Question: Which technology was developed most recently?

Choices:
A. cellular telephone
B. television
C. refrigerator
D. airplane

Prompt:
Question: Which technology was developed most recently?
A. cellular telephone
B. television
C. refrigerator
D. airplane
Answer:

Question: Which technology was developed most recently?

Choices:
A. refrigerator
B. cellular telephone
C. airplane
D. television

Prompt:
Question: Which technology was developed most recently?
A. refrigerator
B. cellular telephone
C. airplane
D. television
Answer:

Answer: 1

Question: Which technology was developed most recently?

Choices:
1. cellular telephone
2. television
3. refrigerator
4. airplane

Prompt:
Question: Which technology was developed most recently?
1. cellular telephone
2. television
3. refrigerator
4. airplane
Answer:

Question: Which technology was developed most recently?

Choices:
T. cellular telephone
L. television
K. refrigerator
N. airplane

Prompt:
Question: Which technology was developed most recently?
T. cellular telephone
L. television
K. refrigerator
N. airplane
Answer:

Question: Which technology was developed most recently?

Choices:
T. refrigerator
L. cellular telephone
K. airplane
N. television

Prompt:
Question: Which technology was developed most recently?
T. refrigerator
L. cellular telephone
K. airplane
N. television
Answer:

Answer: 1


Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?

Choices:
A. Do algae consume other organisms?
B. Which organisms consume algae?
C. Do algae use sunlight to make food?
D. Could an ecosystem survive without algae?

Prompt:
Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?
A. Do algae consume other organisms?
B. Which organisms consume algae?
C. Do algae use sunlight to make food?
D. Could an ecosystem survive without algae?
Answer:

Answer: 2

Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?

Choices:
A. Do algae use sunlight to make food?
B. Do algae consume other organisms?
C. Which organisms consume algae?
D. Could an ecosystem survive without algae?

Prompt:
Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?
A. Do algae use sunlight to make food?
B. Do algae consume other organisms?
C. Which organisms consume algae?
D. Could an ecosystem survive without algae?
Answer:

Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?

Choices:
1. Do algae consume other organisms?
2. Which organisms consume algae?
3. Do algae use sunlight to make food?
4. Could an ecosystem survive without algae?

Prompt:
Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?
1. Do algae consume other organisms?
2. Which organisms consume algae?
3. Do algae use sunlight to make food?
4. Could an ecosystem survive without algae?
Answer:

Answer: 2

Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?

Choices:
I. Do algae consume other organisms?
A. Which organisms consume algae?
C. Do algae use sunlight to make food?
W. Could an ecosystem survive without algae?

Prompt:
Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?
I. Do algae consume other organisms?
A. Which organisms consume algae?
C. Do algae use sunlight to make food?
W. Could an ecosystem survive without algae?
Answer:

Answer: 2

Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?

Choices:
I. Do algae use sunlight to make food?
A. Do algae consume other organisms?
C. Which organisms consume algae?
W. Could an ecosystem survive without algae?

Prompt:
Question: A student hypothesizes that algae are producers. Which question will best help the student determine if this is correct?
I. Do algae use sunlight to make food?
A. Do algae consume other organisms?
C. Which organisms consume algae?
W. Could an ecosystem survive without algae?
Answer:


Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?

Choices:
A. The nervous system
B. The endocrine system
C. The respiratory system
D. The circulatory system

Prompt:
Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?
A. The nervous system
B. The endocrine system
C. The respiratory system
D. The circulatory system
Answer:

Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?

Choices:
A. The respiratory system
B. The endocrine system
C. The circulatory system
D. The nervous system

Prompt:
Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?
A. The respiratory system
B. The endocrine system
C. The circulatory system
D. The nervous system
Answer:

Answer: 3

Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?

Choices:
1. The nervous system
2. The endocrine system
3. The respiratory system
4. The circulatory system

Prompt:
Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?
1. The nervous system
2. The endocrine system
3. The respiratory system
4. The circulatory system
Answer:

Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?

Choices:
O. The nervous system
L. The endocrine system
E. The respiratory system
P. The circulatory system

Prompt:
Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?
O. The nervous system
L. The endocrine system
E. The respiratory system
P. The circulatory system
Answer:

Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?

Choices:
O. The respiratory system
L. The endocrine system
E. The circulatory system
P. The nervous system

Prompt:
Question: Soccer players use their muscle systems to kick a ball into a goal. What organ system coordinates the muscles?
O. The respiratory system
L. The endocrine system
E. The circulatory system
P. The nervous system
Answer:

Answer: 3


Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?

Choices:
A. the size of the planets
B. gravitational pull of the Sun
C. the composition of the planets
D. electromagnetic radiation from the Sun

Prompt:
Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?
A. the size of the planets
B. gravitational pull of the Sun
C. the composition of the planets
D. electromagnetic radiation from the Sun
Answer:

Answer: 1

Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?

Choices:
A. the composition of the planets
B. electromagnetic radiation from the Sun
C. gravitational pull of the Sun
D. the size of the planets

Prompt:
Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?
A. the composition of the planets
B. electromagnetic radiation from the Sun
C. gravitational pull of the Sun
D. the size of the planets
Answer:

Answer: 2

Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?

Choices:
1. the size of the planets
2. gravitational pull of the Sun
3. the composition of the planets
4. electromagnetic radiation from the Sun

Prompt:
Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?
1. the size of the planets
2. gravitational pull of the Sun
3. the composition of the planets
4. electromagnetic radiation from the Sun
Answer:

Answer: 1

Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?

Choices:
Q. the size of the planets
Y. gravitational pull of the Sun
P. the composition of the planets
G. electromagnetic radiation from the Sun

Prompt:
Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?
Q. the size of the planets
Y. gravitational pull of the Sun
P. the composition of the planets
G. electromagnetic radiation from the Sun
Answer:

Answer: 1

Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?

Choices:
Q. the composition of the planets
Y. electromagnetic radiation from the Sun
P. gravitational pull of the Sun
G. the size of the planets

Prompt:
Question: Planets in the solar system are in constant motion. What factor has the greatest effect on the orbits of the planets?
Q. the composition of the planets
Y. electromagnetic radiation from the Sun
P. gravitational pull of the Sun
G. the size of the planets
Answer:

Answer: 2


Question: How is a pond different from a lake?

Choices:
A. Ponds have moving water.
B. Ponds are smaller and shallower.
C. Ponds are not surrounded by land.
D. Ponds have a different amount of salt.

Prompt:
Question: How is a pond different from a lake?
A. Ponds have moving water.
B. Ponds are smaller and shallower.
C. Ponds are not surrounded by land.
D. Ponds have a different amount of salt.
Answer:

Answer: 1

Question: How is a pond different from a lake?

Choices:
A. Ponds have moving water.
B. Ponds have a different amount of salt.
C. Ponds are not surrounded by land.
D. Ponds are smaller and shallower.

Prompt:
Question: How is a pond different from a lake?
A. Ponds have moving water.
B. Ponds have a different amount of salt.
C. Ponds are not surrounded by land.
D. Ponds are smaller and shallower.
Answer:

Answer: 3

Question: How is a pond different from a lake?

Choices:
1. Ponds have moving water.
2. Ponds are smaller and shallower.
3. Ponds are not surrounded by land.
4. Ponds have a different amount of salt.

Prompt:
Question: How is a pond different from a lake?
1. Ponds have moving water.
2. Ponds are smaller and shallower.
3. Ponds are not surrounded by land.
4. Ponds have a different amount of salt.
Answer:

Answer: 1

Question: How is a pond different from a lake?

Choices:
Q. Ponds have moving water.
M. Ponds are smaller and shallower.
Y. Ponds are not surrounded by land.
X. Ponds have a different amount of salt.

Prompt:
Question: How is a pond different from a lake?
Q. Ponds have moving water.
M. Ponds are smaller and shallower.
Y. Ponds are not surrounded by land.
X. Ponds have a different amount of salt.
Answer:

Answer: 1

Question: How is a pond different from a lake?

Choices:
Q. Ponds have moving water.
M. Ponds have a different amount of salt.
Y. Ponds are not surrounded by land.
X. Ponds are smaller and shallower.

Prompt:
Question: How is a pond different from a lake?
Q. Ponds have moving water.
M. Ponds have a different amount of salt.
Y. Ponds are not surrounded by land.
X. Ponds are smaller and shallower.
Answer:

Answer: 3


Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?

