Question: What is the relationship between mass and gravitational pull?

Choices:
A. Lower gravitational pull creates more mass.
B. Higher gravitational pull creates more mass.
C. Lower mass creates higher gravitational pull.
D. Higher mass creates higher gravitational pull.

Prompt:
Question: What is the relationship between mass and gravitational pull?
A. Lower gravitational pull creates more mass.
B. Higher gravitational pull creates more mass.
C. Lower mass creates higher gravitational pull.
D. Higher mass creates higher gravitational pull.
Answer:

Answer: 3

Question: What is the relationship between mass and gravitational pull?

Choices:
A. Lower mass creates higher gravitational pull.
B. Higher gravitational pull creates more mass.
C. Higher mass creates higher gravitational pull.
D. Lower gravitational pull creates more mass.

Prompt:
Question: What is the relationship between mass and gravitational pull?
A. Lower mass creates higher gravitational pull.
B. Higher gravitational pull creates more mass.
C. Higher mass creates higher gravitational pull.
D. Lower gravitational pull creates more mass.
Answer:

Answer: 2

Question: What is the relationship between mass and gravitational pull?

Choices:
1. Lower gravitational pull creates more mass.
2. Higher gravitational pull creates more mass.
3. Lower mass creates higher gravitational pull.
4. Higher mass creates higher gravitational pull.

Prompt:
Question: What is the relationship between mass and gravitational pull?
1. Lower gravitational pull creates more mass.
2. Higher gravitational pull creates more mass.
3. Lower mass creates higher gravitational pull.
4. Higher mass creates higher gravitational pull.
Answer:

Answer: 3

Question: What is the relationship between mass and gravitational pull?

Choices:
O. Lower gravitational pull creates more mass.
K. Higher gravitational pull creates more mass.
V. Lower mass creates higher gravitational pull.
U. Higher mass creates higher gravitational pull.

Prompt:
Question: What is the relationship between mass and gravitational pull?
O. Lower gravitational pull creates more mass.
K. Higher gravitational pull creates more mass.
V. Lower mass creates higher gravitational pull.
U. Higher mass creates higher gravitational pull.
Answer:

Answer: 3

Question: What is the relationship between mass and gravitational pull?

Choices:
O. Lower mass creates higher gravitational pull.
K. Higher gravitational pull creates more mass.
V. Higher mass creates higher gravitational pull.
U. Lower gravitational pull creates more mass.

Prompt:
Question: What is the relationship between mass and gravitational pull?
O. Lower mass creates higher gravitational pull.
K. Higher gravitational pull creates more mass.
V. Higher mass creates higher gravitational pull.
U. Lower gravitational pull creates more mass.
Answer:

Answer: 2


Question: Which enzyme acts first in response to the ingestion of a hamburger patty?

Choices:
A. amylase in the mouth
B. pepsin in the stomach
C. lipase in the small intestine
D. trypsin in the small intestine

Prompt:
Question: Which enzyme acts first in response to the ingestion of a hamburger patty?
A. amylase in the mouth
B. pepsin in the stomach
C. lipase in the small intestine
D. trypsin in the small intestine
Answer:

Answer: 1

Question: Which enzyme acts first in response to the ingestion of a hamburger patty?

Choices:
A. lipase in the small intestine
B. amylase in the mouth
C. pepsin in the stomach
D. trypsin in the small intestine

Prompt:
Question: Which enzyme acts first in response to the ingestion of a hamburger patty?
A. lipase in the small intestine
B. amylase in the mouth
C. pepsin in the stomach
D. trypsin in the small intestine
Answer:

Answer: 2

Question: Which enzyme acts first in response to the ingestion of a hamburger patty?

Choices:
1. amylase in the mouth
2. pepsin in the stomach
3. lipase in the small intestine
4. trypsin in the small intestine

Prompt:
Question: Which enzyme acts first in response to the ingestion of a hamburger patty?
1. amylase in the mouth
2. pepsin in the stomach
3. lipase in the small intestine
4. trypsin in the small intestine
Answer:

Answer: 1

Question: Which enzyme acts first in response to the ingestion of a hamburger patty?

Choices:
S. amylase in the mouth
D. pepsin in the stomach
O. lipase in the small intestine
A. trypsin in the small intestine

Prompt:
Question: Which enzyme acts first in response to the ingestion of a hamburger patty?
S. amylase in the mouth
D. pepsin in the stomach
O. lipase in the small intestine
A. trypsin in the small intestine
Answer:

Answer: 1

Question: Which enzyme acts first in response to the ingestion of a hamburger patty?

Choices:
S. lipase in the small intestine
D. amylase in the mouth
O. pepsin in the stomach
A. trypsin in the small intestine

Prompt:
Question: Which enzyme acts first in response to the ingestion of a hamburger patty?
S. lipase in the small intestine
D. amylase in the mouth
O. pepsin in the stomach
A. trypsin in the small intestine
Answer:

Answer: 2


Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?

Choices:
A. the inner core
B. the outer core
C. the lithosphere
D. the asthenosphere

Prompt:
Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?
A. the inner core
B. the outer core
C. the lithosphere
D. the asthenosphere
Answer:

Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?

Choices:
A. the outer core
B. the asthenosphere
C. the lithosphere
D. the inner core

Prompt:
Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?
A. the outer core
B. the asthenosphere
C. the lithosphere
D. the inner core
Answer:

Answer: 3

Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?

Choices:
1. the inner core
2. the outer core
3. the lithosphere
4. the asthenosphere

Prompt:
Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?
1. the inner core
2. the outer core
3. the lithosphere
4. the asthenosphere
Answer:

Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?

Choices:
U. the inner core
D. the outer core
R. the lithosphere
P. the asthenosphere

Prompt:
Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?
U. the inner core
D. the outer core
R. the lithosphere
P. the asthenosphere
Answer:

Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?

Choices:
U. the outer core
D. the asthenosphere
R. the lithosphere
P. the inner core

Prompt:
Question: Which part of Earth's structure is composed of a solid mixture of nickel and iron?
U. the outer core
D. the asthenosphere
R. the lithosphere
P. the inner core
Answer:

Answer: 3


Question: A disease that can be passed from one person to another is best described as being

Choices:
A. hazardous.
B. contaminated.
C. infectious.
D. toxic.

Prompt:
Question: A disease that can be passed from one person to another is best described as being
A. hazardous.
B. contaminated.
C. infectious.
D. toxic.
Answer:

Answer: 2

Question: A disease that can be passed from one person to another is best described as being

Choices:
A. hazardous.
B. infectious.
C. toxic.
D. contaminated.

Prompt:
Question: A disease that can be passed from one person to another is best described as being
A. hazardous.
B. infectious.
C. toxic.
D. contaminated.
Answer:

Answer: 1

Question: A disease that can be passed from one person to another is best described as being

Choices:
1. hazardous.
2. contaminated.
3. infectious.
4. toxic.

Prompt:
Question: A disease that can be passed from one person to another is best described as being
1. hazardous.
2. contaminated.
3. infectious.
4. toxic.
Answer:

Answer: 2

Question: A disease that can be passed from one person to another is best described as being

Choices:
P. hazardous.
O. contaminated.
W. infectious.
E. toxic.

Prompt:
Question: A disease that can be passed from one person to another is best described as being
P. hazardous.
O. contaminated.
W. infectious.
E. toxic.
Answer:

Answer: 2

Question: A disease that can be passed from one person to another is best described as being

Choices:
P. hazardous.
O. infectious.
W. toxic.
E. contaminated.

