a snowball rolling down a mountain
C. a river washing away soil from its bank
D. a tree root growing into the crack of a rock
Answer:

Answer: 3

Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?

Choices:
A. a river washing away soil from its bank
B. a tree root growing into the crack of a rock
C. a raindrop splashing in a lake
D. a snowball rolling down a mountain

Prompt:
Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?
A. a river washing away soil from its bank
B. a tree root growing into the crack of a rock
C. a raindrop splashing in a lake
D. a snowball rolling down a mountain
Answer:

Answer: 1

Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?

Choices:
1. a raindrop splashing in a lake
2. a snowball rolling down a mountain
3. a river washing away soil from its bank
4. a tree root growing into the crack of a rock

Prompt:
Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?
1. a raindrop splashing in a lake
2. a snowball rolling down a mountain
3. a river washing away soil from its bank
4. a tree root growing into the crack of a rock
Answer:

Answer: 3

Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?

Choices:
J. a raindrop splashing in a lake
S. a snowball rolling down a mountain
Z. a river washing away soil from its bank
V. a tree root growing into the crack of a rock

Prompt:
Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?
J. a raindrop splashing in a lake
S. a snowball rolling down a mountain
Z. a river washing away soil from its bank
V. a tree root growing into the crack of a rock
Answer:

Answer: 3

Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?

Choices:
J. a river washing away soil from its bank
S. a tree root growing into the crack of a rock
Z. a raindrop splashing in a lake
V. a snowball rolling down a mountain

Prompt:
Question: Weathering causes rocks and minerals to break into smaller pieces. Which event is the best example of weathering?
J. a river washing away soil from its bank
S. a tree root growing into the crack of a rock
Z. a raindrop splashing in a lake
V. a snowball rolling down a mountain
Answer:

Answer: 1


Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?

Choices:
A. the length of the pendulum
B. the period of the pendulum
C. the type of string used in making the pendulum
D. the amount of mass used in making the pendulum

Prompt:
Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?
A. the length of the pendulum
B. the period of the pendulum
C. the type of string used in making the pendulum
D. the amount of mass used in making the pendulum
Answer:

Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?

Choices:
A. the type of string used in making the pendulum
B. the period of the pendulum
C. the length of the pendulum
D. the amount of mass used in making the pendulum

Prompt:
Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?
A. the type of string used in making the pendulum
B. the period of the pendulum
C. the length of the pendulum
D. the amount of mass used in making the pendulum
Answer:

Answer: 2

Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?

Choices:
1. the length of the pendulum
2. the period of the pendulum
3. the type of string used in making the pendulum
4. the amount of mass used in making the pendulum

Prompt:
Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?
1. the length of the pendulum
2. the period of the pendulum
3. the type of string used in making the pendulum
4. the amount of mass used in making the pendulum
Answer:

Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?

Choices:
F. the length of the pendulum
T. the period of the pendulum
L. the type of string used in making the pendulum
J. the amount of mass used in making the pendulum

Prompt:
Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?
F. the length of the pendulum
T. the period of the pendulum
L. the type of string used in making the pendulum
J. the amount of mass used in making the pendulum
Answer:

Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?

Choices:
F. the type of string used in making the pendulum
T. the period of the pendulum
L. the length of the pendulum
J. the amount of mass used in making the pendulum

Prompt:
Question: Students were investigating the relationship between the length and period of a pendulum. They made a pendulum by using string to suspend a 0.5-kg mass from a fixed support. The students changed the length of the string and measured the time it took for the pendulum to complete ten cycles of motion. By dividing each time measurement by ten, they were able to calculate the period of the pendulum. What was the independent variable?
F. the type of string used in making the pendulum
T. the period of the pendulum
L. the length of the pendulum
J. the amount of mass used in making the pendulum
Answer:

Answer: 2


Question: Which most accurately describes all behavior?

Choices:
A. All behavior is affected only by experience.
B. All behavior is affected only by inheritance.
C. All behavior is affected neither by experience nor inheritance.
D. All behavior is affected by both experience and inheritance.