Choices:
A. heat transfer
B. physical change
C. law of conservation of mass
D. law of conservation of energy

Prompt:
Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?
A. heat transfer
B. physical change
C. law of conservation of mass
D. law of conservation of energy
Answer:

Answer: 2

Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?

Choices:
A. law of conservation of mass
B. law of conservation of energy
C. physical change
D. heat transfer

Prompt:
Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?
A. law of conservation of mass
B. law of conservation of energy
C. physical change
D. heat transfer
Answer:

Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?

Choices:
1. heat transfer
2. physical change
3. law of conservation of mass
4. law of conservation of energy

Prompt:
Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?
1. heat transfer
2. physical change
3. law of conservation of mass
4. law of conservation of energy
Answer:

Answer: 2

Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?

Choices:
Z. heat transfer
M. physical change
S. law of conservation of mass
W. law of conservation of energy

Prompt:
Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?
Z. heat transfer
M. physical change
S. law of conservation of mass
W. law of conservation of energy
Answer:

Answer: 2

Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?

Choices:
Z. law of conservation of mass
M. law of conservation of energy
S. physical change
W. heat transfer

Prompt:
Question: A substance with a mass of 10 g is heated to produce two new substances. The mass of the first new substance is 9.3 g and the mass of the second new substance is 0.7 g. Which of the following is best demonstrated by this example?
Z. law of conservation of mass
M. law of conservation of energy
S. physical change
W. heat transfer
Answer:


Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to

Choices:
A. close to prevent further damage.
B. stop producing mucus.
C. become clogged.
D. become efficient.

Prompt:
Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to
A. close to prevent further damage.
B. stop producing mucus.
C. become clogged.
D. become efficient.
Answer:

Answer: 2

Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to

Choices:
A. become clogged.
B. stop producing mucus.
C. close to prevent further damage.
D. become efficient.

Prompt:
Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to
A. become clogged.
B. stop producing mucus.
C. close to prevent further damage.
D. become efficient.
Answer:

Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to

Choices:
1. close to prevent further damage.
2. stop producing mucus.
3. become clogged.
4. become efficient.

Prompt:
Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to
1. close to prevent further damage.
2. stop producing mucus.
3. become clogged.
4. become efficient.
Answer:

Answer: 2

Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to

Choices:
T. close to prevent further damage.
U. stop producing mucus.
J. become clogged.
Q. become efficient.

Prompt:
Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to
T. close to prevent further damage.
U. stop producing mucus.
J. become clogged.
Q. become efficient.
Answer:

Answer: 2

Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to

Choices:
T. become clogged.
U. stop producing mucus.
J. close to prevent further damage.
Q. become efficient.

Prompt:
Question: The cilia in the respiratory system are responsible for preventing dirt and mucus from entering the bronchial tubes and lungs. If the cilia are damaged, the person's bronchial tubes and lungs are most likely to
T. become clogged.
U. stop producing mucus.
J. close to prevent further damage.
Q. become efficient.
Answer:


Question: Which two traits would best distinguish a bird from other vertebrates?

Choices:
A. fur and wings
B. gills and feet
C. feathers and wings
D. moist skin and feet

Prompt:
Question: Which two traits would best distinguish a bird from other vertebrates?
A. fur and wings
B. gills and feet
C. feathers and wings
D. moist skin and feet
Answer:

Answer: 2

Question: Which two traits would best distinguish a bird from other vertebrates?

Choices:
A. moist skin and feet
B. feathers and wings
C. fur and wings
D. gills and feet

Prompt:
Question: Which two traits would best distinguish a bird from other vertebrates?
A. moist skin and feet
B. feathers and wings
C. fur and wings
D. gills and feet
Answer:

Answer: 1

Question: Which two traits would best distinguish a bird from other vertebrates?

Choices:
1. fur and wings
2. gills and feet
3. feathers and wings
4. moist skin and feet

Prompt:
Question: Which two traits would best distinguish a bird from other vertebrates?
1. fur and wings
2. gills and feet
3. feathers and wings
4. moist skin and feet
Answer:

Answer: 2

Question: Which two traits would best distinguish a bird from other vertebrates?

Choices:
Y. fur and wings
X. gills and feet
D. feathers and wings
G. moist skin and feet

Prompt:
Question: Which two traits would best distinguish a bird from other vertebrates?
Y. fur and wings
X. gills and feet
D. feathers and wings
G. moist skin and feet
Answer:

Answer: 2

Question: Which two traits would best distinguish a bird from other vertebrates?

Choices:
Y. moist skin and feet
X. feathers and wings
D. fur and wings
G. gills and feet

Prompt:
Question: Which two traits would best distinguish a bird from other vertebrates?
Y. moist skin and feet
X. feathers and wings
D. fur and wings
G. gills and feet
Answer:

Answer: 1


Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms

Choices:
A. obtain energy
B. escape predators
C. produce offspring
D. excrete waste

Prompt:
Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms
A. obtain energy
B. escape predators
C. produce offspring
D. excrete waste
Answer:

Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms

Choices:
A. excrete waste
B. obtain energy
C. produce offspring
D. escape predators

Prompt:
Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms
A. excrete waste
B. obtain energy
C. produce offspring
D. escape predators
Answer:

Answer: 1

Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms

Choices:
1. obtain energy
2. escape predators
3. produce offspring
4. excrete waste

Prompt:
Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms
1. obtain energy
2. escape predators
3. produce offspring
4. excrete waste
Answer:

Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms

Choices:
S. obtain energy
Z. escape predators
D. produce offspring
Y. excrete waste

Prompt:
Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms
S. obtain energy
Z. escape predators
D. produce offspring
Y. excrete waste
Answer:

Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms

Choices:
S. excrete waste
Z. obtain energy
D. produce offspring
Y. escape predators

Prompt:
Question: A green plant absorbs light. A frog eats flies. These are both examples of how organisms
S. excrete waste
Z. obtain energy
D. produce offspring
Y. escape predators
Answer:

Answer: 1


Question: Which of these scientific advances occurred first?

Choices:
A. the invention of the telescope
B. the building of submarines
C. the generation of electricity
D. the breeding of plants

Prompt:
Question: Which of these scientific advances occurred first?
A. the invention of the telescope
B. the building of submarines
C. the generation of electricity
D. the breeding of plants
Answer:

Answer: 3

Question: Which of these scientific advances occurred first?

Choices:
A. the building of submarines
B. the generation of electricity
C. the breeding of plants
D. the invention of the telescope

Prompt:
Question: Which of these scientific advances occurred first?
A. the building of submarines
B. the generation of electricity
C. the breeding of plants
D. the invention of the telescope
Answer:

Answer: 2

Question: Which of these scientific advances occurred first?

Choices:
1. the invention of the telescope
2. the building of submarines
3. the generation of electricity
4. the breeding of plants

Prompt:
Question: Which of these scientific advances occurred first?
1. the invention of the telescope
2. the building of submarines
3. the generation of electricity
4. the breeding of plants
Answer:

Answer: 3

Question: Which of these scientific advances occurred first?

Choices:
F. the invention of the telescope
M. the building of submarines
I. the generation of electricity
U. the breeding of plants

Prompt:
Question: Which of these scientific advances occurred first?
F. the invention of the telescope
M. the building of submarines
I. the generation of electricity
U. the breeding of plants
Answer:

Answer: 3

Question: Which of these scientific advances occurred first?

Choices:
F. the building of submarines
M. the generation of electricity
I. the breeding of plants
U. the invention of the telescope

Prompt:
Question: Which of these scientific advances occurred first?
F. the building of submarines
M. the generation of electricity
I. the breeding of plants
U. the invention of the telescope
Answer:

Answer: 2


Question: Which instrument measures atmospheric pressure?

Choices:
A. barometer
B. hygrometer
C. thermometer
D. magnetometer

Prompt:
Question: Which instrument measures atmospheric pressure?
A. barometer
B. hygrometer
C. thermometer
D. magnetometer
Answer:

Question: Which instrument measures atmospheric pressure?

Choices:
A. thermometer
B. magnetometer
C. barometer
D. hygrometer

Prompt:
Question: Which instrument measures atmospheric pressure?
A. thermometer
B. magnetometer
C. barometer
D. hygrometer
Answer:

Answer: 2

Question: Which instrument measures atmospheric pressure?

Choices:
1. barometer
2. hygrometer
3. thermometer
4. magnetometer

Prompt:
Question: Which instrument measures atmospheric pressure?
1. barometer
2. hygrometer
3. thermometer
4. magnetometer
Answer:

Question: Which instrument measures atmospheric pressure?