Prompt:
Question: A disease that can be passed from one person to another is best described as being
P. hazardous.
O. infectious.
W. toxic.
E. contaminated.
Answer:

Answer: 1


Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?

Choices:
A. an increase in undersea volcanic activity
B. a decrease in the distance between Earth and the Sun
C. an increase in certain gases released during the use of fossil fuels
D. a decrease in the amount of water on Earth due to overconsumption

Prompt:
Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?
A. an increase in undersea volcanic activity
B. a decrease in the distance between Earth and the Sun
C. an increase in certain gases released during the use of fossil fuels
D. a decrease in the amount of water on Earth due to overconsumption
Answer:

Answer: 2

Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?

Choices:
A. an increase in undersea volcanic activity
B. a decrease in the distance between Earth and the Sun
C. a decrease in the amount of water on Earth due to overconsumption
D. an increase in certain gases released during the use of fossil fuels

Prompt:
Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?
A. an increase in undersea volcanic activity
B. a decrease in the distance between Earth and the Sun
C. a decrease in the amount of water on Earth due to overconsumption
D. an increase in certain gases released during the use of fossil fuels
Answer:

Answer: 3

Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?

Choices:
1. an increase in undersea volcanic activity
2. a decrease in the distance between Earth and the Sun
3. an increase in certain gases released during the use of fossil fuels
4. a decrease in the amount of water on Earth due to overconsumption

Prompt:
Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?
1. an increase in undersea volcanic activity
2. a decrease in the distance between Earth and the Sun
3. an increase in certain gases released during the use of fossil fuels
4. a decrease in the amount of water on Earth due to overconsumption
Answer:

Answer: 2

Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?

Choices:
Y. an increase in undersea volcanic activity
U. a decrease in the distance between Earth and the Sun
B. an increase in certain gases released during the use of fossil fuels
C. a decrease in the amount of water on Earth due to overconsumption

Prompt:
Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?
Y. an increase in undersea volcanic activity
U. a decrease in the distance between Earth and the Sun
B. an increase in certain gases released during the use of fossil fuels
C. a decrease in the amount of water on Earth due to overconsumption
Answer:

Answer: 2

Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?

Choices:
Y. an increase in undersea volcanic activity
U. a decrease in the distance between Earth and the Sun
B. a decrease in the amount of water on Earth due to overconsumption
C. an increase in certain gases released during the use of fossil fuels

Prompt:
Question: Scientists have observed an increase in global temperatures over the past 100 years. Which phenomena do scientists believe contributes to the increase in temperatures?
Y. an increase in undersea volcanic activity
U. a decrease in the distance between Earth and the Sun
B. a decrease in the amount of water on Earth due to overconsumption
C. an increase in certain gases released during the use of fossil fuels
Answer:

Answer: 3


Question: Which weather condition commonly occurs along a cold front?

Choices:
A. clear skies
B. precipitation
C. warm temperatures
D. dry air

Prompt:
Question: Which weather condition commonly occurs along a cold front?
A. clear skies
B. precipitation
C. warm temperatures
D. dry air
Answer:

Answer: 1

Question: Which weather condition commonly occurs along a cold front?

Choices:
A. clear skies
B. warm temperatures
C. dry air
D. precipitation

Prompt:
Question: Which weather condition commonly occurs along a cold front?
A. clear skies
B. warm temperatures
C. dry air
D. precipitation
Answer:

Answer: 3

Question: Which weather condition commonly occurs along a cold front?

Choices:
1. clear skies
2. precipitation
3. warm temperatures
4. dry air

Prompt:
Question: Which weather condition commonly occurs along a cold front?
1. clear skies
2. precipitation
3. warm temperatures
4. dry air
Answer:

Answer: 1

Question: Which weather condition commonly occurs along a cold front?

Choices:
J. clear skies
G. precipitation
D. warm temperatures
F. dry air

Prompt:
Question: Which weather condition commonly occurs along a cold front?
J. clear skies
G. precipitation
D. warm temperatures
F. dry air
Answer:

Answer: 1

Question: Which weather condition commonly occurs along a cold front?

Choices:
J. clear skies
G. warm temperatures
D. dry air
F. precipitation

Prompt:
Question: Which weather condition commonly occurs along a cold front?
J. clear skies
G. warm temperatures
D. dry air
F. precipitation
Answer:

Answer: 3


Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?

Choices:
A. sound energy to thermal energy
B. thermal energy to chemical energy
C. mechanical energy to sound energy
D. mechanical energy to chemical energy

Prompt:
Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?
A. sound energy to thermal energy
B. thermal energy to chemical energy
C. mechanical energy to sound energy
D. mechanical energy to chemical energy
Answer:

Answer: 2

Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?

Choices:
A. mechanical energy to chemical energy
B. mechanical energy to sound energy
C. sound energy to thermal energy
D. thermal energy to chemical energy

Prompt:
Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?
A. mechanical energy to chemical energy
B. mechanical energy to sound energy
C. sound energy to thermal energy
D. thermal energy to chemical energy
Answer:

Answer: 1

Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?

Choices:
1. sound energy to thermal energy
2. thermal energy to chemical energy
3. mechanical energy to sound energy
4. mechanical energy to chemical energy

Prompt:
Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?
1. sound energy to thermal energy
2. thermal energy to chemical energy
3. mechanical energy to sound energy
4. mechanical energy to chemical energy
Answer:

Answer: 2

Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?

Choices:
R. sound energy to thermal energy
E. thermal energy to chemical energy
I. mechanical energy to sound energy
K. mechanical energy to chemical energy

Prompt:
Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?
R. sound energy to thermal energy
E. thermal energy to chemical energy
I. mechanical energy to sound energy
K. mechanical energy to chemical energy
Answer:

Answer: 2

Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?

Choices:
R. mechanical energy to chemical energy
E. mechanical energy to sound energy
I. sound energy to thermal energy
K. thermal energy to chemical energy

Prompt:
Question: The sound made by crickets occurs when the male crickets rubs its two hind legs together. Which type of energy transformation results in the sound made by crickets?
R. mechanical energy to chemical energy
E. mechanical energy to sound energy
I. sound energy to thermal energy
K. thermal energy to chemical energy
Answer:

Answer: 1


Question: Salt water, plastic, and helium are all made of

Choices:
A. atoms.
B. mixtures.
C. electrons.
D. compounds.

Prompt:
Question: Salt water, plastic, and helium are all made of
A. atoms.
B. mixtures.
C. electrons.
D. compounds.
Answer:

Question: Salt water, plastic, and helium are all made of

Choices:
A. electrons.
B. compounds.
C. mixtures.
D. atoms.

Prompt:
Question: Salt water, plastic, and helium are all made of
A. electrons.
B. compounds.
C. mixtures.
D. atoms.
Answer:

Answer: 3

Question: Salt water, plastic, and helium are all made of

Choices:
1. atoms.
2. mixtures.
3. electrons.
4. compounds.

Prompt:
Question: Salt water, plastic, and helium are all made of
1. atoms.
2. mixtures.
3. electrons.
4. compounds.
Answer:

Question: Salt water, plastic, and helium are all made of

Choices:
E. atoms.
Z. mixtures.
T. electrons.
N. compounds.

Prompt:
Question: Salt water, plastic, and helium are all made of
E. atoms.
Z. mixtures.
T. electrons.
N. compounds.
Answer:

Question: Salt water, plastic, and helium are all made of

Choices:
E. electrons.
Z. compounds.
T. mixtures.
N. atoms.

Prompt:
Question: Salt water, plastic, and helium are all made of
E. electrons.
Z. compounds.
T. mixtures.
N. atoms.
Answer:

Answer: 3


Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?