Prompt:
Question: Which most accurately describes all behavior?
A. All behavior is affected only by experience.
B. All behavior is affected only by inheritance.
C. All behavior is affected neither by experience nor inheritance.
D. All behavior is affected by both experience and inheritance.
Answer:

Answer: 3

Question: Which most accurately describes all behavior?

Choices:
A. All behavior is affected neither by experience nor inheritance.
B. All behavior is affected only by experience.
C. All behavior is affected by both experience and inheritance.
D. All behavior is affected only by inheritance.

Prompt:
Question: Which most accurately describes all behavior?
A. All behavior is affected neither by experience nor inheritance.
B. All behavior is affected only by experience.
C. All behavior is affected by both experience and inheritance.
D. All behavior is affected only by inheritance.
Answer:

Answer: 2

Question: Which most accurately describes all behavior?

Choices:
1. All behavior is affected only by experience.
2. All behavior is affected only by inheritance.
3. All behavior is affected neither by experience nor inheritance.
4. All behavior is affected by both experience and inheritance.

Prompt:
Question: Which most accurately describes all behavior?
1. All behavior is affected only by experience.
2. All behavior is affected only by inheritance.
3. All behavior is affected neither by experience nor inheritance.
4. All behavior is affected by both experience and inheritance.
Answer:

Answer: 3

Question: Which most accurately describes all behavior?

Choices:
K. All behavior is affected only by experience.
F. All behavior is affected only by inheritance.
A. All behavior is affected neither by experience nor inheritance.
G. All behavior is affected by both experience and inheritance.

Prompt:
Question: Which most accurately describes all behavior?
K. All behavior is affected only by experience.
F. All behavior is affected only by inheritance.
A. All behavior is affected neither by experience nor inheritance.
G. All behavior is affected by both experience and inheritance.
Answer:

Answer: 3

Question: Which most accurately describes all behavior?

Choices:
K. All behavior is affected neither by experience nor inheritance.
F. All behavior is affected only by experience.
A. All behavior is affected by both experience and inheritance.
G. All behavior is affected only by inheritance.

Prompt:
Question: Which most accurately describes all behavior?
K. All behavior is affected neither by experience nor inheritance.
F. All behavior is affected only by experience.
A. All behavior is affected by both experience and inheritance.
G. All behavior is affected only by inheritance.
Answer:

Answer: 2


Question: The formation of an ionic bond involves the

Choices:
A. transfer of electrons.
B. sharing of neutrons.
C. transfer of neutrons.
D. sharing of protons.

Prompt:
Question: The formation of an ionic bond involves the
A. transfer of electrons.
B. sharing of neutrons.
C. transfer of neutrons.
D. sharing of protons.
Answer:

Question: The formation of an ionic bond involves the

Choices:
A. sharing of neutrons.
B. transfer of neutrons.
C. transfer of electrons.
D. sharing of protons.

Prompt:
Question: The formation of an ionic bond involves the
A. sharing of neutrons.
B. transfer of neutrons.
C. transfer of electrons.
D. sharing of protons.
Answer:

Answer: 2

Question: The formation of an ionic bond involves the

Choices:
1. transfer of electrons.
2. sharing of neutrons.
3. transfer of neutrons.
4. sharing of protons.

Prompt:
Question: The formation of an ionic bond involves the
1. transfer of electrons.
2. sharing of neutrons.
3. transfer of neutrons.
4. sharing of protons.
Answer:

Question: The formation of an ionic bond involves the

Choices:
N. transfer of electrons.
B. sharing of neutrons.
S. transfer of neutrons.
C. sharing of protons.

Prompt:
Question: The formation of an ionic bond involves the
N. transfer of electrons.
B. sharing of neutrons.
S. transfer of neutrons.
C. sharing of protons.
Answer:

Question: The formation of an ionic bond involves the

Choices:
N. sharing of neutrons.
B. transfer of neutrons.
S. transfer of electrons.
C. sharing of protons.

Prompt:
Question: The formation of an ionic bond involves the
N. sharing of neutrons.
B. transfer of neutrons.
S. transfer of electrons.
C. sharing of protons.
Answer:

Answer: 2


Question: Which of the following is the best example of potential energy?