Choices:
F. barometer
J. hygrometer
D. thermometer
B. magnetometer

Prompt:
Question: Which instrument measures atmospheric pressure?
F. barometer
J. hygrometer
D. thermometer
B. magnetometer
Answer:

Question: Which instrument measures atmospheric pressure?

Choices:
F. thermometer
J. magnetometer
D. barometer
B. hygrometer

Prompt:
Question: Which instrument measures atmospheric pressure?
F. thermometer
J. magnetometer
D. barometer
B. hygrometer
Answer:

Answer: 2


Question: Which of the following is produced during the process of cellular respiration?

Choices:
A. carbon dioxide
B. sodium chloride
C. oxygen
D. sugar

Prompt:
Question: Which of the following is produced during the process of cellular respiration?
A. carbon dioxide
B. sodium chloride
C. oxygen
D. sugar
Answer:

Question: Which of the following is produced during the process of cellular respiration?

Choices:
A. sodium chloride
B. sugar
C. oxygen
D. carbon dioxide

Prompt:
Question: Which of the following is produced during the process of cellular respiration?
A. sodium chloride
B. sugar
C. oxygen
D. carbon dioxide
Answer:

Answer: 3

Question: Which of the following is produced during the process of cellular respiration?

Choices:
1. carbon dioxide
2. sodium chloride
3. oxygen
4. sugar

Prompt:
Question: Which of the following is produced during the process of cellular respiration?
1. carbon dioxide
2. sodium chloride
3. oxygen
4. sugar
Answer:

Question: Which of the following is produced during the process of cellular respiration?

Choices:
D. carbon dioxide
B. sodium chloride
N. oxygen
C. sugar

Prompt:
Question: Which of the following is produced during the process of cellular respiration?
D. carbon dioxide
B. sodium chloride
N. oxygen
C. sugar
Answer:

Question: Which of the following is produced during the process of cellular respiration?

Choices:
D. sodium chloride
B. sugar
N. oxygen
C. carbon dioxide

Prompt:
Question: Which of the following is produced during the process of cellular respiration?
D. sodium chloride
B. sugar
N. oxygen
C. carbon dioxide
Answer:

Answer: 3


Question: An anemometer is a tool that measures

Choices:
A. wind direction.
B. wind speed.
C. air pressure.
D. air temperature.

Prompt:
Question: An anemometer is a tool that measures
A. wind direction.
B. wind speed.
C. air pressure.
D. air temperature.
Answer:

Answer: 1

Question: An anemometer is a tool that measures

Choices:
A. air temperature.
B. wind direction.
C. air pressure.
D. wind speed.

Prompt:
Question: An anemometer is a tool that measures
A. air temperature.
B. wind direction.
C. air pressure.
D. wind speed.
Answer:

Answer: 3

Question: An anemometer is a tool that measures

Choices:
1. wind direction.
2. wind speed.
3. air pressure.
4. air temperature.

Prompt:
Question: An anemometer is a tool that measures
1. wind direction.
2. wind speed.
3. air pressure.
4. air temperature.
Answer:

Answer: 1

Question: An anemometer is a tool that measures

Choices:
N. wind direction.
X. wind speed.
T. air pressure.
B. air temperature.

Prompt:
Question: An anemometer is a tool that measures
N. wind direction.
X. wind speed.
T. air pressure.
B. air temperature.
Answer:

Answer: 1

Question: An anemometer is a tool that measures

Choices:
N. air temperature.
X. wind direction.
T. air pressure.
B. wind speed.

Prompt:
Question: An anemometer is a tool that measures
N. air temperature.
X. wind direction.
T. air pressure.
B. wind speed.
Answer:

Answer: 3


Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?

Choices:
A. CsCl
B. CsCl_{2}
C. CsO
D. CsO_{2}

Prompt:
Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?
A. CsCl
B. CsCl_{2}
C. CsO
D. CsO_{2}
Answer:

Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?

Choices:
A. CsO_{2}
B. CsCl
C. CsO
D. CsCl_{2}

Prompt:
Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?
A. CsO_{2}
B. CsCl
C. CsO
D. CsCl_{2}
Answer:

Answer: 1

Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?

Choices:
1. CsCl
2. CsCl_{2}
3. CsO
4. CsO_{2}

Prompt:
Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?
1. CsCl
2. CsCl_{2}
3. CsO
4. CsO_{2}
Answer:

Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?

Choices:
W. CsCl
B. CsCl_{2}
J. CsO
Q. CsO_{2}

Prompt:
Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?
W. CsCl
B. CsCl_{2}
J. CsO
Q. CsO_{2}
Answer:

Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?

Choices:
W. CsO_{2}
B. CsCl
J. CsO
Q. CsCl_{2}

Prompt:
Question: The element cesium, Cs, is an alkali metal. Which chemical formula represents a cesium compound that is likely to exist?
W. CsO_{2}
B. CsCl
J. CsO
Q. CsCl_{2}
Answer:

Answer: 1


Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?

Choices:
A. chloroplast
B. cytoplasm
C. mitochondria
D. nucleus

Prompt:
Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?
A. chloroplast
B. cytoplasm
C. mitochondria
D. nucleus
Answer:

Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?

Choices:
A. cytoplasm
B. chloroplast
C. mitochondria
D. nucleus

Prompt:
Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?
A. cytoplasm
B. chloroplast
C. mitochondria
D. nucleus
Answer:

Answer: 1

Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?

Choices:
1. chloroplast
2. cytoplasm
3. mitochondria
4. nucleus

Prompt:
Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?
1. chloroplast
2. cytoplasm
3. mitochondria
4. nucleus
Answer:

Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?

Choices:
G. chloroplast
N. cytoplasm
O. mitochondria
B. nucleus

Prompt:
Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?
G. chloroplast
N. cytoplasm
O. mitochondria
B. nucleus
Answer:

Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?

Choices:
G. cytoplasm
N. chloroplast
O. mitochondria
B. nucleus

Prompt:
Question: The cells of a plant help the plant maintain its life functions. What part of a plant cell has the function of producing sugar in the presence of sunlight?
G. cytoplasm
N. chloroplast
O. mitochondria
B. nucleus
Answer:

Answer: 1


Question: A sample of sulfur forms crystals when it

Choices:
A. melts.
B. freezes.
C. evaporates.
D. condenses.

Prompt:
Question: A sample of sulfur forms crystals when it
A. melts.
B. freezes.
C. evaporates.
D. condenses.
Answer:

Answer: 1

Question: A sample of sulfur forms crystals when it

Choices:
A. evaporates.
B. melts.
C. freezes.
D. condenses.

Prompt:
Question: A sample of sulfur forms crystals when it
A. evaporates.
B. melts.
C. freezes.
D. condenses.
Answer:

Answer: 2

Question: A sample of sulfur forms crystals when it

Choices:
1. melts.
2. freezes.
3. evaporates.
4. condenses.

Prompt:
Question: A sample of sulfur forms crystals when it
1. melts.
2. freezes.
3. evaporates.
4. condenses.
Answer:

Answer: 1

Question: A sample of sulfur forms crystals when it

Choices:
N. melts.
P. freezes.
D. evaporates.
Q. condenses.

Prompt:
Question: A sample of sulfur forms crystals when it
N. melts.
P. freezes.
D. evaporates.
Q. condenses.
Answer:

Answer: 1

Question: A sample of sulfur forms crystals when it

Choices:
N. evaporates.
P. melts.
D. freezes.
Q. condenses.

Prompt:
Question: A sample of sulfur forms crystals when it
N. evaporates.
P. melts.
D. freezes.
Q. condenses.
Answer:

Answer: 2


Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?

Choices:
A. phagocytes
B. B lymphocytes
C. helper T lymphocytes
D. cytotoxic T lymphocytes

Prompt:
Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?
A. phagocytes
B. B lymphocytes
C. helper T lymphocytes
D. cytotoxic T lymphocytes
Answer:

Answer: 3

Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?

Choices:
A. cytotoxic T lymphocytes
B. helper T lymphocytes
C. B lymphocytes
D. phagocytes

Prompt:
Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?
A. cytotoxic T lymphocytes
B. helper T lymphocytes
C. B lymphocytes
D. phagocytes
Answer:

Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?

Choices:
1. phagocytes
2. B lymphocytes
3. helper T lymphocytes
4. cytotoxic T lymphocytes

Prompt:
Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?
1. phagocytes
2. B lymphocytes
3. helper T lymphocytes
4. cytotoxic T lymphocytes
Answer:

Answer: 3

Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?