Choices:
A. As the satellite gets closer to Earth, the satellite cools.
B. As the satellite approaches Earth, the satellite rotates faster.
C. The mass of the satellite increases as it nears Earth.
D. The distance between Earth and the satellite decreases.

Prompt:
Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?
A. As the satellite gets closer to Earth, the satellite cools.
B. As the satellite approaches Earth, the satellite rotates faster.
C. The mass of the satellite increases as it nears Earth.
D. The distance between Earth and the satellite decreases.
Answer:

Answer: 3

Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?

Choices:
A. The distance between Earth and the satellite decreases.
B. As the satellite gets closer to Earth, the satellite cools.
C. As the satellite approaches Earth, the satellite rotates faster.
D. The mass of the satellite increases as it nears Earth.

Prompt:
Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?
A. The distance between Earth and the satellite decreases.
B. As the satellite gets closer to Earth, the satellite cools.
C. As the satellite approaches Earth, the satellite rotates faster.
D. The mass of the satellite increases as it nears Earth.
Answer:

Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?

Choices:
1. As the satellite gets closer to Earth, the satellite cools.
2. As the satellite approaches Earth, the satellite rotates faster.
3. The mass of the satellite increases as it nears Earth.
4. The distance between Earth and the satellite decreases.

Prompt:
Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?
1. As the satellite gets closer to Earth, the satellite cools.
2. As the satellite approaches Earth, the satellite rotates faster.
3. The mass of the satellite increases as it nears Earth.
4. The distance between Earth and the satellite decreases.
Answer:

Answer: 3

Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?

Choices:
E. As the satellite gets closer to Earth, the satellite cools.
D. As the satellite approaches Earth, the satellite rotates faster.
S. The mass of the satellite increases as it nears Earth.
M. The distance between Earth and the satellite decreases.

Prompt:
Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?
E. As the satellite gets closer to Earth, the satellite cools.
D. As the satellite approaches Earth, the satellite rotates faster.
S. The mass of the satellite increases as it nears Earth.
M. The distance between Earth and the satellite decreases.
Answer:

Answer: 3

Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?

Choices:
E. The distance between Earth and the satellite decreases.
D. As the satellite gets closer to Earth, the satellite cools.
S. As the satellite approaches Earth, the satellite rotates faster.
M. The mass of the satellite increases as it nears Earth.

Prompt:
Question: As a satellite falls toward Earth, the gravitational force between the satellite and Earth increases. Which statement best explains why there is an increase in gravitational force?
E. The distance between Earth and the satellite decreases.
D. As the satellite gets closer to Earth, the satellite cools.
S. As the satellite approaches Earth, the satellite rotates faster.
M. The mass of the satellite increases as it nears Earth.
Answer:


Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to

Choices:
A. inertia of the orange.
B. centripetal force of the orange.
C. the friction acting on the orange.
D. the balanced forces acting on the orange.

Prompt:
Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to
A. inertia of the orange.
B. centripetal force of the orange.
C. the friction acting on the orange.
D. the balanced forces acting on the orange.
Answer:

Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to

Choices:
A. centripetal force of the orange.
B. the friction acting on the orange.
C. the balanced forces acting on the orange.
D. inertia of the orange.

Prompt:
Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to
A. centripetal force of the orange.
B. the friction acting on the orange.
C. the balanced forces acting on the orange.
D. inertia of the orange.
Answer:

Answer: 3

Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to

Choices:
1. inertia of the orange.
2. centripetal force of the orange.
3. the friction acting on the orange.
4. the balanced forces acting on the orange.

Prompt:
Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to
1. inertia of the orange.
2. centripetal force of the orange.
3. the friction acting on the orange.
4. the balanced forces acting on the orange.
Answer:

Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to

Choices:
T. inertia of the orange.
P. centripetal force of the orange.
N. the friction acting on the orange.
Q. the balanced forces acting on the orange.

Prompt:
Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to
T. inertia of the orange.
P. centripetal force of the orange.
N. the friction acting on the orange.
Q. the balanced forces acting on the orange.
Answer:

Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to

Choices:
T. centripetal force of the orange.
P. the friction acting on the orange.
N. the balanced forces acting on the orange.
Q. inertia of the orange.

Prompt:
Question: A student walking quickly while carrying an orange on his lunch tray stops suddenly. The orange will most likely roll off the tray due to
T. centripetal force of the orange.
P. the friction acting on the orange.
N. the balanced forces acting on the orange.
Q. inertia of the orange.
Answer:

Answer: 3


Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called

Choices:
A. selective breeding
B. genetic engineering
C. natural selection
D. internal fertilization

Prompt:
Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called
A. selective breeding
B. genetic engineering
C. natural selection
D. internal fertilization
Answer:

Answer: 1

Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called

Choices:
A. genetic engineering
B. internal fertilization
C. selective breeding
D. natural selection

Prompt:
Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called
A. genetic engineering
B. internal fertilization
C. selective breeding
D. natural selection
Answer:

Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called

Choices:
1. selective breeding
2. genetic engineering
3. natural selection
4. internal fertilization

Prompt:
Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called
1. selective breeding
2. genetic engineering
3. natural selection
4. internal fertilization
Answer:

Answer: 1

Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called

Choices:
Q. selective breeding
K. genetic engineering
M. natural selection
D. internal fertilization

Prompt:
Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called
Q. selective breeding
K. genetic engineering
M. natural selection
D. internal fertilization
Answer:

Answer: 1

Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called

Choices:
Q. genetic engineering
K. internal fertilization
M. selective breeding
D. natural selection

Prompt:
Question: The transfer of a section of DNA from one organism into the DNA of another organism by scientists is called
Q. genetic engineering
K. internal fertilization
M. selective breeding
D. natural selection
Answer:


Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?

Choices:
A. a topographic map
B. a line graph
C. a series of photographs
D. a table of pictographs

Prompt:
Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?
A. a topographic map
B. a line graph
C. a series of photographs
D. a table of pictographs
Answer:

Answer: 1

Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?

Choices:
A. a topographic map
B. a series of photographs
C. a table of pictographs
D. a line graph

Prompt:
Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?
A. a topographic map
B. a series of photographs
C. a table of pictographs
D. a line graph
Answer:

Answer: 3

Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?

Choices:
1. a topographic map
2. a line graph
3. a series of photographs
4. a table of pictographs

Prompt:
Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?
1. a topographic map
2. a line graph
3. a series of photographs
4. a table of pictographs
Answer:

Answer: 1

Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?

Choices:
X. a topographic map
T. a line graph
J. a series of photographs
I. a table of pictographs

Prompt:
Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?
X. a topographic map
T. a line graph
J. a series of photographs
I. a table of pictographs
Answer:

Answer: 1

Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?

Choices:
X. a topographic map
T. a series of photographs
J. a table of pictographs
I. a line graph

Prompt:
Question: A student collects data about the dates and strengths of historical earthquakes in Nevada. Which of the following would be best for reporting the strengths of these earthquakes over time?
X. a topographic map
T. a series of photographs
J. a table of pictographs
I. a line graph
Answer:

Answer: 3


Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?

Choices:
A. The skull protects the brain from injury.
B. Red blood cells carry oxygen to the bones.
C. The skull supports the eyes in their sockets.
D. Red blood cells carry oxygen to the muscles.

Prompt:
Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?
A. The skull protects the brain from injury.
B. Red blood cells carry oxygen to the bones.
C. The skull supports the eyes in their sockets.
D. Red blood cells carry oxygen to the muscles.
Answer:

Answer: 1

Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?

Choices:
A. Red blood cells carry oxygen to the muscles.
B. The skull supports the eyes in their sockets.
C. Red blood cells carry oxygen to the bones.
D. The skull protects the brain from injury.