Choices:
A. a fallen rock
B. a burning match
C. a liter of gasoline
D. a red-hot piece of iron

Prompt:
Question: Which of the following is the best example of potential energy?
A. a fallen rock
B. a burning match
C. a liter of gasoline
D. a red-hot piece of iron
Answer:

Answer: 2

Question: Which of the following is the best example of potential energy?

Choices:
A. a burning match
B. a fallen rock
C. a red-hot piece of iron
D. a liter of gasoline

Prompt:
Question: Which of the following is the best example of potential energy?
A. a burning match
B. a fallen rock
C. a red-hot piece of iron
D. a liter of gasoline
Answer:

Answer: 3

Question: Which of the following is the best example of potential energy?

Choices:
1. a fallen rock
2. a burning match
3. a liter of gasoline
4. a red-hot piece of iron

Prompt:
Question: Which of the following is the best example of potential energy?
1. a fallen rock
2. a burning match
3. a liter of gasoline
4. a red-hot piece of iron
Answer:

Answer: 2

Question: Which of the following is the best example of potential energy?

Choices:
Q. a fallen rock
D. a burning match
A. a liter of gasoline
H. a red-hot piece of iron

Prompt:
Question: Which of the following is the best example of potential energy?
Q. a fallen rock
D. a burning match
A. a liter of gasoline
H. a red-hot piece of iron
Answer:

Answer: 2

Question: Which of the following is the best example of potential energy?

Choices:
Q. a burning match
D. a fallen rock
A. a red-hot piece of iron
H. a liter of gasoline

Prompt:
Question: Which of the following is the best example of potential energy?
Q. a burning match
D. a fallen rock
A. a red-hot piece of iron
H. a liter of gasoline
Answer:

Answer: 3


Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?

Choices:
A. distance between the Sun and Earth
B. distance between the Moon and Earth
C. distance between two stars in the same galaxy
D. distance between two planets in the same solar system

Prompt:
Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?
A. distance between the Sun and Earth
B. distance between the Moon and Earth
C. distance between two stars in the same galaxy
D. distance between two planets in the same solar system
Answer:

Answer: 2

Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?

Choices:
A. distance between the Moon and Earth
B. distance between the Sun and Earth
C. distance between two planets in the same solar system
D. distance between two stars in the same galaxy

Prompt:
Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?
A. distance between the Moon and Earth
B. distance between the Sun and Earth
C. distance between two planets in the same solar system
D. distance between two stars in the same galaxy
Answer:

Answer: 3

Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?

Choices:
1. distance between the Sun and Earth
2. distance between the Moon and Earth
3. distance between two stars in the same galaxy
4. distance between two planets in the same solar system

Prompt:
Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?
1. distance between the Sun and Earth
2. distance between the Moon and Earth
3. distance between two stars in the same galaxy
4. distance between two planets in the same solar system
Answer:

Answer: 2

Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?

Choices:
O. distance between the Sun and Earth
Q. distance between the Moon and Earth
R. distance between two stars in the same galaxy
V. distance between two planets in the same solar system

Prompt:
Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?
O. distance between the Sun and Earth
Q. distance between the Moon and Earth
R. distance between two stars in the same galaxy
V. distance between two planets in the same solar system
Answer:

Answer: 2

Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?

Choices:
O. distance between the Moon and Earth
Q. distance between the Sun and Earth
R. distance between two planets in the same solar system
V. distance between two stars in the same galaxy

Prompt:
Question: Astronomers measure distances using very large units called light years. Which distance between celestial objects would most likely be measured in light years?
O. distance between the Moon and Earth
Q. distance between the Sun and Earth
R. distance between two planets in the same solar system
V. distance between two stars in the same galaxy
Answer:

Answer: 3


Question: Which characteristic of a plant would best help it survive in a very dry climate?