Choices:
D. phagocytes
H. B lymphocytes
N. helper T lymphocytes
E. cytotoxic T lymphocytes

Prompt:
Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?
D. phagocytes
H. B lymphocytes
N. helper T lymphocytes
E. cytotoxic T lymphocytes
Answer:

Answer: 3

Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?

Choices:
D. cytotoxic T lymphocytes
H. helper T lymphocytes
N. B lymphocytes
E. phagocytes

Prompt:
Question: When a person is infected with the influenza virus, the immune system defends the body through a cell-mediated immune response. Which immune cell is responsible for protecting the body from the influenza virus infection?
D. cytotoxic T lymphocytes
H. helper T lymphocytes
N. B lymphocytes
E. phagocytes
Answer:


Question: Which form of solar radiation causes sunburn?

Choices:
A. Visible
B. Ultraviolet
C. Infrared
D. X-rays
E. Radio waves

Prompt:
Question: Which form of solar radiation causes sunburn?
A. Visible
B. Ultraviolet
C. Infrared
D. X-rays
E. Radio waves
Answer:

Answer: 1

Question: Which form of solar radiation causes sunburn?

Choices:
A. Ultraviolet
B. Visible
C. Infrared
D. Radio waves
E. X-rays

Prompt:
Question: Which form of solar radiation causes sunburn?
A. Ultraviolet
B. Visible
C. Infrared
D. Radio waves
E. X-rays
Answer:

Question: Which form of solar radiation causes sunburn?

Choices:
1. Visible
2. Ultraviolet
3. Infrared
4. X-rays
5. Radio waves

Prompt:
Question: Which form of solar radiation causes sunburn?
1. Visible
2. Ultraviolet
3. Infrared
4. X-rays
5. Radio waves
Answer:

Answer: 1

Question: Which form of solar radiation causes sunburn?

Choices:
F. Visible
A. Ultraviolet
N. Infrared
H. X-rays
P. Radio waves

Prompt:
Question: Which form of solar radiation causes sunburn?
F. Visible
A. Ultraviolet
N. Infrared
H. X-rays
P. Radio waves
Answer:

Answer: 1

Question: Which form of solar radiation causes sunburn?

Choices:
F. Ultraviolet
A. Visible
N. Infrared
H. Radio waves
P. X-rays

Prompt:
Question: Which form of solar radiation causes sunburn?
F. Ultraviolet
A. Visible
N. Infrared
H. Radio waves
P. X-rays
Answer:


Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?

Choices:
A. North American Plate
B. African Plate
C. Pacific Plate
D. Nazca Plate

Prompt:
Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?
A. North American Plate
B. African Plate
C. Pacific Plate
D. Nazca Plate
Answer:

Answer: 2

Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?

Choices:
A. North American Plate
B. Pacific Plate
C. African Plate
D. Nazca Plate

Prompt:
Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?
A. North American Plate
B. Pacific Plate
C. African Plate
D. Nazca Plate
Answer:

Answer: 1

Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?

Choices:
1. North American Plate
2. African Plate
3. Pacific Plate
4. Nazca Plate

Prompt:
Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?
1. North American Plate
2. African Plate
3. Pacific Plate
4. Nazca Plate
Answer:

Answer: 2

Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?

Choices:
Q. North American Plate
K. African Plate
T. Pacific Plate
L. Nazca Plate

Prompt:
Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?
Q. North American Plate
K. African Plate
T. Pacific Plate
L. Nazca Plate
Answer:

Answer: 2

Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?

Choices:
Q. North American Plate
K. Pacific Plate
T. African Plate
L. Nazca Plate

Prompt:
Question: About 75% of the world's active volcanoes are the result of tectonic activity around which plate?
Q. North American Plate
K. Pacific Plate
T. African Plate
L. Nazca Plate
Answer:

Answer: 1


Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?

Choices:
A. 15.35 m
B. 15.2 m
C. 14.55 m
D. 14.5 m

Prompt:
Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?
A. 15.35 m
B. 15.2 m
C. 14.55 m
D. 14.5 m
Answer:

Answer: 1

Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?

Choices:
A. 15.2 m
B. 14.55 m
C. 14.5 m
D. 15.35 m

Prompt:
Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?
A. 15.2 m
B. 14.55 m
C. 14.5 m
D. 15.35 m
Answer:

Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?

Choices:
1. 15.35 m
2. 15.2 m
3. 14.55 m
4. 14.5 m

Prompt:
Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?
1. 15.35 m
2. 15.2 m
3. 14.55 m
4. 14.5 m
Answer:

Answer: 1

Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?

Choices:
F. 15.35 m
V. 15.2 m
S. 14.55 m
D. 14.5 m

Prompt:
Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?
F. 15.35 m
V. 15.2 m
S. 14.55 m
D. 14.5 m
Answer:

Answer: 1

Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?

Choices:
F. 15.2 m
V. 14.55 m
S. 14.5 m
D. 15.35 m

Prompt:
Question: Which of the following is the most accurate measurement for the length of an object that is actually 15.0 m long?
F. 15.2 m
V. 14.55 m
S. 14.5 m
D. 15.35 m
Answer:


Question: After a rainfall, which process in the water cycle draws the water back up into the air?

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

Prompt:
Question: After a rainfall, which process in the water cycle draws the water back up into the air?
A. condensation
B. evaporation
C. circulation
D. precipitation
Answer:

Answer: 1

Question: After a rainfall, which process in the water cycle draws the water back up into the air?

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

Prompt:
Question: After a rainfall, which process in the water cycle draws the water back up into the air?
A. circulation
B. precipitation
C. condensation
D. evaporation
Answer:

Answer: 3

Question: After a rainfall, which process in the water cycle draws the water back up into the air?

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

Prompt:
Question: After a rainfall, which process in the water cycle draws the water back up into the air?
1. condensation
2. evaporation
3. circulation
4. precipitation
Answer:

Answer: 1

Question: After a rainfall, which process in the water cycle draws the water back up into the air?

Choices:
P. condensation
N. evaporation
B. circulation
T. precipitation

Prompt:
Question: After a rainfall, which process in the water cycle draws the water back up into the air?
P. condensation
N. evaporation
B. circulation
T. precipitation
Answer:

Answer: 1

Question: After a rainfall, which process in the water cycle draws the water back up into the air?

Choices:
P. circulation
N. precipitation
B. condensation
T. evaporation

Prompt:
Question: After a rainfall, which process in the water cycle draws the water back up into the air?
P. circulation
N. precipitation
B. condensation
T. evaporation
Answer:

Answer: 3


Question: When a person speaks, the type of wave produced can be described as all these except

Choices:
A. transverse.
B. mechanical.
C. compression.
D. longitudinal.

Prompt:
Question: When a person speaks, the type of wave produced can be described as all these except
A. transverse.
B. mechanical.
C. compression.
D. longitudinal.
Answer:

Question: When a person speaks, the type of wave produced can be described as all these except

Choices:
A. compression.
B. longitudinal.
C. mechanical.
D. transverse.

Prompt:
Question: When a person speaks, the type of wave produced can be described as all these except
A. compression.
B. longitudinal.
C. mechanical.
D. transverse.
Answer:

Answer: 3

Question: When a person speaks, the type of wave produced can be described as all these except

Choices:
1. transverse.
2. mechanical.
3. compression.
4. longitudinal.

Prompt:
Question: When a person speaks, the type of wave produced can be described as all these except
1. transverse.
2. mechanical.
3. compression.
4. longitudinal.
Answer:

Question: When a person speaks, the type of wave produced can be described as all these except

Choices:
C. transverse.
A. mechanical.
G. compression.
E. longitudinal.

Prompt:
Question: When a person speaks, the type of wave produced can be described as all these except
C. transverse.
A. mechanical.
G. compression.
E. longitudinal.
Answer:

Question: When a person speaks, the type of wave produced can be described as all these except

Choices:
C. compression.
A. longitudinal.
G. mechanical.
E. transverse.

Prompt:
Question: When a person speaks, the type of wave produced can be described as all these except
C. compression.
A. longitudinal.
G. mechanical.
E. transverse.
Answer:

Answer: 3


Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?

Choices:
A. convection
B. evaporation
C. radiation
D. conduction

Prompt:
Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?
A. convection
B. evaporation
C. radiation
D. conduction
Answer:

Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?

Choices:
A. radiation
B. convection
C. conduction
D. evaporation

Prompt:
Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?
A. radiation
B. convection
C. conduction
D. evaporation
Answer:

Answer: 1

Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?