Prompt:
Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?
A. Red blood cells carry oxygen to the muscles.
B. The skull supports the eyes in their sockets.
C. Red blood cells carry oxygen to the bones.
D. The skull protects the brain from injury.
Answer:

Answer: 2

Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?

Choices:
1. The skull protects the brain from injury.
2. Red blood cells carry oxygen to the bones.
3. The skull supports the eyes in their sockets.
4. Red blood cells carry oxygen to the muscles.

Prompt:
Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?
1. The skull protects the brain from injury.
2. Red blood cells carry oxygen to the bones.
3. The skull supports the eyes in their sockets.
4. Red blood cells carry oxygen to the muscles.
Answer:

Answer: 1

Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?

Choices:
F. The skull protects the brain from injury.
O. Red blood cells carry oxygen to the bones.
U. The skull supports the eyes in their sockets.
C. Red blood cells carry oxygen to the muscles.

Prompt:
Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?
F. The skull protects the brain from injury.
O. Red blood cells carry oxygen to the bones.
U. The skull supports the eyes in their sockets.
C. Red blood cells carry oxygen to the muscles.
Answer:

Answer: 1

Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?

Choices:
F. Red blood cells carry oxygen to the muscles.
O. The skull supports the eyes in their sockets.
U. Red blood cells carry oxygen to the bones.
C. The skull protects the brain from injury.

Prompt:
Question: The major organ systems in the human body interact in many ways. Which of the following statements describes one way that the skeletal system interacts with the circulatory system?
F. Red blood cells carry oxygen to the muscles.
O. The skull supports the eyes in their sockets.
U. Red blood cells carry oxygen to the bones.
C. The skull protects the brain from injury.
Answer:

Answer: 2


Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?

Choices:
A. The snowball is colder than the golf ball.
B. The snowball is less dense then the golf ball.
C. The effects of friction are greater on the golf ball.
D. The effects of Earth's gravity are greater on the snowball.

Prompt:
Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?
A. The snowball is colder than the golf ball.
B. The snowball is less dense then the golf ball.
C. The effects of friction are greater on the golf ball.
D. The effects of Earth's gravity are greater on the snowball.
Answer:

Answer: 1

Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?

Choices:
A. The effects of friction are greater on the golf ball.
B. The snowball is colder than the golf ball.
C. The effects of Earth's gravity are greater on the snowball.
D. The snowball is less dense then the golf ball.

Prompt:
Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?
A. The effects of friction are greater on the golf ball.
B. The snowball is colder than the golf ball.
C. The effects of Earth's gravity are greater on the snowball.
D. The snowball is less dense then the golf ball.
Answer:

Answer: 3

Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?

Choices:
1. The snowball is colder than the golf ball.
2. The snowball is less dense then the golf ball.
3. The effects of friction are greater on the golf ball.
4. The effects of Earth's gravity are greater on the snowball.

Prompt:
Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?
1. The snowball is colder than the golf ball.
2. The snowball is less dense then the golf ball.
3. The effects of friction are greater on the golf ball.
4. The effects of Earth's gravity are greater on the snowball.
Answer:

Answer: 1

Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?

Choices:
H. The snowball is colder than the golf ball.
N. The snowball is less dense then the golf ball.
O. The effects of friction are greater on the golf ball.
S. The effects of Earth's gravity are greater on the snowball.

Prompt:
Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?
H. The snowball is colder than the golf ball.
N. The snowball is less dense then the golf ball.
O. The effects of friction are greater on the golf ball.
S. The effects of Earth's gravity are greater on the snowball.
Answer:

Answer: 1

Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?

Choices:
H. The effects of friction are greater on the golf ball.
N. The snowball is colder than the golf ball.
O. The effects of Earth's gravity are greater on the snowball.
S. The snowball is less dense then the golf ball.

Prompt:
Question: A snowball is made the exact size of a golf ball. Both the golf ball and the snowball are dropped from the same height onto a concrete sidewalk. The snowball breaks, but the golf ball bounces. Which of the following best describes a reason for the difference in reaction of the two balls?
H. The effects of friction are greater on the golf ball.
N. The snowball is colder than the golf ball.
O. The effects of Earth's gravity are greater on the snowball.
S. The snowball is less dense then the golf ball.
Answer:

Answer: 3


Question: Which of these is the best way to dispose of a potentially dangerous compound?

Choices:
A. pour it down the drain
B. put it into a garbage can
C. recycle the compound for a future lab activity
D. place it in a hazardous material waste container

Prompt:
Question: Which of these is the best way to dispose of a potentially dangerous compound?
A. pour it down the drain
B. put it into a garbage can
C. recycle the compound for a future lab activity
D. place it in a hazardous material waste container
Answer:

Answer: 3

Question: Which of these is the best way to dispose of a potentially dangerous compound?

Choices:
A. pour it down the drain
B. place it in a hazardous material waste container
C. put it into a garbage can
D. recycle the compound for a future lab activity

Prompt:
Question: Which of these is the best way to dispose of a potentially dangerous compound?
A. pour it down the drain
B. place it in a hazardous material waste container
C. put it into a garbage can
D. recycle the compound for a future lab activity
Answer:

Answer: 1

Question: Which of these is the best way to dispose of a potentially dangerous compound?

Choices:
1. pour it down the drain
2. put it into a garbage can
3. recycle the compound for a future lab activity
4. place it in a hazardous material waste container

Prompt:
Question: Which of these is the best way to dispose of a potentially dangerous compound?
1. pour it down the drain
2. put it into a garbage can
3. recycle the compound for a future lab activity
4. place it in a hazardous material waste container
Answer:

Answer: 3

Question: Which of these is the best way to dispose of a potentially dangerous compound?

Choices:
H. pour it down the drain
A. put it into a garbage can
K. recycle the compound for a future lab activity
F. place it in a hazardous material waste container

Prompt:
Question: Which of these is the best way to dispose of a potentially dangerous compound?
H. pour it down the drain
A. put it into a garbage can
K. recycle the compound for a future lab activity
F. place it in a hazardous material waste container
Answer:

Answer: 3

Question: Which of these is the best way to dispose of a potentially dangerous compound?

Choices:
H. pour it down the drain
A. place it in a hazardous material waste container
K. put it into a garbage can
F. recycle the compound for a future lab activity

Prompt:
Question: Which of these is the best way to dispose of a potentially dangerous compound?
H. pour it down the drain
A. place it in a hazardous material waste container
K. put it into a garbage can
F. recycle the compound for a future lab activity
Answer:

Answer: 1


Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?

Choices:
A. They decrease the amount of HMG1 in a feedback loop.
B. They increase the amount of HMG1 in a feedback loop.
C. They disrupt the normal circadian rhythms.
D. They disrupt the normal cell cycle.

Prompt:
Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?
A. They decrease the amount of HMG1 in a feedback loop.
B. They increase the amount of HMG1 in a feedback loop.
C. They disrupt the normal circadian rhythms.
D. They disrupt the normal cell cycle.
Answer:

Answer: 3

Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?

Choices:
A. They increase the amount of HMG1 in a feedback loop.
B. They disrupt the normal circadian rhythms.
C. They disrupt the normal cell cycle.
D. They decrease the amount of HMG1 in a feedback loop.

Prompt:
Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?
A. They increase the amount of HMG1 in a feedback loop.
B. They disrupt the normal circadian rhythms.
C. They disrupt the normal cell cycle.
D. They decrease the amount of HMG1 in a feedback loop.
Answer:

Answer: 2

Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?

Choices:
1. They decrease the amount of HMG1 in a feedback loop.
2. They increase the amount of HMG1 in a feedback loop.
3. They disrupt the normal circadian rhythms.
4. They disrupt the normal cell cycle.