Choices:
A. colorful flowers to attract insects
B. strong stems to stay upright
C. waxy leaves to keep in water
D. green color to photosynthesize

Prompt:
Question: Which characteristic of a plant would best help it survive in a very dry climate?
A. colorful flowers to attract insects
B. strong stems to stay upright
C. waxy leaves to keep in water
D. green color to photosynthesize
Answer:

Answer: 2

Question: Which characteristic of a plant would best help it survive in a very dry climate?

Choices:
A. colorful flowers to attract insects
B. waxy leaves to keep in water
C. green color to photosynthesize
D. strong stems to stay upright

Prompt:
Question: Which characteristic of a plant would best help it survive in a very dry climate?
A. colorful flowers to attract insects
B. waxy leaves to keep in water
C. green color to photosynthesize
D. strong stems to stay upright
Answer:

Answer: 1

Question: Which characteristic of a plant would best help it survive in a very dry climate?

Choices:
1. colorful flowers to attract insects
2. strong stems to stay upright
3. waxy leaves to keep in water
4. green color to photosynthesize

Prompt:
Question: Which characteristic of a plant would best help it survive in a very dry climate?
1. colorful flowers to attract insects
2. strong stems to stay upright
3. waxy leaves to keep in water
4. green color to photosynthesize
Answer:

Answer: 2

Question: Which characteristic of a plant would best help it survive in a very dry climate?

Choices:
K. colorful flowers to attract insects
S. strong stems to stay upright
H. waxy leaves to keep in water
Z. green color to photosynthesize

Prompt:
Question: Which characteristic of a plant would best help it survive in a very dry climate?
K. colorful flowers to attract insects
S. strong stems to stay upright
H. waxy leaves to keep in water
Z. green color to photosynthesize
Answer:

Answer: 2

Question: Which characteristic of a plant would best help it survive in a very dry climate?

Choices:
K. colorful flowers to attract insects
S. waxy leaves to keep in water
H. green color to photosynthesize
Z. strong stems to stay upright

Prompt:
Question: Which characteristic of a plant would best help it survive in a very dry climate?
K. colorful flowers to attract insects
S. waxy leaves to keep in water
H. green color to photosynthesize
Z. strong stems to stay upright
Answer:

Answer: 1


Question: Which of the following laboratory practices should be avoided?

Choices:
A. pouring water into an acid
B. pouring a base into water
C. pouring water into alcohol
D. pouring alcohol into a base

Prompt:
Question: Which of the following laboratory practices should be avoided?
A. pouring water into an acid
B. pouring a base into water
C. pouring water into alcohol
D. pouring alcohol into a base
Answer:

Question: Which of the following laboratory practices should be avoided?

Choices:
A. pouring water into alcohol
B. pouring a base into water
C. pouring water into an acid
D. pouring alcohol into a base

Prompt:
Question: Which of the following laboratory practices should be avoided?
A. pouring water into alcohol
B. pouring a base into water
C. pouring water into an acid
D. pouring alcohol into a base
Answer:

Answer: 2

Question: Which of the following laboratory practices should be avoided?

Choices:
1. pouring water into an acid
2. pouring a base into water
3. pouring water into alcohol
4. pouring alcohol into a base

Prompt:
Question: Which of the following laboratory practices should be avoided?
1. pouring water into an acid
2. pouring a base into water
3. pouring water into alcohol
4. pouring alcohol into a base
Answer:

Question: Which of the following laboratory practices should be avoided?

Choices:
W. pouring water into an acid
H. pouring a base into water
A. pouring water into alcohol
B. pouring alcohol into a base

Prompt:
Question: Which of the following laboratory practices should be avoided?
W. pouring water into an acid
H. pouring a base into water
A. pouring water into alcohol
B. pouring alcohol into a base
Answer:

Question: Which of the following laboratory practices should be avoided?

Choices:
W. pouring water into alcohol
H. pouring a base into water
A. pouring water into an acid
B. pouring alcohol into a base

Prompt:
Question: Which of the following laboratory practices should be avoided?
W. pouring water into alcohol
H. pouring a base into water
A. pouring water into an acid
B. pouring alcohol into a base
Answer:

Answer: 2


Question: Which is the best reason for planting a tree away from a sidewalk?