Choices:
1. convection
2. evaporation
3. radiation
4. conduction

Prompt:
Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?
1. convection
2. evaporation
3. radiation
4. conduction
Answer:

Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?

Choices:
B. convection
E. evaporation
N. radiation
I. conduction

Prompt:
Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?
B. convection
E. evaporation
N. radiation
I. conduction
Answer:

Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?

Choices:
B. radiation
E. convection
N. conduction
I. evaporation

Prompt:
Question: Bill stands in a swimming pool and notices that the water around his feet is a lot cooler than the water near the surface. Which process causes this difference in temperature?
B. radiation
E. convection
N. conduction
I. evaporation
Answer:

Answer: 1


Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?

Choices:
A. a mixture
B. a solution
C. an element
D. a compound

Prompt:
Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?
A. a mixture
B. a solution
C. an element
D. a compound
Answer:

Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?

Choices:
A. a solution
B. a compound
C. an element
D. a mixture

Prompt:
Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?
A. a solution
B. a compound
C. an element
D. a mixture
Answer:

Answer: 3

Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?

Choices:
1. a mixture
2. a solution
3. an element
4. a compound

Prompt:
Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?
1. a mixture
2. a solution
3. an element
4. a compound
Answer:

Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?

Choices:
X. a mixture
S. a solution
Q. an element
H. a compound

Prompt:
Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?
X. a mixture
S. a solution
Q. an element
H. a compound
Answer:

Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?

Choices:
X. a solution
S. a compound
Q. an element
H. a mixture

Prompt:
Question: Andy adds a small amount of water to sand and makes shapes with the wet sand. Which of these best describes the wet sand?
X. a solution
S. a compound
Q. an element
H. a mixture
Answer:

Answer: 3


Question: To observe materials up close and in greater detail we use

Choices:
A. gripping tools.
B. optical tools.
C. cutting tools.
D. polishing tools.

Prompt:
Question: To observe materials up close and in greater detail we use
A. gripping tools.
B. optical tools.
C. cutting tools.
D. polishing tools.
Answer:

Answer: 1

Question: To observe materials up close and in greater detail we use

Choices:
A. cutting tools.
B. gripping tools.
C. polishing tools.
D. optical tools.

Prompt:
Question: To observe materials up close and in greater detail we use
A. cutting tools.
B. gripping tools.
C. polishing tools.
D. optical tools.
Answer:

Answer: 3

Question: To observe materials up close and in greater detail we use

Choices:
1. gripping tools.
2. optical tools.
3. cutting tools.
4. polishing tools.

Prompt:
Question: To observe materials up close and in greater detail we use
1. gripping tools.
2. optical tools.
3. cutting tools.
4. polishing tools.
Answer:

Answer: 1

Question: To observe materials up close and in greater detail we use

Choices:
L. gripping tools.
Y. optical tools.
C. cutting tools.
I. polishing tools.

Prompt:
Question: To observe materials up close and in greater detail we use
L. gripping tools.
Y. optical tools.
C. cutting tools.
I. polishing tools.
Answer:

Answer: 1

Question: To observe materials up close and in greater detail we use

Choices:
L. cutting tools.
Y. gripping tools.
C. polishing tools.
I. optical tools.

Prompt:
Question: To observe materials up close and in greater detail we use
L. cutting tools.
Y. gripping tools.
C. polishing tools.
I. optical tools.
Answer:

Answer: 3


Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?

Choices:
A. Make a tally chart
B. Draw a pictograph
C. Take a picture of each passing car
D. Write down the cars' license plate numbers

Prompt:
Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?
A. Make a tally chart
B. Draw a pictograph
C. Take a picture of each passing car
D. Write down the cars' license plate numbers
Answer:

Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?

Choices:
A. Write down the cars' license plate numbers
B. Draw a pictograph
C. Take a picture of each passing car
D. Make a tally chart

Prompt:
Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?
A. Write down the cars' license plate numbers
B. Draw a pictograph
C. Take a picture of each passing car
D. Make a tally chart
Answer:

Answer: 3

Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?

Choices:
1. Make a tally chart
2. Draw a pictograph
3. Take a picture of each passing car
4. Write down the cars' license plate numbers

Prompt:
Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?
1. Make a tally chart
2. Draw a pictograph
3. Take a picture of each passing car
4. Write down the cars' license plate numbers
Answer:

Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?

Choices:
L. Make a tally chart
N. Draw a pictograph
X. Take a picture of each passing car
I. Write down the cars' license plate numbers

Prompt:
Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?
L. Make a tally chart
N. Draw a pictograph
X. Take a picture of each passing car
I. Write down the cars' license plate numbers
Answer:

Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?

Choices:
L. Write down the cars' license plate numbers
N. Draw a pictograph
X. Take a picture of each passing car
I. Make a tally chart

Prompt:
Question: Joyce is conducting a traffic survey and needs to find out how many cars cross the crosswalk in the morning before the school bell rings. How should she collect this data?
L. Write down the cars' license plate numbers
N. Draw a pictograph
X. Take a picture of each passing car
I. Make a tally chart
Answer:

Answer: 3


Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?

Choices:
A. change the food source
B. use more than one squirrel
C. increase the number of students
D. shorten the period of observation

Prompt:
Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?
A. change the food source
B. use more than one squirrel
C. increase the number of students
D. shorten the period of observation
Answer:

Answer: 1

Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?

Choices:
A. use more than one squirrel
B. change the food source
C. increase the number of students
D. shorten the period of observation

Prompt:
Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?
A. use more than one squirrel
B. change the food source
C. increase the number of students
D. shorten the period of observation
Answer:

Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?

Choices:
1. change the food source
2. use more than one squirrel
3. increase the number of students
4. shorten the period of observation

Prompt:
Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?
1. change the food source
2. use more than one squirrel
3. increase the number of students
4. shorten the period of observation
Answer:

Answer: 1

Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?

Choices:
Q. change the food source
A. use more than one squirrel
T. increase the number of students
N. shorten the period of observation

Prompt:
Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?
Q. change the food source
A. use more than one squirrel
T. increase the number of students
N. shorten the period of observation
Answer:

Answer: 1

Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?

Choices:
Q. use more than one squirrel
A. change the food source
T. increase the number of students
N. shorten the period of observation

Prompt:
Question: A student conducts an experiment to determine the average size of acorn that squirrels eat. The student gave several different sizes of acorns to a squirrel. Which action would most likely improve the results?
Q. use more than one squirrel
A. change the food source
T. increase the number of students
N. shorten the period of observation
Answer:


Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?

Choices:
A. because Earth is tilted on its axis
B. because the Sun rotates on its axis
C. because Earth revolves around the Sun
D. because of the distance between the countries

Prompt:
Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?
A. because Earth is tilted on its axis
B. because the Sun rotates on its axis
C. because Earth revolves around the Sun
D. because of the distance between the countries
Answer:

Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?

Choices:
A. because of the distance between the countries
B. because the Sun rotates on its axis
C. because Earth is tilted on its axis
D. because Earth revolves around the Sun

Prompt:
Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?
A. because of the distance between the countries
B. because the Sun rotates on its axis
C. because Earth is tilted on its axis
D. because Earth revolves around the Sun
Answer:

Answer: 2

Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?

Choices:
1. because Earth is tilted on its axis
2. because the Sun rotates on its axis
3. because Earth revolves around the Sun
4. because of the distance between the countries

Prompt:
Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?
1. because Earth is tilted on its axis
2. because the Sun rotates on its axis
3. because Earth revolves around the Sun
4. because of the distance between the countries
Answer:

Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?

Choices:
B. because Earth is tilted on its axis
P. because the Sun rotates on its axis
L. because Earth revolves around the Sun
O. because of the distance between the countries

Prompt:
Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?
B. because Earth is tilted on its axis
P. because the Sun rotates on its axis
L. because Earth revolves around the Sun
O. because of the distance between the countries
Answer:

Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?

Choices:
B. because of the distance between the countries
P. because the Sun rotates on its axis
L. because Earth is tilted on its axis
O. because Earth revolves around the Sun

Prompt:
Question: India is in the Northern Hemisphere and Australia is in the Southern Hemisphere. In June, it is summer in India and winter in Australia. What is the main reason the seasons are opposite in the two countries?
B. because of the distance between the countries
P. because the Sun rotates on its axis
L. because Earth is tilted on its axis
O. because Earth revolves around the Sun
Answer:

Answer: 2


Question: What contributes the most to beach erosion?