Prompt:
Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?
1. They decrease the amount of HMG1 in a feedback loop.
2. They increase the amount of HMG1 in a feedback loop.
3. They disrupt the normal circadian rhythms.
4. They disrupt the normal cell cycle.
Answer:

Answer: 3

Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?

Choices:
I. They decrease the amount of HMG1 in a feedback loop.
T. They increase the amount of HMG1 in a feedback loop.
Y. They disrupt the normal circadian rhythms.
D. They disrupt the normal cell cycle.

Prompt:
Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?
I. They decrease the amount of HMG1 in a feedback loop.
T. They increase the amount of HMG1 in a feedback loop.
Y. They disrupt the normal circadian rhythms.
D. They disrupt the normal cell cycle.
Answer:

Answer: 3

Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?

Choices:
I. They increase the amount of HMG1 in a feedback loop.
T. They disrupt the normal circadian rhythms.
Y. They disrupt the normal cell cycle.
D. They decrease the amount of HMG1 in a feedback loop.

Prompt:
Question: Asbestos fibers cause a cancer called mesothelioma in humans. The fibers kill cells that line lung tissue by causing programmed-cell death. When cells die this way, they release a chemical, HMG1, which causes an inflammatory response in other cells. During this inflammatory response, cells release chemicals that promote tumor growth. What conclusion can you draw about the chemicals released in the inflammatory response?
I. They increase the amount of HMG1 in a feedback loop.
T. They disrupt the normal circadian rhythms.
Y. They disrupt the normal cell cycle.
D. They decrease the amount of HMG1 in a feedback loop.
Answer:

Answer: 2


Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?

Choices:
A. attracting mates
B. confusing predators
C. preventing dehydration
D. regulating body temperature

Prompt:
Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?
A. attracting mates
B. confusing predators
C. preventing dehydration
D. regulating body temperature
Answer:

Answer: 3

Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?

Choices:
A. regulating body temperature
B. attracting mates
C. confusing predators
D. preventing dehydration

Prompt:
Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?
A. regulating body temperature
B. attracting mates
C. confusing predators
D. preventing dehydration
Answer:

Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?

Choices:
1. attracting mates
2. confusing predators
3. preventing dehydration
4. regulating body temperature

Prompt:
Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?
1. attracting mates
2. confusing predators
3. preventing dehydration
4. regulating body temperature
Answer:

Answer: 3

Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?

Choices:
G. attracting mates
P. confusing predators
Z. preventing dehydration
L. regulating body temperature

Prompt:
Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?
G. attracting mates
P. confusing predators
Z. preventing dehydration
L. regulating body temperature
Answer:

Answer: 3

Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?

Choices:
G. regulating body temperature
P. attracting mates
Z. confusing predators
L. preventing dehydration

Prompt:
Question: Sea lions often swim in the waters of the Pacific Ocean with their flippers sticking above the surface of the water. At other times they may be on land with only their flippers in the water. What would these behaviors most likely accomplish?
G. regulating body temperature
P. attracting mates
Z. confusing predators
L. preventing dehydration
Answer:


Question: If a ball rolls at a constant rate on a flat surface, the motion is due to

Choices:
A. gravitational forces.
B. frictional forces.
C. electromagnetic forces.
D. balanced forces.

Prompt:
Question: If a ball rolls at a constant rate on a flat surface, the motion is due to
A. gravitational forces.
B. frictional forces.
C. electromagnetic forces.
D. balanced forces.
Answer:

Answer: 3

Question: If a ball rolls at a constant rate on a flat surface, the motion is due to

Choices:
A. gravitational forces.
B. balanced forces.
C. electromagnetic forces.
D. frictional forces.

Prompt:
Question: If a ball rolls at a constant rate on a flat surface, the motion is due to
A. gravitational forces.
B. balanced forces.
C. electromagnetic forces.
D. frictional forces.
Answer:

Answer: 1

Question: If a ball rolls at a constant rate on a flat surface, the motion is due to

Choices:
1. gravitational forces.
2. frictional forces.
3. electromagnetic forces.
4. balanced forces.

Prompt:
Question: If a ball rolls at a constant rate on a flat surface, the motion is due to
1. gravitational forces.
2. frictional forces.
3. electromagnetic forces.
4. balanced forces.
Answer:

Answer: 3

Question: If a ball rolls at a constant rate on a flat surface, the motion is due to

Choices:
O. gravitational forces.
J. frictional forces.
A. electromagnetic forces.
K. balanced forces.

Prompt:
Question: If a ball rolls at a constant rate on a flat surface, the motion is due to
O. gravitational forces.
J. frictional forces.
A. electromagnetic forces.
K. balanced forces.
Answer:

Answer: 3

Question: If a ball rolls at a constant rate on a flat surface, the motion is due to

Choices:
O. gravitational forces.
J. balanced forces.
A. electromagnetic forces.
K. frictional forces.

Prompt:
Question: If a ball rolls at a constant rate on a flat surface, the motion is due to
O. gravitational forces.
J. balanced forces.
A. electromagnetic forces.
K. frictional forces.
Answer:

Answer: 1


Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?

Choices:
A. nuclear power
B. hydroelectric power
C. natural gas
D. coal

Prompt:
Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?
A. nuclear power
B. hydroelectric power
C. natural gas
D. coal
Answer:

Answer: 1

Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?

Choices:
A. natural gas
B. nuclear power
C. hydroelectric power
D. coal

Prompt:
Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?
A. natural gas
B. nuclear power
C. hydroelectric power
D. coal
Answer:

Answer: 2

Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?

Choices:
1. nuclear power
2. hydroelectric power
3. natural gas
4. coal

Prompt:
Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?
1. nuclear power
2. hydroelectric power
3. natural gas
4. coal
Answer:

Answer: 1

Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?

Choices:
D. nuclear power
O. hydroelectric power
V. natural gas
F. coal

Prompt:
Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?
D. nuclear power
O. hydroelectric power
V. natural gas
F. coal
Answer:

Answer: 1

Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?

Choices:
D. natural gas
O. nuclear power
V. hydroelectric power
F. coal

Prompt:
Question: Many ways of generating electricity use water. An electrical plant using which energy source changes the temperature of water it uses least?
D. natural gas
O. nuclear power
V. hydroelectric power
F. coal
Answer:

Answer: 2


Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?

Choices:
A. volcanic deposits
B. weather forecasts
C. fossil records
D. ocean currents

Prompt:
Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?
A. volcanic deposits
B. weather forecasts
C. fossil records
D. ocean currents
Answer:

Answer: 2

Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?

Choices:
A. volcanic deposits
B. fossil records
C. weather forecasts
D. ocean currents

Prompt:
Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?
A. volcanic deposits
B. fossil records
C. weather forecasts
D. ocean currents
Answer:

Answer: 1

Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?

Choices:
1. volcanic deposits
2. weather forecasts
3. fossil records
4. ocean currents

Prompt:
Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?
1. volcanic deposits
2. weather forecasts
3. fossil records
4. ocean currents
Answer:

Answer: 2

Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?

Choices:
Y. volcanic deposits
F. weather forecasts
U. fossil records
H. ocean currents

Prompt:
Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?
Y. volcanic deposits
F. weather forecasts
U. fossil records
H. ocean currents
Answer:

Answer: 2

Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?

Choices:
Y. volcanic deposits
F. fossil records
U. weather forecasts
H. ocean currents

Prompt:
Question: Environments have changed over millions of years. Which of these would be best for a scientist to study when investigating these environmental changes?
Y. volcanic deposits
F. fossil records
U. weather forecasts
H. ocean currents
Answer:

Answer: 1


Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?