Choices:
A. The tree would get sunlight.
B. The tree would provide shelter for birds.
C. The sidewalk might crack as the tree grows.
D. The temperature of the sidewalk would drop.

Prompt:
Question: Which is the best reason for planting a tree away from a sidewalk?
A. The tree would get sunlight.
B. The tree would provide shelter for birds.
C. The sidewalk might crack as the tree grows.
D. The temperature of the sidewalk would drop.
Answer:

Answer: 2

Question: Which is the best reason for planting a tree away from a sidewalk?

Choices:
A. The tree would provide shelter for birds.
B. The sidewalk might crack as the tree grows.
C. The temperature of the sidewalk would drop.
D. The tree would get sunlight.

Prompt:
Question: Which is the best reason for planting a tree away from a sidewalk?
A. The tree would provide shelter for birds.
B. The sidewalk might crack as the tree grows.
C. The temperature of the sidewalk would drop.
D. The tree would get sunlight.
Answer:

Answer: 1

Question: Which is the best reason for planting a tree away from a sidewalk?

Choices:
1. The tree would get sunlight.
2. The tree would provide shelter for birds.
3. The sidewalk might crack as the tree grows.
4. The temperature of the sidewalk would drop.

Prompt:
Question: Which is the best reason for planting a tree away from a sidewalk?
1. The tree would get sunlight.
2. The tree would provide shelter for birds.
3. The sidewalk might crack as the tree grows.
4. The temperature of the sidewalk would drop.
Answer:

Answer: 2

Question: Which is the best reason for planting a tree away from a sidewalk?

Choices:
L. The tree would get sunlight.
W. The tree would provide shelter for birds.
J. The sidewalk might crack as the tree grows.
E. The temperature of the sidewalk would drop.

Prompt:
Question: Which is the best reason for planting a tree away from a sidewalk?
L. The tree would get sunlight.
W. The tree would provide shelter for birds.
J. The sidewalk might crack as the tree grows.
E. The temperature of the sidewalk would drop.
Answer:

Answer: 2

Question: Which is the best reason for planting a tree away from a sidewalk?

Choices:
L. The tree would provide shelter for birds.
W. The sidewalk might crack as the tree grows.
J. The temperature of the sidewalk would drop.
E. The tree would get sunlight.

Prompt:
Question: Which is the best reason for planting a tree away from a sidewalk?
L. The tree would provide shelter for birds.
W. The sidewalk might crack as the tree grows.
J. The temperature of the sidewalk would drop.
E. The tree would get sunlight.
Answer:

Answer: 1


Question: The life cycle of some plants includes the process of pollination. Pollination is helped by

Choices:
A. wind, water, and insects.
B. sun, water, and roots.
C. humans, sun, and stems.
D. roots, wind, and stems.

Prompt:
Question: The life cycle of some plants includes the process of pollination. Pollination is helped by
A. wind, water, and insects.
B. sun, water, and roots.
C. humans, sun, and stems.
D. roots, wind, and stems.
Answer:

Question: The life cycle of some plants includes the process of pollination. Pollination is helped by

Choices:
A. roots, wind, and stems.
B. wind, water, and insects.
C. humans, sun, and stems.
D. sun, water, and roots.

Prompt:
Question: The life cycle of some plants includes the process of pollination. Pollination is helped by
A. roots, wind, and stems.
B. wind, water, and insects.
C. humans, sun, and stems.
D. sun, water, and roots.
Answer:

Answer: 1

Question: The life cycle of some plants includes the process of pollination. Pollination is helped by

Choices:
1. wind, water, and insects.
2. sun, water, and roots.
3. humans, sun, and stems.
4. roots, wind, and stems.

Prompt:
Question: The life cycle of some plants includes the process of pollination. Pollination is helped by
1. wind, water, and insects.
2. sun, water, and roots.
3. humans, sun, and stems.
4. roots, wind, and stems.
Answer:

Question: The life cycle of some plants includes the process of pollination. Pollination is helped by

Choices:
G. wind, water, and insects.
D. sun, water, and roots.
V. humans, sun, and stems.
B. roots, wind, and stems.