Choices:
A. animal activity
B. evaporation
C. precipitation
D. wave action

Prompt:
Question: What contributes the most to beach erosion?
A. animal activity
B. evaporation
C. precipitation
D. wave action
Answer:

Answer: 3

Question: What contributes the most to beach erosion?

Choices:
A. evaporation
B. precipitation
C. wave action
D. animal activity

Prompt:
Question: What contributes the most to beach erosion?
A. evaporation
B. precipitation
C. wave action
D. animal activity
Answer:

Answer: 2

Question: What contributes the most to beach erosion?

Choices:
1. animal activity
2. evaporation
3. precipitation
4. wave action

Prompt:
Question: What contributes the most to beach erosion?
1. animal activity
2. evaporation
3. precipitation
4. wave action
Answer:

Answer: 3

Question: What contributes the most to beach erosion?

Choices:
C. animal activity
T. evaporation
Y. precipitation
Q. wave action

Prompt:
Question: What contributes the most to beach erosion?
C. animal activity
T. evaporation
Y. precipitation
Q. wave action
Answer:

Answer: 3

Question: What contributes the most to beach erosion?

Choices:
C. evaporation
T. precipitation
Y. wave action
Q. animal activity

Prompt:
Question: What contributes the most to beach erosion?
C. evaporation
T. precipitation
Y. wave action
Q. animal activity
Answer:

Answer: 2


Question: Which type of graph would best display the changes in temperature over a 24 hour period?

Choices:
A. line graph
B. pictograph
C. circle (pie) graph
D. stem-and-leaf graph

Prompt:
Question: Which type of graph would best display the changes in temperature over a 24 hour period?
A. line graph
B. pictograph
C. circle (pie) graph
D. stem-and-leaf graph
Answer:

Question: Which type of graph would best display the changes in temperature over a 24 hour period?

Choices:
A. circle (pie) graph
B. stem-and-leaf graph
C. pictograph
D. line graph

Prompt:
Question: Which type of graph would best display the changes in temperature over a 24 hour period?
A. circle (pie) graph
B. stem-and-leaf graph
C. pictograph
D. line graph
Answer:

Answer: 3

Question: Which type of graph would best display the changes in temperature over a 24 hour period?

Choices:
1. line graph
2. pictograph
3. circle (pie) graph
4. stem-and-leaf graph

Prompt:
Question: Which type of graph would best display the changes in temperature over a 24 hour period?
1. line graph
2. pictograph
3. circle (pie) graph
4. stem-and-leaf graph
Answer:

Question: Which type of graph would best display the changes in temperature over a 24 hour period?

Choices:
V. line graph
H. pictograph
M. circle (pie) graph
X. stem-and-leaf graph

Prompt:
Question: Which type of graph would best display the changes in temperature over a 24 hour period?
V. line graph
H. pictograph
M. circle (pie) graph
X. stem-and-leaf graph
Answer:

Question: Which type of graph would best display the changes in temperature over a 24 hour period?

Choices:
V. circle (pie) graph
H. stem-and-leaf graph
M. pictograph
X. line graph

Prompt:
Question: Which type of graph would best display the changes in temperature over a 24 hour period?
V. circle (pie) graph
H. stem-and-leaf graph
M. pictograph
X. line graph
Answer:

Answer: 3


Question: Which structure determines the traits that will be passed to offspring?

Choices:
A. chromosome
B. centromere
C. nuclear membrane
D. spindle fibers

Prompt:
Question: Which structure determines the traits that will be passed to offspring?
A. chromosome
B. centromere
C. nuclear membrane
D. spindle fibers
Answer:

Question: Which structure determines the traits that will be passed to offspring?

Choices:
A. nuclear membrane
B. chromosome
C. centromere
D. spindle fibers

Prompt:
Question: Which structure determines the traits that will be passed to offspring?
A. nuclear membrane
B. chromosome
C. centromere
D. spindle fibers
Answer:

Answer: 1

Question: Which structure determines the traits that will be passed to offspring?

Choices:
1. chromosome
2. centromere
3. nuclear membrane
4. spindle fibers

Prompt:
Question: Which structure determines the traits that will be passed to offspring?
1. chromosome
2. centromere
3. nuclear membrane
4. spindle fibers
Answer:

Question: Which structure determines the traits that will be passed to offspring?

Choices:
H. chromosome
K. centromere
W. nuclear membrane
R. spindle fibers

Prompt:
Question: Which structure determines the traits that will be passed to offspring?
H. chromosome
K. centromere
W. nuclear membrane
R. spindle fibers
Answer:

Question: Which structure determines the traits that will be passed to offspring?

Choices:
H. nuclear membrane
K. chromosome
W. centromere
R. spindle fibers

Prompt:
Question: Which structure determines the traits that will be passed to offspring?
H. nuclear membrane
K. chromosome
W. centromere
R. spindle fibers
Answer:

Answer: 1


Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?

Choices:
A. The oak trees are pollinated by the blue jays.
B. The oak trees are protected from other herbivores.
C. The seeds of oak trees are protected from the sun.
D. The seeds of oak trees are planted in new environments.

Prompt:
Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?
A. The oak trees are pollinated by the blue jays.
B. The oak trees are protected from other herbivores.
C. The seeds of oak trees are protected from the sun.
D. The seeds of oak trees are planted in new environments.
Answer:

Answer: 3

Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?

Choices:
A. The oak trees are pollinated by the blue jays.
B. The seeds of oak trees are protected from the sun.
C. The seeds of oak trees are planted in new environments.
D. The oak trees are protected from other herbivores.

Prompt:
Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?
A. The oak trees are pollinated by the blue jays.
B. The seeds of oak trees are protected from the sun.
C. The seeds of oak trees are planted in new environments.
D. The oak trees are protected from other herbivores.
Answer:

Answer: 2

Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?

Choices:
1. The oak trees are pollinated by the blue jays.
2. The oak trees are protected from other herbivores.
3. The seeds of oak trees are protected from the sun.
4. The seeds of oak trees are planted in new environments.

Prompt:
Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?
1. The oak trees are pollinated by the blue jays.
2. The oak trees are protected from other herbivores.
3. The seeds of oak trees are protected from the sun.
4. The seeds of oak trees are planted in new environments.
Answer:

Answer: 3

Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?

Choices:
U. The oak trees are pollinated by the blue jays.
I. The oak trees are protected from other herbivores.
S. The seeds of oak trees are protected from the sun.
C. The seeds of oak trees are planted in new environments.

Prompt:
Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?
U. The oak trees are pollinated by the blue jays.
I. The oak trees are protected from other herbivores.
S. The seeds of oak trees are protected from the sun.
C. The seeds of oak trees are planted in new environments.
Answer:

Answer: 3

Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?

Choices:
U. The oak trees are pollinated by the blue jays.
I. The seeds of oak trees are protected from the sun.
S. The seeds of oak trees are planted in new environments.
C. The oak trees are protected from other herbivores.

Prompt:
Question: Oak trees produce seeds that are contained in acorns. Blue jays eat the seeds in acorns. Blue jays also collect acorns and hide them in the ground, often far away from the parent oak tree. Blue jays do not eat the seed of every acorn they hide. How do oak trees benefit from blue jays' collecting and hiding acorns?
U. The oak trees are pollinated by the blue jays.
I. The seeds of oak trees are protected from the sun.
S. The seeds of oak trees are planted in new environments.
C. The oak trees are protected from other herbivores.
Answer:

Answer: 2


Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?

Choices:
A. observing
B. hypothesizing
C. analyzing
D. researching

Prompt:
Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?
A. observing
B. hypothesizing
C. analyzing
D. researching
Answer:

Answer: 2

Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?

Choices:
A. analyzing
B. hypothesizing
C. researching
D. observing

Prompt:
Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?
A. analyzing
B. hypothesizing
C. researching
D. observing
Answer:

Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?

Choices:
1. observing
2. hypothesizing
3. analyzing
4. researching

Prompt:
Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?
1. observing
2. hypothesizing
3. analyzing
4. researching
Answer:

Answer: 2

Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?

Choices:
V. observing
F. hypothesizing
M. analyzing
X. researching

Prompt:
Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?
V. observing
F. hypothesizing
M. analyzing
X. researching
Answer:

Answer: 2

Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?

Choices:
V. analyzing
F. hypothesizing
M. researching
X. observing

Prompt:
Question: Which step of the scientific method will follow after a student graphs collected data during a lab experiment?
V. analyzing
F. hypothesizing
M. researching
X. observing
Answer:


Question: Which is a true statement about cells?