Choices:
A. humor
B. honesty
C. curiosity
D. leadership

Prompt:
Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?
A. humor
B. honesty
C. curiosity
D. leadership
Answer:

Answer: 2

Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?

Choices:
A. humor
B. leadership
C. honesty
D. curiosity

Prompt:
Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?
A. humor
B. leadership
C. honesty
D. curiosity
Answer:

Answer: 3

Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?

Choices:
1. humor
2. honesty
3. curiosity
4. leadership

Prompt:
Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?
1. humor
2. honesty
3. curiosity
4. leadership
Answer:

Answer: 2

Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?

Choices:
N. humor
O. honesty
H. curiosity
K. leadership

Prompt:
Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?
N. humor
O. honesty
H. curiosity
K. leadership
Answer:

Answer: 2

Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?

Choices:
N. humor
O. leadership
H. honesty
K. curiosity

Prompt:
Question: Benjamin Franklin invented many different things. Among his inventions were bifocal glasses, the lightning rod, and a type of iron stove. Which personal quality most likely led to the invention of these things?
N. humor
O. leadership
H. honesty
K. curiosity
Answer:

Answer: 3


Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to

Choices:
A. fossilization.
B. evolution.
C. geographic isolation.
D. genetic mutations.

Prompt:
Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to
A. fossilization.
B. evolution.
C. geographic isolation.
D. genetic mutations.
Answer:

Answer: 1

Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to

Choices:
A. geographic isolation.
B. fossilization.
C. evolution.
D. genetic mutations.

Prompt:
Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to
A. geographic isolation.
B. fossilization.
C. evolution.
D. genetic mutations.
Answer:

Answer: 2

Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to

Choices:
1. fossilization.
2. evolution.
3. geographic isolation.
4. genetic mutations.

Prompt:
Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to
1. fossilization.
2. evolution.
3. geographic isolation.
4. genetic mutations.
Answer:

Answer: 1

Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to

Choices:
I. fossilization.
L. evolution.
S. geographic isolation.
R. genetic mutations.

Prompt:
Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to
I. fossilization.
L. evolution.
S. geographic isolation.
R. genetic mutations.
Answer:

Answer: 1

Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to

Choices:
I. geographic isolation.
L. fossilization.
S. evolution.
R. genetic mutations.

Prompt:
Question: Over a long period of time, helpful variations in a species replace the unfavorable ones. This change can lead to
I. geographic isolation.
L. fossilization.
S. evolution.
R. genetic mutations.
Answer:

Answer: 2


Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?

Choices:
A. oxygen
B. carbon dioxide
C. nitrogen
D. water vapor

Prompt:
Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?
A. oxygen
B. carbon dioxide
C. nitrogen
D. water vapor
Answer:

Answer: 1

Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?

Choices:
A. carbon dioxide
B. water vapor
C. oxygen
D. nitrogen

Prompt:
Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?
A. carbon dioxide
B. water vapor
C. oxygen
D. nitrogen
Answer:

Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?

Choices:
1. oxygen
2. carbon dioxide
3. nitrogen
4. water vapor

Prompt:
Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?
1. oxygen
2. carbon dioxide
3. nitrogen
4. water vapor
Answer:

Answer: 1

Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?

Choices:
Y. oxygen
S. carbon dioxide
K. nitrogen
F. water vapor

Prompt:
Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?
Y. oxygen
S. carbon dioxide
K. nitrogen
F. water vapor
Answer:

Answer: 1

Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?

Choices:
Y. carbon dioxide
S. water vapor
K. oxygen
F. nitrogen

Prompt:
Question: Earth's atmosphere is made of many gases. Which gas do producers use to make food?
Y. carbon dioxide
S. water vapor
K. oxygen
F. nitrogen
Answer:


Question: Which is an abiotic factor that most limits the number of frogs living in a pond?

Choices:
A. the color of the water
B. the number of predators
C. the temperature of the water
D. the populations of producers

Prompt:
Question: Which is an abiotic factor that most limits the number of frogs living in a pond?
A. the color of the water
B. the number of predators
C. the temperature of the water
D. the populations of producers
Answer:

Answer: 2

Question: Which is an abiotic factor that most limits the number of frogs living in a pond?

Choices:
A. the populations of producers
B. the temperature of the water
C. the number of predators
D. the color of the water

Prompt:
Question: Which is an abiotic factor that most limits the number of frogs living in a pond?
A. the populations of producers
B. the temperature of the water
C. the number of predators
D. the color of the water
Answer:

Answer: 1

Question: Which is an abiotic factor that most limits the number of frogs living in a pond?

Choices:
1. the color of the water
2. the number of predators
3. the temperature of the water
4. the populations of producers

Prompt:
Question: Which is an abiotic factor that most limits the number of frogs living in a pond?
1. the color of the water
2. the number of predators
3. the temperature of the water
4. the populations of producers
Answer:

Answer: 2

Question: Which is an abiotic factor that most limits the number of frogs living in a pond?

Choices:
G. the color of the water
A. the number of predators
S. the temperature of the water
B. the populations of producers

Prompt:
Question: Which is an abiotic factor that most limits the number of frogs living in a pond?
G. the color of the water
A. the number of predators
S. the temperature of the water
B. the populations of producers
Answer:

Answer: 2

Question: Which is an abiotic factor that most limits the number of frogs living in a pond?

Choices:
G. the populations of producers
A. the temperature of the water
S. the number of predators
B. the color of the water

Prompt:
Question: Which is an abiotic factor that most limits the number of frogs living in a pond?
G. the populations of producers
A. the temperature of the water
S. the number of predators
B. the color of the water
Answer:

Answer: 1


Question: To which of the following phenomena do humans contribute the least?

Choices:
A. plate tectonics
B. soil erosion
C. air pollution
D. deforestation

Prompt:
Question: To which of the following phenomena do humans contribute the least?
A. plate tectonics
B. soil erosion
C. air pollution
D. deforestation
Answer:

Question: To which of the following phenomena do humans contribute the least?

Choices:
A. soil erosion
B. deforestation
C. air pollution
D. plate tectonics

Prompt:
Question: To which of the following phenomena do humans contribute the least?
A. soil erosion
B. deforestation
C. air pollution
D. plate tectonics
Answer:

Answer: 3

Question: To which of the following phenomena do humans contribute the least?

Choices:
1. plate tectonics
2. soil erosion
3. air pollution
4. deforestation

Prompt:
Question: To which of the following phenomena do humans contribute the least?
1. plate tectonics
2. soil erosion
3. air pollution
4. deforestation
Answer:

Question: To which of the following phenomena do humans contribute the least?

Choices:
D. plate tectonics
G. soil erosion
P. air pollution
C. deforestation

Prompt:
Question: To which of the following phenomena do humans contribute the least?
D. plate tectonics
G. soil erosion
P. air pollution
C. deforestation
Answer:

Question: To which of the following phenomena do humans contribute the least?

Choices:
D. soil erosion
G. deforestation
P. air pollution
C. plate tectonics

Prompt:
Question: To which of the following phenomena do humans contribute the least?
D. soil erosion
G. deforestation
P. air pollution
C. plate tectonics
Answer:

Answer: 3


Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become

Choices:
A. sound.
B. electricity.
C. light.
D. heat.

Prompt:
Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become
A. sound.
B. electricity.
C. light.
D. heat.
Answer:

Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become

Choices:
A. light.
B. heat.
C. electricity.
D. sound.

Prompt:
Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become
A. light.
B. heat.
C. electricity.
D. sound.
Answer:

Answer: 3

Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become

Choices:
1. sound.
2. electricity.
3. light.
4. heat.