Prompt:
Question: The life cycle of some plants includes the process of pollination. Pollination is helped by
G. wind, water, and insects.
D. sun, water, and roots.
V. humans, sun, and stems.
B. roots, wind, and stems.
Answer:

Question: The life cycle of some plants includes the process of pollination. Pollination is helped by

Choices:
G. roots, wind, and stems.
D. wind, water, and insects.
V. humans, sun, and stems.
B. sun, water, and roots.

Prompt:
Question: The life cycle of some plants includes the process of pollination. Pollination is helped by
G. roots, wind, and stems.
D. wind, water, and insects.
V. humans, sun, and stems.
B. sun, water, and roots.
Answer:

Answer: 1


Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will

Choices:
A. vibrate.
B. create sound.
C. produce heat.
D. become magnetic.

Prompt:
Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will
A. vibrate.
B. create sound.
C. produce heat.
D. become magnetic.
Answer:

Answer: 3

Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will

Choices:
A. become magnetic.
B. produce heat.
C. create sound.
D. vibrate.

Prompt:
Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will
A. become magnetic.
B. produce heat.
C. create sound.
D. vibrate.
Answer:

Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will

Choices:
1. vibrate.
2. create sound.
3. produce heat.
4. become magnetic.

Prompt:
Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will
1. vibrate.
2. create sound.
3. produce heat.
4. become magnetic.
Answer:

Answer: 3

Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will

Choices:
T. vibrate.
E. create sound.
Z. produce heat.
A. become magnetic.

Prompt:
Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will
T. vibrate.
E. create sound.
Z. produce heat.
A. become magnetic.
Answer:

Answer: 3

Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will

Choices:
T. become magnetic.
E. produce heat.
Z. create sound.
A. vibrate.

Prompt:
Question: A wire is wrapped around a metal nail and connected to a battery. If the battery is active, the nail will
T. become magnetic.
E. produce heat.
Z. create sound.
A. vibrate.
Answer:


Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?

Choices:
A. provide feeding stations with termites for the numbats
B. protect areas of old-growth forest from clear-cutting
C. prohibit hiking in forests where numbats live
D. move the numbat to a different habitat

Prompt:
Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?
A. provide feeding stations with termites for the numbats
B. protect areas of old-growth forest from clear-cutting
C. prohibit hiking in forests where numbats live
D. move the numbat to a different habitat
Answer:

Answer: 1

Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?

Choices:
A. provide feeding stations with termites for the numbats
B. move the numbat to a different habitat
C. protect areas of old-growth forest from clear-cutting
D. prohibit hiking in forests where numbats live

Prompt:
Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?
A. provide feeding stations with termites for the numbats
B. move the numbat to a different habitat
C. protect areas of old-growth forest from clear-cutting
D. prohibit hiking in forests where numbats live
Answer:

Answer: 2

Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?

Choices:
1. provide feeding stations with termites for the numbats
2. protect areas of old-growth forest from clear-cutting
3. prohibit hiking in forests where numbats live
4. move the numbat to a different habitat

Prompt:
Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?
1. provide feeding stations with termites for the numbats
2. protect areas of old-growth forest from clear-cutting
3. prohibit hiking in forests where numbats live
4. move the numbat to a different habitat
Answer:

Answer: 1

Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?

Choices:
Y. provide feeding stations with termites for the numbats
D. protect areas of old-growth forest from clear-cutting
B. prohibit hiking in forests where numbats live
O. move the numbat to a different habitat

Prompt:
Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?
Y. provide feeding stations with termites for the numbats
D. protect areas of old-growth forest from clear-cutting
B. prohibit hiking in forests where numbats live
O. move the numbat to a different habitat
Answer:

Answer: 1

Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?

Choices:
Y. provide feeding stations with termites for the numbats
D. move the numbat to a different habitat
B. protect areas of old-growth forest from clear-cutting
O. prohibit hiking in forests where numbats live

Prompt:
Question: The numbat, a small Australian marsupial, requires fallen logs and dead trees for shelter and for its primary food, termites. Loss of old-growth forests containing logs and dead trees could threaten the numbat with extinction. What would be the best method to protect the numbat from extinction?
Y. provide feeding stations with termites for the numbats
D. move the numbat to a different habitat
B. protect areas of old-growth forest from clear-cutting
O. prohibit hiking in forests where numbats live
Answer:

Answer: 2


Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?

Choices:
A. temperature
B. available food
C. relative humidity
D. competition with other species

Prompt:
Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?
A. temperature
B. available food
C. relative humidity
D. competition with other species
Answer:

Answer: 1

Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?

Choices:
A. available food
B. relative humidity
C. temperature
D. competition with other species

Prompt:
Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?
A. available food
B. relative humidity
C. temperature
D. competition with other species
Answer:

Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?

Choices:
1. temperature
2. available food
3. relative humidity
4. competition with other species

Prompt:
Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?
1. temperature
2. available food
3. relative humidity
4. competition with other species
Answer:

Answer: 1

Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?

Choices:
V. temperature
D. available food
L. relative humidity
O. competition with other species

Prompt:
Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?
V. temperature
D. available food
L. relative humidity
O. competition with other species
Answer:

Answer: 1

Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?

Choices:
V. available food
D. relative humidity
L. temperature
O. competition with other species

Prompt:
Question: When a predator feeding on certain prey is removed from the environment, which variable will most likely determine whether or not the prey will survive?
V. available food
D. relative humidity
L. temperature
O. competition with other species
Answer:


Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?

Choices:
A. magnetism
B. gravity
C. electricity
D. friction

Prompt:
Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?
A. magnetism
B. gravity
C. electricity
D. friction
Answer:

Answer: 1

Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?

Choices:
A. magnetism
B. electricity
C. gravity
D. friction

Prompt:
Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?
A. magnetism
B. electricity
C. gravity
D. friction
Answer:

Answer: 2

Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?

Choices:
1. magnetism
2. gravity
3. electricity
4. friction

Prompt:
Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?
1. magnetism
2. gravity
3. electricity
4. friction
Answer:

Answer: 1

Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?

Choices:
H. magnetism
U. gravity
T. electricity
F. friction

Prompt:
Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?
H. magnetism
U. gravity
T. electricity
F. friction
Answer:

Answer: 1

Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?

Choices:
H. magnetism
U. electricity
T. gravity
F. friction

Prompt:
Question: If you bounce a rubber ball on the floor, it goes up and then comes down. What causes the ball to come down?
H. magnetism
U. electricity
T. gravity
F. friction
Answer:

Answer: 2


Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?

Choices:
A. form of locomotion
B. method and frequency of reproduction
C. environment in which they are found
D. genetic and structural characteristics

Prompt:
Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?
A. form of locomotion
B. method and frequency of reproduction
C. environment in which they are found
D. genetic and structural characteristics
Answer:

Answer: 3

Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?

Choices:
A. environment in which they are found
B. genetic and structural characteristics
C. method and frequency of reproduction
D. form of locomotion

Prompt:
Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?
A. environment in which they are found
B. genetic and structural characteristics
C. method and frequency of reproduction
D. form of locomotion
Answer:

Answer: 1

Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?

Choices:
1. form of locomotion
2. method and frequency of reproduction
3. environment in which they are found
4. genetic and structural characteristics

Prompt:
Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?
1. form of locomotion
2. method and frequency of reproduction
3. environment in which they are found
4. genetic and structural characteristics
Answer:

Answer: 3

Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?

Choices:
J. form of locomotion
M. method and frequency of reproduction
X. environment in which they are found
K. genetic and structural characteristics

Prompt:
Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?
J. form of locomotion
M. method and frequency of reproduction
X. environment in which they are found
K. genetic and structural characteristics
Answer:

Answer: 3

Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?

Choices:
J. environment in which they are found
M. genetic and structural characteristics
X. method and frequency of reproduction
K. form of locomotion

Prompt:
Question: Persians are one of several breeds of domestic cat, Felis catus. Which attribute can be used to classify organisms as Felis catus?
J. environment in which they are found
M. genetic and structural characteristics
X. method and frequency of reproduction
K. form of locomotion
Answer:

Answer: 1