Choices:
A. Plant cells contain chloroplasts.
B. Animal cells are missing a nucleus.
C. Only plant cells have a cell membrane.
D. Animal cells include a rigid wall structure.

Prompt:
Question: Which is a true statement about cells?
A. Plant cells contain chloroplasts.
B. Animal cells are missing a nucleus.
C. Only plant cells have a cell membrane.
D. Animal cells include a rigid wall structure.
Answer:

Question: Which is a true statement about cells?

Choices:
A. Animal cells include a rigid wall structure.
B. Animal cells are missing a nucleus.
C. Only plant cells have a cell membrane.
D. Plant cells contain chloroplasts.

Prompt:
Question: Which is a true statement about cells?
A. Animal cells include a rigid wall structure.
B. Animal cells are missing a nucleus.
C. Only plant cells have a cell membrane.
D. Plant cells contain chloroplasts.
Answer:

Answer: 3

Question: Which is a true statement about cells?

Choices:
1. Plant cells contain chloroplasts.
2. Animal cells are missing a nucleus.
3. Only plant cells have a cell membrane.
4. Animal cells include a rigid wall structure.

Prompt:
Question: Which is a true statement about cells?
1. Plant cells contain chloroplasts.
2. Animal cells are missing a nucleus.
3. Only plant cells have a cell membrane.
4. Animal cells include a rigid wall structure.
Answer:

Question: Which is a true statement about cells?

Choices:
F. Plant cells contain chloroplasts.
L. Animal cells are missing a nucleus.
K. Only plant cells have a cell membrane.
Y. Animal cells include a rigid wall structure.

Prompt:
Question: Which is a true statement about cells?
F. Plant cells contain chloroplasts.
L. Animal cells are missing a nucleus.
K. Only plant cells have a cell membrane.
Y. Animal cells include a rigid wall structure.
Answer:

Question: Which is a true statement about cells?

Choices:
F. Animal cells include a rigid wall structure.
L. Animal cells are missing a nucleus.
K. Only plant cells have a cell membrane.
Y. Plant cells contain chloroplasts.

Prompt:
Question: Which is a true statement about cells?
F. Animal cells include a rigid wall structure.
L. Animal cells are missing a nucleus.
K. Only plant cells have a cell membrane.
Y. Plant cells contain chloroplasts.
Answer:

Answer: 3


Question: Which kind of events can form mountains?

Choices:
A. earthquakes and volcanoes
B. earthquakes and landslides
C. landslides and avalanches
D. volcanoes and avalanches

Prompt:
Question: Which kind of events can form mountains?
A. earthquakes and volcanoes
B. earthquakes and landslides
C. landslides and avalanches
D. volcanoes and avalanches
Answer:

Question: Which kind of events can form mountains?

Choices:
A. volcanoes and avalanches
B. earthquakes and volcanoes
C. earthquakes and landslides
D. landslides and avalanches

Prompt:
Question: Which kind of events can form mountains?
A. volcanoes and avalanches
B. earthquakes and volcanoes
C. earthquakes and landslides
D. landslides and avalanches
Answer:

Answer: 1

Question: Which kind of events can form mountains?

Choices:
1. earthquakes and volcanoes
2. earthquakes and landslides
3. landslides and avalanches
4. volcanoes and avalanches

Prompt:
Question: Which kind of events can form mountains?
1. earthquakes and volcanoes
2. earthquakes and landslides
3. landslides and avalanches
4. volcanoes and avalanches
Answer:

Question: Which kind of events can form mountains?

Choices:
O. earthquakes and volcanoes
R. earthquakes and landslides
M. landslides and avalanches
Z. volcanoes and avalanches

Prompt:
Question: Which kind of events can form mountains?
O. earthquakes and volcanoes
R. earthquakes and landslides
M. landslides and avalanches
Z. volcanoes and avalanches
Answer:

Question: Which kind of events can form mountains?

Choices:
O. volcanoes and avalanches
R. earthquakes and volcanoes
M. earthquakes and landslides
Z. landslides and avalanches

Prompt:
Question: Which kind of events can form mountains?
O. volcanoes and avalanches
R. earthquakes and volcanoes
M. earthquakes and landslides
Z. landslides and avalanches
Answer:

Answer: 1


Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to

Choices:
A. be able to communicate when sick.
B. provide a safer method of communicating.
C. provide more jobs in the communication industry.
D. be able to communicate when away from home.

Prompt:
Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to
A. be able to communicate when sick.
B. provide a safer method of communicating.
C. provide more jobs in the communication industry.
D. be able to communicate when away from home.
Answer:

Answer: 3

Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to

Choices:
A. provide more jobs in the communication industry.
B. be able to communicate when away from home.
C. provide a safer method of communicating.
D. be able to communicate when sick.

Prompt:
Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to
A. provide more jobs in the communication industry.
B. be able to communicate when away from home.
C. provide a safer method of communicating.
D. be able to communicate when sick.
Answer:

Answer: 1

Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to

Choices:
1. be able to communicate when sick.
2. provide a safer method of communicating.
3. provide more jobs in the communication industry.
4. be able to communicate when away from home.

Prompt:
Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to
1. be able to communicate when sick.
2. provide a safer method of communicating.
3. provide more jobs in the communication industry.
4. be able to communicate when away from home.
Answer:

Answer: 3

Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to

Choices:
V. be able to communicate when sick.
X. provide a safer method of communicating.
C. provide more jobs in the communication industry.
I. be able to communicate when away from home.

Prompt:
Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to
V. be able to communicate when sick.
X. provide a safer method of communicating.
C. provide more jobs in the communication industry.
I. be able to communicate when away from home.
Answer:

Answer: 3

Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to

Choices:
V. provide more jobs in the communication industry.
X. be able to communicate when away from home.
C. provide a safer method of communicating.
I. be able to communicate when sick.

Prompt:
Question: During the early 1990s, people began using cell phones to communicate. The development of the cell phone was most likely a response to the need of society to
V. provide more jobs in the communication industry.
X. be able to communicate when away from home.
C. provide a safer method of communicating.
I. be able to communicate when sick.
Answer:

Answer: 1


Question: Which process uses carbon from the air to make food for plants?

Choices:
A. growth
B. respiration
C. decomposition
D. photosynthesis

Prompt:
Question: Which process uses carbon from the air to make food for plants?
A. growth
B. respiration
C. decomposition
D. photosynthesis
Answer:

Answer: 3

Question: Which process uses carbon from the air to make food for plants?

Choices:
A. growth
B. respiration
C. photosynthesis
D. decomposition

Prompt:
Question: Which process uses carbon from the air to make food for plants?
A. growth
B. respiration
C. photosynthesis
D. decomposition
Answer:

Answer: 2

Question: Which process uses carbon from the air to make food for plants?

Choices:
1. growth
2. respiration
3. decomposition
4. photosynthesis

Prompt:
Question: Which process uses carbon from the air to make food for plants?
1. growth
2. respiration
3. decomposition
4. photosynthesis
Answer:

Answer: 3

Question: Which process uses carbon from the air to make food for plants?

Choices:
V. growth
O. respiration
C. decomposition
H. photosynthesis

Prompt:
Question: Which process uses carbon from the air to make food for plants?
V. growth
O. respiration
C. decomposition
H. photosynthesis
Answer:

Answer: 3

Question: Which process uses carbon from the air to make food for plants?

Choices:
V. growth
O. respiration
C. photosynthesis
H. decomposition

Prompt:
Question: Which process uses carbon from the air to make food for plants?
V. growth
O. respiration
C. photosynthesis
H. decomposition
Answer:

Answer: 2


Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?

Choices:
A. the molecular shape
B. the types of bases
C. the sugar composition
D. the presence of phosphates

Prompt:
Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?
A. the molecular shape
B. the types of bases
C. the sugar composition
D. the presence of phosphates
Answer:

Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?

Choices:
A. the types of bases
B. the molecular shape
C. the sugar composition
D. the presence of phosphates

Prompt:
Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?
A. the types of bases
B. the molecular shape
C. the sugar composition
D. the presence of phosphates
Answer:

Answer: 1

Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?

Choices:
1. the molecular shape
2. the types of bases
3. the sugar composition
4. the presence of phosphates

Prompt:
Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?
1. the molecular shape
2. the types of bases
3. the sugar composition
4. the presence of phosphates
Answer:

Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?