Prompt:
Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become
1. sound.
2. electricity.
3. light.
4. heat.
Answer:

Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become

Choices:
U. sound.
B. electricity.
Q. light.
D. heat.

Prompt:
Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become
U. sound.
B. electricity.
Q. light.
D. heat.
Answer:

Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become

Choices:
U. light.
B. heat.
Q. electricity.
D. sound.

Prompt:
Question: When pressure is released along a fault line, the energy produced spreads as mechanical waves in the form of an earthquake. The mechanical waves transferred to the air become
U. light.
B. heat.
Q. electricity.
D. sound.
Answer:

Answer: 3


Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?

Choices:
A. ruler
B. thermometer
C. graduated cylinder
D. triple-beam balance

Prompt:
Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?
A. ruler
B. thermometer
C. graduated cylinder
D. triple-beam balance
Answer:

Answer: 1

Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?

Choices:
A. ruler
B. graduated cylinder
C. thermometer
D. triple-beam balance

Prompt:
Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?
A. ruler
B. graduated cylinder
C. thermometer
D. triple-beam balance
Answer:

Answer: 2

Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?

Choices:
1. ruler
2. thermometer
3. graduated cylinder
4. triple-beam balance

Prompt:
Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?
1. ruler
2. thermometer
3. graduated cylinder
4. triple-beam balance
Answer:

Answer: 1

Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?

Choices:
Z. ruler
R. thermometer
V. graduated cylinder
F. triple-beam balance

Prompt:
Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?
Z. ruler
R. thermometer
V. graduated cylinder
F. triple-beam balance
Answer:

Answer: 1

Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?

Choices:
Z. ruler
R. graduated cylinder
V. thermometer
F. triple-beam balance

Prompt:
Question: James recorded a measurement of 3° Celsius. Which tool was James most likely using to measure temperature?
Z. ruler
R. graduated cylinder
V. thermometer
F. triple-beam balance
Answer:

Answer: 2


Question: Where in the cell does glycolysis occur?

Choices:
A. cytoplasm
B. nucleus
C. ribosome
D. chromatin

Prompt:
Question: Where in the cell does glycolysis occur?
A. cytoplasm
B. nucleus
C. ribosome
D. chromatin
Answer:

Question: Where in the cell does glycolysis occur?

Choices:
A. chromatin
B. nucleus
C. cytoplasm
D. ribosome

Prompt:
Question: Where in the cell does glycolysis occur?
A. chromatin
B. nucleus
C. cytoplasm
D. ribosome
Answer:

Answer: 2

Question: Where in the cell does glycolysis occur?

Choices:
1. cytoplasm
2. nucleus
3. ribosome
4. chromatin

Prompt:
Question: Where in the cell does glycolysis occur?
1. cytoplasm
2. nucleus
3. ribosome
4. chromatin
Answer:

Question: Where in the cell does glycolysis occur?

Choices:
F. cytoplasm
O. nucleus
I. ribosome
J. chromatin

Prompt:
Question: Where in the cell does glycolysis occur?
F. cytoplasm
O. nucleus
I. ribosome
J. chromatin
Answer:

Question: Where in the cell does glycolysis occur?

Choices:
F. chromatin
O. nucleus
I. cytoplasm
J. ribosome

Prompt:
Question: Where in the cell does glycolysis occur?
F. chromatin
O. nucleus
I. cytoplasm
J. ribosome
Answer:

Answer: 2


Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?

Choices:
A. floors
B. ceilings
C. windows
D. staircases

Prompt:
Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?
A. floors
B. ceilings
C. windows
D. staircases
Answer:

Answer: 2

Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?

Choices:
A. ceilings
B. staircases
C. floors
D. windows

Prompt:
Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?
A. ceilings
B. staircases
C. floors
D. windows
Answer:

Answer: 3

Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?

Choices:
1. floors
2. ceilings
3. windows
4. staircases

Prompt:
Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?
1. floors
2. ceilings
3. windows
4. staircases
Answer:

Answer: 2

Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?

Choices:
H. floors
J. ceilings
Z. windows
B. staircases

Prompt:
Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?
H. floors
J. ceilings
Z. windows
B. staircases
Answer:

Answer: 2

Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?

Choices:
H. ceilings
J. staircases
Z. floors
B. windows

Prompt:
Question: An architect builds a 1/10 scale model of a house to test the design for sources of heat loss in the winter. Which part of the model would be most important to test with heat-sensing equipment?
H. ceilings
J. staircases
Z. floors
B. windows
Answer:

Answer: 3


Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?

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

Prompt:
Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?
A. convection
B. conduction
C. radiation
D. reflection
Answer:

Answer: 2

Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?

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

Prompt:
Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?
A. convection
B. radiation
C. conduction
D. reflection
Answer:

Answer: 1

Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?

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

Prompt:
Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?
1. convection
2. conduction
3. radiation
4. reflection
Answer:

Answer: 2

Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?

Choices:
A. convection
J. conduction
Z. radiation
W. reflection

Prompt:
Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?
A. convection
J. conduction
Z. radiation
W. reflection
Answer:

Answer: 2

Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?

Choices:
A. convection
J. radiation
Z. conduction
W. reflection

Prompt:
Question: A black brick exposed to sunlight becomes warm. How is energy from the Sun transferred to the brick?
A. convection
J. radiation
Z. conduction
W. reflection
Answer:

Answer: 1


Question: Which process transfers heat when particles collide in a solid?

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

Prompt:
Question: Which process transfers heat when particles collide in a solid?
A. convection
B. conduction
C. radiation
D. evaporation
Answer:

Answer: 1

Question: Which process transfers heat when particles collide in a solid?

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

Prompt:
Question: Which process transfers heat when particles collide in a solid?
A. conduction
B. convection
C. evaporation
D. radiation
Answer:

Question: Which process transfers heat when particles collide in a solid?

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

Prompt:
Question: Which process transfers heat when particles collide in a solid?
1. convection
2. conduction
3. radiation
4. evaporation
Answer:

Answer: 1

Question: Which process transfers heat when particles collide in a solid?

Choices:
C. convection
O. conduction
J. radiation
I. evaporation

Prompt:
Question: Which process transfers heat when particles collide in a solid?
C. convection
O. conduction
J. radiation
I. evaporation
Answer:

Answer: 1

Question: Which process transfers heat when particles collide in a solid?

Choices:
C. conduction
O. convection
J. evaporation
I. radiation

Prompt:
Question: Which process transfers heat when particles collide in a solid?
C. conduction
O. convection
J. evaporation
I. radiation
Answer:


Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?

Choices:
A. fan
B. lamp
C. radio
D. stove

Prompt:
Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?
A. fan
B. lamp
C. radio
D. stove
Answer:

Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?

Choices:
A. radio
B. fan
C. stove
D. lamp

Prompt:
Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?
A. radio
B. fan
C. stove
D. lamp
Answer:

Answer: 1

Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?

Choices:
1. fan
2. lamp
3. radio
4. stove

Prompt:
Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?
1. fan
2. lamp
3. radio
4. stove
Answer:

Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?

Choices:
P. fan
L. lamp
Z. radio
S. stove

Prompt:
Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?
P. fan
L. lamp
Z. radio
S. stove
Answer:

Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?

Choices:
P. radio
L. fan
Z. stove
S. lamp

Prompt:
Question: Electrical energy may sometimes be converted to mechanical energy. Which of these appliances converts electrical energy into mechanical energy?
P. radio
L. fan
Z. stove
S. lamp
Answer:

Answer: 1


Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?

Choices:
A. Balance and graduated cylinder
B. Centimeter ruler and thermometer
C. Graduated cylinder and centimeter ruler
D. Thermometer and balance

Prompt:
Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?
A. Balance and graduated cylinder
B. Centimeter ruler and thermometer
C. Graduated cylinder and centimeter ruler
D. Thermometer and balance
Answer:

Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?

Choices:
A. Thermometer and balance
B. Centimeter ruler and thermometer
C. Graduated cylinder and centimeter ruler
D. Balance and graduated cylinder

Prompt:
Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?
A. Thermometer and balance
B. Centimeter ruler and thermometer
C. Graduated cylinder and centimeter ruler
D. Balance and graduated cylinder
Answer:

Answer: 3

Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?

Choices:
1. Balance and graduated cylinder
2. Centimeter ruler and thermometer
3. Graduated cylinder and centimeter ruler
4. Thermometer and balance

Prompt:
Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?
1. Balance and graduated cylinder
2. Centimeter ruler and thermometer
3. Graduated cylinder and centimeter ruler
4. Thermometer and balance
Answer:

Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?

Choices:
C. Balance and graduated cylinder
T. Centimeter ruler and thermometer
Z. Graduated cylinder and centimeter ruler
F. Thermometer and balance

Prompt:
Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?
C. Balance and graduated cylinder
T. Centimeter ruler and thermometer
Z. Graduated cylinder and centimeter ruler
F. Thermometer and balance
Answer:

Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?

Choices:
C. Thermometer and balance
T. Centimeter ruler and thermometer
Z. Graduated cylinder and centimeter ruler
F. Balance and graduated cylinder

Prompt:
Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?
C. Thermometer and balance
T. Centimeter ruler and thermometer
Z. Graduated cylinder and centimeter ruler
F. Balance and graduated cylinder
Answer:

Answer: 3


Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?

Choices:
A. excretory
B. circulatory
C. respiratory
D. reproductive

Prompt:
Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?
A. excretory
B. circulatory
C. respiratory
D. reproductive
Answer:

Answer: 1

Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?

Choices:
A. circulatory
B. excretory
C. reproductive
D. respiratory

Prompt:
Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?
A. circulatory
B. excretory
C. reproductive
D. respiratory
Answer:

Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?

Choices:
1. excretory
2. circulatory
3. respiratory
4. reproductive

Prompt:
Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?
1. excretory
2. circulatory
3. respiratory
4. reproductive
Answer:

Answer: 1

Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?

Choices:
Q. excretory
B. circulatory
Z. respiratory
N. reproductive

Prompt:
Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?
Q. excretory
B. circulatory
Z. respiratory
N. reproductive
Answer:

Answer: 1

Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?

Choices:
Q. circulatory
B. excretory
Z. reproductive
N. respiratory

Prompt:
Question: Humans have a body system that helps to deliver nutrients and hormones, remove excess wastes, and exchange gases. Which body system is most responsible for these functions?
Q. circulatory
B. excretory
Z. reproductive
N. respiratory
Answer:


Question: At what temperature does a sample of water most rapidly become a gas?

Choices:
A. boiling point
B. freezing point
C. transition point
D. evaporation point

Prompt:
Question: At what temperature does a sample of water most rapidly become a gas?
A. boiling point
B. freezing point
C. transition point
D. evaporation point
Answer:

Question: At what temperature does a sample of water most rapidly become a gas?

Choices:
A. evaporation point
B. transition point
C. freezing point
D. boiling point

Prompt:
Question: At what temperature does a sample of water most rapidly become a gas?
A. evaporation point
B. transition point
C. freezing point
D. boiling point
Answer:

Answer: 3

Question: At what temperature does a sample of water most rapidly become a gas?

Choices:
1. boiling point
2. freezing point
3. transition point
4. evaporation point

Prompt:
Question: At what temperature does a sample of water most rapidly become a gas?
1. boiling point
2. freezing point
3. transition point
4. evaporation point
Answer:

Question: At what temperature does a sample of water most rapidly become a gas?

Choices:
E. boiling point
M. freezing point
A. transition point
N. evaporation point

Prompt:
Question: At what temperature does a sample of water most rapidly become a gas?
E. boiling point
M. freezing point
A. transition point
N. evaporation point
Answer:

Question: At what temperature does a sample of water most rapidly become a gas?

Choices:
E. evaporation point
M. transition point
A. freezing point
N. boiling point

Prompt:
Question: At what temperature does a sample of water most rapidly become a gas?
E. evaporation point
M. transition point
A. freezing point
N. boiling point
Answer:

Answer: 3


Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?

Choices:
A. The size of the rock
B. The weight of the rock
C. The temperature where the rock was found
D. The minerals the rock contains

Prompt:
Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?
A. The size of the rock
B. The weight of the rock
C. The temperature where the rock was found
D. The minerals the rock contains
Answer:

Answer: 3

Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?

Choices:
A. The minerals the rock contains
B. The size of the rock
C. The temperature where the rock was found
D. The weight of the rock

Prompt:
Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?
A. The minerals the rock contains
B. The size of the rock
C. The temperature where the rock was found
D. The weight of the rock
Answer:

Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?

Choices:
1. The size of the rock
2. The weight of the rock
3. The temperature where the rock was found
4. The minerals the rock contains

Prompt:
Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?
1. The size of the rock
2. The weight of the rock
3. The temperature where the rock was found
4. The minerals the rock contains
Answer:

Answer: 3

Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?

Choices:
W. The size of the rock
B. The weight of the rock
Z. The temperature where the rock was found
M. The minerals the rock contains

Prompt:
Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?
W. The size of the rock
B. The weight of the rock
Z. The temperature where the rock was found
M. The minerals the rock contains
Answer:

Answer: 3

Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?

Choices:
W. The minerals the rock contains
B. The size of the rock
Z. The temperature where the rock was found
M. The weight of the rock

Prompt:
Question: Beryl finds a rock and wants to know what kind it is. Which piece of information about the rock will best help her to identify it?
W. The minerals the rock contains
B. The size of the rock
Z. The temperature where the rock was found
M. The weight of the rock
Answer:


Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?

Choices:
A. duplicate itself
B. break off some of its phosphates to release energy
C. cross a membrane
D. coil into a compact crystal form

Prompt:
Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?
A. duplicate itself
B. break off some of its phosphates to release energy
C. cross a membrane
D. coil into a compact crystal form
Answer:

Answer: 2

Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?

Choices:
A. break off some of its phosphates to release energy
B. duplicate itself
C. coil into a compact crystal form
D. cross a membrane

Prompt:
Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?
A. break off some of its phosphates to release energy
B. duplicate itself
C. coil into a compact crystal form
D. cross a membrane
Answer:

Answer: 3

Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?

Choices:
1. duplicate itself
2. break off some of its phosphates to release energy
3. cross a membrane
4. coil into a compact crystal form

Prompt:
Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?
1. duplicate itself
2. break off some of its phosphates to release energy
3. cross a membrane
4. coil into a compact crystal form
Answer:

Answer: 2

Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?

Choices:
S. duplicate itself
B. break off some of its phosphates to release energy
C. cross a membrane
T. coil into a compact crystal form

Prompt:
Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?
S. duplicate itself
B. break off some of its phosphates to release energy
C. cross a membrane
T. coil into a compact crystal form
Answer:

Answer: 2

Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?

Choices:
S. break off some of its phosphates to release energy
B. duplicate itself
C. coil into a compact crystal form
T. cross a membrane

Prompt:
Question: What activity must mRNA do in traveling from DNA to protein synthesis sites in eukaryotic cells that does not occur in prokaryotic cells?
S. break off some of its phosphates to release energy
B. duplicate itself
C. coil into a compact crystal form
T. cross a membrane
Answer:

Answer: 3