Choices:
J. the molecular shape
X. the types of bases
Q. the sugar composition
V. the presence of phosphates

Prompt:
Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?
J. the molecular shape
X. the types of bases
Q. the sugar composition
V. the presence of phosphates
Answer:

Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?

Choices:
J. the types of bases
X. the molecular shape
Q. the sugar composition
V. the presence of phosphates

Prompt:
Question: Organisms contain DNA. What makes prokaryotic DNA different from eukaryotic DNA?
J. the types of bases
X. the molecular shape
Q. the sugar composition
V. the presence of phosphates
Answer:

Answer: 1


Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that

Choices:
A. Earth is a sphere.
B. Earth supports life.
C. Earth has a layered atmosphere.
D. Earth is covered mostly with water.

Prompt:
Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that
A. Earth is a sphere.
B. Earth supports life.
C. Earth has a layered atmosphere.
D. Earth is covered mostly with water.
Answer:

Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that

Choices:
A. Earth supports life.
B. Earth is a sphere.
C. Earth is covered mostly with water.
D. Earth has a layered atmosphere.

Prompt:
Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that
A. Earth supports life.
B. Earth is a sphere.
C. Earth is covered mostly with water.
D. Earth has a layered atmosphere.
Answer:

Answer: 1

Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that

Choices:
1. Earth is a sphere.
2. Earth supports life.
3. Earth has a layered atmosphere.
4. Earth is covered mostly with water.

Prompt:
Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that
1. Earth is a sphere.
2. Earth supports life.
3. Earth has a layered atmosphere.
4. Earth is covered mostly with water.
Answer:

Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that

Choices:
F. Earth is a sphere.
N. Earth supports life.
R. Earth has a layered atmosphere.
D. Earth is covered mostly with water.

Prompt:
Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that
F. Earth is a sphere.
N. Earth supports life.
R. Earth has a layered atmosphere.
D. Earth is covered mostly with water.
Answer:

Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that

Choices:
F. Earth supports life.
N. Earth is a sphere.
R. Earth is covered mostly with water.
D. Earth has a layered atmosphere.

Prompt:
Question: The changing appearances of the nighttime sky over the surface of Earth and eclipses of the Moon have provided evidence that
F. Earth supports life.
N. Earth is a sphere.
R. Earth is covered mostly with water.
D. Earth has a layered atmosphere.
Answer:

Answer: 1


Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?

Choices:
A. Sea levels were much higher in the past.
B. The climate on Earth has changed over time.
C. Total numbers of organisms on Earth have changed over time.
D. The total amount of radiation from the Sun was much higher in the past.

Prompt:
Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?
A. Sea levels were much higher in the past.
B. The climate on Earth has changed over time.
C. Total numbers of organisms on Earth have changed over time.
D. The total amount of radiation from the Sun was much higher in the past.
Answer:

Answer: 1

Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?

Choices:
A. Sea levels were much higher in the past.
B. The total amount of radiation from the Sun was much higher in the past.
C. Total numbers of organisms on Earth have changed over time.
D. The climate on Earth has changed over time.

Prompt:
Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?
A. Sea levels were much higher in the past.
B. The total amount of radiation from the Sun was much higher in the past.
C. Total numbers of organisms on Earth have changed over time.
D. The climate on Earth has changed over time.
Answer:

Answer: 3

Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?

Choices:
1. Sea levels were much higher in the past.
2. The climate on Earth has changed over time.
3. Total numbers of organisms on Earth have changed over time.
4. The total amount of radiation from the Sun was much higher in the past.

Prompt:
Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?
1. Sea levels were much higher in the past.
2. The climate on Earth has changed over time.
3. Total numbers of organisms on Earth have changed over time.
4. The total amount of radiation from the Sun was much higher in the past.
Answer:

Answer: 1

Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?

Choices:
F. Sea levels were much higher in the past.
V. The climate on Earth has changed over time.
W. Total numbers of organisms on Earth have changed over time.
Y. The total amount of radiation from the Sun was much higher in the past.

Prompt:
Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?
F. Sea levels were much higher in the past.
V. The climate on Earth has changed over time.
W. Total numbers of organisms on Earth have changed over time.
Y. The total amount of radiation from the Sun was much higher in the past.
Answer:

Answer: 1

Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?

Choices:
F. Sea levels were much higher in the past.
V. The total amount of radiation from the Sun was much higher in the past.
W. Total numbers of organisms on Earth have changed over time.
Y. The climate on Earth has changed over time.

Prompt:
Question: Scientists found evidence of past glacial activity in Massachusetts. Which of the following conclusions is best supported by this evidence?
F. Sea levels were much higher in the past.
V. The total amount of radiation from the Sun was much higher in the past.
W. Total numbers of organisms on Earth have changed over time.
Y. The climate on Earth has changed over time.
Answer:

Answer: 3


Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?

Choices:
A. The embryo inherits half its chromosomes from its mother.
B. The embryo receives its food from its mother through the placenta.
C. The embryo receives oxygen through the placenta.
D. The embryo receives mutations carried by its mother.

Prompt:
Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?
A. The embryo inherits half its chromosomes from its mother.
B. The embryo receives its food from its mother through the placenta.
C. The embryo receives oxygen through the placenta.
D. The embryo receives mutations carried by its mother.
Answer:

Answer: 1

Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?

Choices:
A. The embryo inherits half its chromosomes from its mother.
B. The embryo receives oxygen through the placenta.
C. The embryo receives its food from its mother through the placenta.
D. The embryo receives mutations carried by its mother.

Prompt:
Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?
A. The embryo inherits half its chromosomes from its mother.
B. The embryo receives oxygen through the placenta.
C. The embryo receives its food from its mother through the placenta.
D. The embryo receives mutations carried by its mother.
Answer:

Answer: 2

Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?

Choices:
1. The embryo inherits half its chromosomes from its mother.
2. The embryo receives its food from its mother through the placenta.
3. The embryo receives oxygen through the placenta.
4. The embryo receives mutations carried by its mother.

Prompt:
Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?
1. The embryo inherits half its chromosomes from its mother.
2. The embryo receives its food from its mother through the placenta.
3. The embryo receives oxygen through the placenta.
4. The embryo receives mutations carried by its mother.
Answer:

Answer: 1

Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?

Choices:
Z. The embryo inherits half its chromosomes from its mother.
R. The embryo receives its food from its mother through the placenta.
V. The embryo receives oxygen through the placenta.
Y. The embryo receives mutations carried by its mother.

Prompt:
Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?
Z. The embryo inherits half its chromosomes from its mother.
R. The embryo receives its food from its mother through the placenta.
V. The embryo receives oxygen through the placenta.
Y. The embryo receives mutations carried by its mother.
Answer:

Answer: 1

Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?

Choices:
Z. The embryo inherits half its chromosomes from its mother.
R. The embryo receives oxygen through the placenta.
V. The embryo receives its food from its mother through the placenta.
Y. The embryo receives mutations carried by its mother.

Prompt:
Question: Which statement explains why a mother's unhealthy diet during pregnancy is harmful to her embryo's development?
Z. The embryo inherits half its chromosomes from its mother.
R. The embryo receives oxygen through the placenta.
V. The embryo receives its food from its mother through the placenta.
Y. The embryo receives mutations carried by its mother.
Answer:

Answer: 2


Question: Which word best describes the physical state of an ice cube?

Choices:
A. gas
B. solid
C. liquid
D. plasma

Prompt:
Question: Which word best describes the physical state of an ice cube?
A. gas
B. solid
C. liquid
D. plasma
Answer:

Answer: 1

Question: Which word best describes the physical state of an ice cube?

Choices:
A. solid
B. gas
C. liquid
D. plasma

Prompt:
Question: Which word best describes the physical state of an ice cube?
A. solid
B. gas
C. liquid
D. plasma
Answer:

Question: Which word best describes the physical state of an ice cube?

Choices:
1. gas
2. solid
3. liquid
4. plasma

Prompt:
Question: Which word best describes the physical state of an ice cube?
1. gas
2. solid
3. liquid
4. plasma
Answer:

Answer: 1

Question: Which word best describes the physical state of an ice cube?

Choices:
N. gas
V. solid
B. liquid
H. plasma

Prompt:
Question: Which word best describes the physical state of an ice cube?
N. gas
V. solid
B. liquid
H. plasma
Answer:

Answer: 1

Question: Which word best describes the physical state of an ice cube?

Choices:
N. solid
V. gas
B. liquid
H. plasma

Prompt:
Question: Which word best describes the physical state of an ice cube?
N. solid
V. gas
B. liquid
H. plasma
Answer: