Question: Bacteria that enter the body are destroyed by which type of cells?

Choices:
A. white blood cells
B. red blood cells
C. kidney cells
D. lung cells

Prompt:
Question: Bacteria that enter the body are destroyed by which type of cells?
A. white blood cells
B. red blood cells
C. kidney cells
D. lung cells
Answer:

Question: Bacteria that enter the body are destroyed by which type of cells?

Choices:
A. red blood cells
B. white blood cells
C. lung cells
D. kidney cells

Prompt:
Question: Bacteria that enter the body are destroyed by which type of cells?
A. red blood cells
B. white blood cells
C. lung cells
D. kidney cells
Answer:

Answer: 1

Question: Bacteria that enter the body are destroyed by which type of cells?

Choices:
1. white blood cells
2. red blood cells
3. kidney cells
4. lung cells

Prompt:
Question: Bacteria that enter the body are destroyed by which type of cells?
1. white blood cells
2. red blood cells
3. kidney cells
4. lung cells
Answer:

Question: Bacteria that enter the body are destroyed by which type of cells?

Choices:
Q. white blood cells
F. red blood cells
I. kidney cells
O. lung cells

Prompt:
Question: Bacteria that enter the body are destroyed by which type of cells?
Q. white blood cells
F. red blood cells
I. kidney cells
O. lung cells
Answer:

Question: Bacteria that enter the body are destroyed by which type of cells?

Choices:
Q. red blood cells
F. white blood cells
I. lung cells
O. kidney cells

Prompt:
Question: Bacteria that enter the body are destroyed by which type of cells?
Q. red blood cells
F. white blood cells
I. lung cells
O. kidney cells
Answer:

Answer: 1


Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?

Choices:
A. gamma rays
B. X-rays
C. visible light
D. radio waves

Prompt:
Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?
A. gamma rays
B. X-rays
C. visible light
D. radio waves
Answer:

Answer: 2

Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?

Choices:
A. visible light
B. gamma rays
C. X-rays
D. radio waves

Prompt:
Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?
A. visible light
B. gamma rays
C. X-rays
D. radio waves
Answer:

Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?

Choices:
1. gamma rays
2. X-rays
3. visible light
4. radio waves

Prompt:
Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?
1. gamma rays
2. X-rays
3. visible light
4. radio waves
Answer:

Answer: 2

Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?

Choices:
R. gamma rays
P. X-rays
G. visible light
W. radio waves

Prompt:
Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?
R. gamma rays
P. X-rays
G. visible light
W. radio waves
Answer:

Answer: 2

Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?

Choices:
R. visible light
P. gamma rays
G. X-rays
W. radio waves

Prompt:
Question: The electromagnetic spectrum is the complete range of electromagnetic radiation ranging from radio waves to gamma rays. Which type of radiation in this spectrum is associated with observable colors such as red, green, and blue?
R. visible light
P. gamma rays
G. X-rays
W. radio waves
Answer:


Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?

Choices:
A. The substance was heated.
B. The shape of the substance changed.
C. The volume of the substance changed.
D. The substance changed into a new substance.

Prompt:
Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?
A. The substance was heated.
B. The shape of the substance changed.
C. The volume of the substance changed.
D. The substance changed into a new substance.
Answer:

Answer: 3

Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?

Choices:
A. The substance changed into a new substance.
B. The volume of the substance changed.
C. The shape of the substance changed.
D. The substance was heated.

Prompt:
Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?
A. The substance changed into a new substance.
B. The volume of the substance changed.
C. The shape of the substance changed.
D. The substance was heated.
Answer:

Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?

Choices:
1. The substance was heated.
2. The shape of the substance changed.
3. The volume of the substance changed.
4. The substance changed into a new substance.

Prompt:
Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?
1. The substance was heated.
2. The shape of the substance changed.
3. The volume of the substance changed.
4. The substance changed into a new substance.
Answer:

Answer: 3

Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?

Choices:
G. The substance was heated.
X. The shape of the substance changed.
Z. The volume of the substance changed.
C. The substance changed into a new substance.

Prompt:
Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?
G. The substance was heated.
X. The shape of the substance changed.
Z. The volume of the substance changed.
C. The substance changed into a new substance.
Answer:

Answer: 3

Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?

Choices:
G. The substance changed into a new substance.
X. The volume of the substance changed.
Z. The shape of the substance changed.
C. The substance was heated.

Prompt:
Question: When a scientist performs an experiment, there are many changes that can occur. Which observation should she list as a chemical change?
G. The substance changed into a new substance.
X. The volume of the substance changed.
Z. The shape of the substance changed.
C. The substance was heated.
Answer:


Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?

Choices:
A. beneficial
B. competitive
C. harmful
D. infectious

Prompt:
Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?
A. beneficial
B. competitive
C. harmful
D. infectious
Answer:

Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?

Choices:
A. competitive
B. beneficial
C. infectious
D. harmful

Prompt:
Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?
A. competitive
B. beneficial
C. infectious
D. harmful
Answer:

Answer: 1

Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?

Choices:
1. beneficial
2. competitive
3. harmful
4. infectious

Prompt:
Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?
1. beneficial
2. competitive
3. harmful
4. infectious
Answer:

Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?

Choices:
W. beneficial
K. competitive
O. harmful
Y. infectious

Prompt:
Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?
W. beneficial
K. competitive
O. harmful
Y. infectious
Answer:

Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?

Choices:
W. competitive
K. beneficial
O. infectious
Y. harmful

Prompt:
Question: Which type of relationship exists when a certain type of tree's roots need a fungus present in order to grow normally?
W. competitive
K. beneficial
O. infectious
Y. harmful
Answer:

Answer: 1


Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?

Choices:
A. hot water
B. molten rock
C. liquid metal
D. solid iron

Prompt:
Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?
A. hot water
B. molten rock
C. liquid metal
D. solid iron
Answer:

Answer: 1

Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?

Choices:
A. solid iron
B. liquid metal
C. molten rock
D. hot water

Prompt:
Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?
A. solid iron
B. liquid metal
C. molten rock
D. hot water
Answer:

Answer: 2

Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?

Choices:
1. hot water
2. molten rock
3. liquid metal
4. solid iron

Prompt:
Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?
1. hot water
2. molten rock
3. liquid metal
4. solid iron
Answer:

Answer: 1

Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?

Choices:
L. hot water
X. molten rock
V. liquid metal
E. solid iron

Prompt:
Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?
L. hot water
X. molten rock
V. liquid metal
E. solid iron
Answer:

Answer: 1

Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?

Choices:
L. solid iron
X. liquid metal
V. molten rock
E. hot water

Prompt:
Question: The movement of crustal plates results from circulating currents in material beneath the crust of Earth. Which best describes the material which moves the crustal plates?
L. solid iron
X. liquid metal
V. molten rock
E. hot water
Answer:

Answer: 2


Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?

Choices:
A. The four closest planets are more dense.
B. The four closest planets have more moons.
C. The four closest planets have greater diameters.
D. The four closest planets take longer to complete one orbit.

Prompt:
Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?
A. The four closest planets are more dense.
B. The four closest planets have more moons.
C. The four closest planets have greater diameters.
D. The four closest planets take longer to complete one orbit.
Answer:

Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?

Choices:
A. The four closest planets have more moons.
B. The four closest planets have greater diameters.
C. The four closest planets take longer to complete one orbit.
D. The four closest planets are more dense.

Prompt:
Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?
A. The four closest planets have more moons.
B. The four closest planets have greater diameters.
C. The four closest planets take longer to complete one orbit.
D. The four closest planets are more dense.
Answer:

Answer: 3

Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?

Choices:
1. The four closest planets are more dense.
2. The four closest planets have more moons.
3. The four closest planets have greater diameters.
4. The four closest planets take longer to complete one orbit.

Prompt:
Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?
1. The four closest planets are more dense.
2. The four closest planets have more moons.
3. The four closest planets have greater diameters.
4. The four closest planets take longer to complete one orbit.
Answer:

Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?

Choices:
C. The four closest planets are more dense.
Z. The four closest planets have more moons.
G. The four closest planets have greater diameters.
X. The four closest planets take longer to complete one orbit.

Prompt:
Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?
C. The four closest planets are more dense.
Z. The four closest planets have more moons.
G. The four closest planets have greater diameters.
X. The four closest planets take longer to complete one orbit.
Answer:

Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?

Choices:
C. The four closest planets have more moons.
Z. The four closest planets have greater diameters.
G. The four closest planets take longer to complete one orbit.
X. The four closest planets are more dense.

Prompt:
Question: Which of the following statements best describes how the four planets closest to the Sun are different from the next four planets in our solar system?
C. The four closest planets have more moons.
Z. The four closest planets have greater diameters.
G. The four closest planets take longer to complete one orbit.
X. The four closest planets are more dense.
Answer:

Answer: 3


Question: Muscle tissues are made of specialized units called

Choices:
A. organs.
B. cells.
C. genes.
D. organelles.

Prompt:
Question: Muscle tissues are made of specialized units called
A. organs.
B. cells.
C. genes.
D. organelles.
Answer:

Answer: 1

Question: Muscle tissues are made of specialized units called

Choices:
A. organelles.
B. genes.
C. organs.
D. cells.

Prompt:
Question: Muscle tissues are made of specialized units called
A. organelles.
B. genes.
C. organs.
D. cells.
Answer:

Answer: 3

Question: Muscle tissues are made of specialized units called

Choices:
1. organs.
2. cells.
3. genes.
4. organelles.

Prompt:
Question: Muscle tissues are made of specialized units called
1. organs.
2. cells.
3. genes.
4. organelles.
Answer:

Answer: 1

Question: Muscle tissues are made of specialized units called

Choices:
B. organs.
O. cells.
J. genes.
F. organelles.

Prompt:
Question: Muscle tissues are made of specialized units called
B. organs.
O. cells.
J. genes.
F. organelles.
Answer:

Answer: 1

Question: Muscle tissues are made of specialized units called

Choices:
B. organelles.
O. genes.
J. organs.
F. cells.

Prompt:
Question: Muscle tissues are made of specialized units called
B. organelles.
O. genes.
J. organs.
F. cells.
Answer:

Answer: 3


Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?

Choices:
A. both inherited and acquired traits
B. a new combination of traits
C. beneficial genetic traits
D. a complete set of traits

Prompt:
Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?
A. both inherited and acquired traits
B. a new combination of traits
C. beneficial genetic traits
D. a complete set of traits
Answer:

Answer: 1

Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?

Choices:
A. a new combination of traits
B. a complete set of traits
C. beneficial genetic traits
D. both inherited and acquired traits

Prompt:
Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?
A. a new combination of traits
B. a complete set of traits
C. beneficial genetic traits
D. both inherited and acquired traits
Answer:

Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?

Choices:
1. both inherited and acquired traits
2. a new combination of traits
3. beneficial genetic traits
4. a complete set of traits

Prompt:
Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?
1. both inherited and acquired traits
2. a new combination of traits
3. beneficial genetic traits
4. a complete set of traits
Answer:

Answer: 1

Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?

Choices:
S. both inherited and acquired traits
X. a new combination of traits
B. beneficial genetic traits
F. a complete set of traits

Prompt:
Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?
S. both inherited and acquired traits
X. a new combination of traits
B. beneficial genetic traits
F. a complete set of traits
Answer:

Answer: 1

Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?

Choices:
S. a new combination of traits
X. a complete set of traits
B. beneficial genetic traits
F. both inherited and acquired traits

Prompt:
Question: Plants can reproduce sexually and asexually. If one offspring is produced sexually while the other is produced asexually, what will only the sexually produced offspring have?
S. a new combination of traits
X. a complete set of traits
B. beneficial genetic traits
F. both inherited and acquired traits
Answer:


Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?

Choices:
A. satellite images
B. radar map
C. topographic map
D. weather charts

Prompt:
Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?
A. satellite images
B. radar map
C. topographic map
D. weather charts
Answer:

Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?

Choices:
A. topographic map
B. radar map
C. weather charts
D. satellite images

Prompt:
Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?
A. topographic map
B. radar map
C. weather charts
D. satellite images
Answer:

Answer: 3

Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?

Choices:
1. satellite images
2. radar map
3. topographic map
4. weather charts

Prompt:
Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?
1. satellite images
2. radar map
3. topographic map
4. weather charts
Answer:

Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?

Choices:
Y. satellite images
R. radar map
S. topographic map
K. weather charts

Prompt:
Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?
Y. satellite images
R. radar map
S. topographic map
K. weather charts
Answer:

Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?

Choices:
Y. topographic map
R. radar map
S. weather charts
K. satellite images

Prompt:
Question: What tool best allows a geologist to study coastal erosion caused by recent hurricanes?
Y. topographic map
R. radar map
S. weather charts
K. satellite images
Answer:

Answer: 3


Question: The burning of fossil fuels affects the atmosphere by

Choices:
A. adding more heat and carbon dioxide.
B. reducing the amount of necessary heat.
C. taking water vapor out of the atmosphere.
D. putting more oxygen in the atmosphere.

Prompt:
Question: The burning of fossil fuels affects the atmosphere by
A. adding more heat and carbon dioxide.
B. reducing the amount of necessary heat.
C. taking water vapor out of the atmosphere.
D. putting more oxygen in the atmosphere.
Answer:

Question: The burning of fossil fuels affects the atmosphere by

Choices:
A. taking water vapor out of the atmosphere.
B. adding more heat and carbon dioxide.
C. reducing the amount of necessary heat.
D. putting more oxygen in the atmosphere.

Prompt:
Question: The burning of fossil fuels affects the atmosphere by
A. taking water vapor out of the atmosphere.
B. adding more heat and carbon dioxide.
C. reducing the amount of necessary heat.
D. putting more oxygen in the atmosphere.
Answer:

Answer: 1

Question: The burning of fossil fuels affects the atmosphere by

Choices:
1. adding more heat and carbon dioxide.
2. reducing the amount of necessary heat.
3. taking water vapor out of the atmosphere.
4. putting more oxygen in the atmosphere.

Prompt:
Question: The burning of fossil fuels affects the atmosphere by
1. adding more heat and carbon dioxide.
2. reducing the amount of necessary heat.
3. taking water vapor out of the atmosphere.
4. putting more oxygen in the atmosphere.
Answer:

Question: The burning of fossil fuels affects the atmosphere by

Choices:
X. adding more heat and carbon dioxide.
L. reducing the amount of necessary heat.
B. taking water vapor out of the atmosphere.
F. putting more oxygen in the atmosphere.

Prompt:
Question: The burning of fossil fuels affects the atmosphere by
X. adding more heat and carbon dioxide.
L. reducing the amount of necessary heat.
B. taking water vapor out of the atmosphere.
F. putting more oxygen in the atmosphere.
Answer:

Question: The burning of fossil fuels affects the atmosphere by

Choices:
X. taking water vapor out of the atmosphere.
L. adding more heat and carbon dioxide.
B. reducing the amount of necessary heat.
F. putting more oxygen in the atmosphere.

Prompt:
Question: The burning of fossil fuels affects the atmosphere by
X. taking water vapor out of the atmosphere.
L. adding more heat and carbon dioxide.
B. reducing the amount of necessary heat.
F. putting more oxygen in the atmosphere.
Answer:

Answer: 1


Question: The condition of the air outdoors at a certain time of day is known as

Choices:
A. friction
B. light
C. force
D. weather

Prompt:
Question: The condition of the air outdoors at a certain time of day is known as
A. friction
B. light
C. force
D. weather
Answer:

Answer: 3

Question: The condition of the air outdoors at a certain time of day is known as

Choices:
A. light
B. weather
C. force
D. friction

Prompt:
Question: The condition of the air outdoors at a certain time of day is known as
A. light
B. weather
C. force
D. friction
Answer:

Answer: 1

Question: The condition of the air outdoors at a certain time of day is known as

Choices:
1. friction
2. light
3. force
4. weather

Prompt:
Question: The condition of the air outdoors at a certain time of day is known as
1. friction
2. light
3. force
4. weather
Answer:

Answer: 3

Question: The condition of the air outdoors at a certain time of day is known as

Choices:
O. friction
B. light
A. force
J. weather

Prompt:
Question: The condition of the air outdoors at a certain time of day is known as
O. friction
B. light
A. force
J. weather
Answer:

Answer: 3

Question: The condition of the air outdoors at a certain time of day is known as

Choices:
O. light
B. weather
A. force
J. friction

Prompt:
Question: The condition of the air outdoors at a certain time of day is known as
O. light
B. weather
A. force
J. friction
Answer:

Answer: 1


Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?

Choices:
A. a trophic level
B. a limiting factor
C. a territorial boundary
D. a food-chain component

Prompt:
Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?
A. a trophic level
B. a limiting factor
C. a territorial boundary
D. a food-chain component
Answer:

Answer: 1

Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?

Choices:
A. a territorial boundary
B. a trophic level
C. a food-chain component
D. a limiting factor

Prompt:
Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?
A. a territorial boundary
B. a trophic level
C. a food-chain component
D. a limiting factor
Answer:

Answer: 3

Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?

Choices:
1. a trophic level
2. a limiting factor
3. a territorial boundary
4. a food-chain component

Prompt:
Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?
1. a trophic level
2. a limiting factor
3. a territorial boundary
4. a food-chain component
Answer:

Answer: 1

Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?

Choices:
E. a trophic level
Q. a limiting factor
Z. a territorial boundary
U. a food-chain component

Prompt:
Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?
E. a trophic level
Q. a limiting factor
Z. a territorial boundary
U. a food-chain component
Answer:

Answer: 1

Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?

Choices:
E. a territorial boundary
Q. a trophic level
Z. a food-chain component
U. a limiting factor

Prompt:
Question: The Halifax River has a major flood plain in Port Orange, Florida. Minerals are deposited into the soil of the flood plain when the water overflows the banks of the river. These minerals can reduce the absorption of the soil in the flood plain and affect the growth of plants in the area. Which best describes the role of the deposited minerals in the flood plain ecosystem?
E. a territorial boundary
Q. a trophic level
Z. a food-chain component
U. a limiting factor
Answer:

Answer: 3


Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?

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

Prompt:
Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?
A. more carbon dioxide
B. more nitrogen
C. more oxygen
D. more water
Answer:

Answer: 2

Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?

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

Prompt:
Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?
A. more carbon dioxide
B. more oxygen
C. more water
D. more nitrogen
Answer:

Answer: 1

Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?

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

Prompt:
Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?
1. more carbon dioxide
2. more nitrogen
3. more oxygen
4. more water
Answer:

Answer: 2

Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?

Choices:
R. more carbon dioxide
J. more nitrogen
K. more oxygen
N. more water

Prompt:
Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?
R. more carbon dioxide
J. more nitrogen
K. more oxygen
N. more water
Answer:

Answer: 2

Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?

Choices:
R. more carbon dioxide
J. more oxygen
K. more water
N. more nitrogen

Prompt:
Question: Sheila ran around a track four times. She felt the need to breathe harder and faster. What were her muscles requiring?
R. more carbon dioxide
J. more oxygen
K. more water
N. more nitrogen
Answer:

Answer: 1


Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is

Choices:
A. reduced.
B. conserved.
C. multiplied.
D. evenly distributed.

Prompt:
Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is
A. reduced.
B. conserved.
C. multiplied.
D. evenly distributed.
Answer:

Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is

Choices:
A. conserved.
B. multiplied.
C. evenly distributed.
D. reduced.

Prompt:
Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is
A. conserved.
B. multiplied.
C. evenly distributed.
D. reduced.
Answer:

Answer: 3

Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is

Choices:
1. reduced.
2. conserved.
3. multiplied.
4. evenly distributed.

Prompt:
Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is
1. reduced.
2. conserved.
3. multiplied.
4. evenly distributed.
Answer:

Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is

Choices:
Z. reduced.
C. conserved.
O. multiplied.
U. evenly distributed.

Prompt:
Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is
Z. reduced.
C. conserved.
O. multiplied.
U. evenly distributed.
Answer:

Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is

Choices:
Z. conserved.
C. multiplied.
O. evenly distributed.
U. reduced.

Prompt:
Question: In an energy pyramid, the total energy available for consumption from one trophic level to the next one above it is
Z. conserved.
C. multiplied.
O. evenly distributed.
U. reduced.
Answer:

Answer: 3


Question: Which of the following traits of a dog is inherited from its parents?

Choices:
A. the presence of fleas in its fur
B. the color of its fur
C. the ability to sit up and beg
D. the habit of barking to go outside

Prompt:
Question: Which of the following traits of a dog is inherited from its parents?
A. the presence of fleas in its fur
B. the color of its fur
C. the ability to sit up and beg
D. the habit of barking to go outside
Answer:

Answer: 1

Question: Which of the following traits of a dog is inherited from its parents?

Choices:
A. the ability to sit up and beg
B. the habit of barking to go outside
C. the presence of fleas in its fur
D. the color of its fur

Prompt:
Question: Which of the following traits of a dog is inherited from its parents?
A. the ability to sit up and beg
B. the habit of barking to go outside
C. the presence of fleas in its fur
D. the color of its fur
Answer:

Answer: 3

Question: Which of the following traits of a dog is inherited from its parents?

Choices:
1. the presence of fleas in its fur
2. the color of its fur
3. the ability to sit up and beg
4. the habit of barking to go outside

Prompt:
Question: Which of the following traits of a dog is inherited from its parents?
1. the presence of fleas in its fur
2. the color of its fur
3. the ability to sit up and beg
4. the habit of barking to go outside
Answer:

Answer: 1

Question: Which of the following traits of a dog is inherited from its parents?

Choices:
H. the presence of fleas in its fur
N. the color of its fur
Y. the ability to sit up and beg
L. the habit of barking to go outside

Prompt:
Question: Which of the following traits of a dog is inherited from its parents?
H. the presence of fleas in its fur
N. the color of its fur
Y. the ability to sit up and beg
L. the habit of barking to go outside
Answer:

Answer: 1

Question: Which of the following traits of a dog is inherited from its parents?

Choices:
H. the ability to sit up and beg
N. the habit of barking to go outside
Y. the presence of fleas in its fur
L. the color of its fur

Prompt:
Question: Which of the following traits of a dog is inherited from its parents?
H. the ability to sit up and beg
N. the habit of barking to go outside
Y. the presence of fleas in its fur
L. the color of its fur
Answer:

Answer: 3


Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?

Choices:
A. It was once a hot desert.
B. It was once a shallow sea.
C. It was once part of a glacier.
D. It was once part of a rain forest.

Prompt:
Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?
A. It was once a hot desert.
B. It was once a shallow sea.
C. It was once part of a glacier.
D. It was once part of a rain forest.
Answer:

Answer: 1

Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?

Choices:
A. It was once part of a glacier.
B. It was once a hot desert.
C. It was once part of a rain forest.
D. It was once a shallow sea.

Prompt:
Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?
A. It was once part of a glacier.
B. It was once a hot desert.
C. It was once part of a rain forest.
D. It was once a shallow sea.
Answer:

Answer: 3

Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?

Choices:
1. It was once a hot desert.
2. It was once a shallow sea.
3. It was once part of a glacier.
4. It was once part of a rain forest.

Prompt:
Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?
1. It was once a hot desert.
2. It was once a shallow sea.
3. It was once part of a glacier.
4. It was once part of a rain forest.
Answer:

Answer: 1

Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?

Choices:
V. It was once a hot desert.
M. It was once a shallow sea.
P. It was once part of a glacier.
H. It was once part of a rain forest.

Prompt:
Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?
V. It was once a hot desert.
M. It was once a shallow sea.
P. It was once part of a glacier.
H. It was once part of a rain forest.
Answer:

Answer: 1

Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?

Choices:
V. It was once part of a glacier.
M. It was once a hot desert.
P. It was once part of a rain forest.
H. It was once a shallow sea.

Prompt:
Question: Students on a field trip discovered fossilized shark teeth on the side of a cliff. Which conclusion can best be made about the history of the area?
V. It was once part of a glacier.
M. It was once a hot desert.
P. It was once part of a rain forest.
H. It was once a shallow sea.
Answer:

Answer: 3


Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that

Choices:
A. only a physical change occurred.
B. a chemical change occurred.
C. only a loss of mass occurred.
D. the formation of an element occurred.

Prompt:
Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that
A. only a physical change occurred.
B. a chemical change occurred.
C. only a loss of mass occurred.
D. the formation of an element occurred.
Answer:

Answer: 1

Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that

Choices:
A. a chemical change occurred.
B. only a loss of mass occurred.
C. the formation of an element occurred.
D. only a physical change occurred.

Prompt:
Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that
A. a chemical change occurred.
B. only a loss of mass occurred.
C. the formation of an element occurred.
D. only a physical change occurred.
Answer:

Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that

Choices:
1. only a physical change occurred.
2. a chemical change occurred.
3. only a loss of mass occurred.
4. the formation of an element occurred.

Prompt:
Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that
1. only a physical change occurred.
2. a chemical change occurred.
3. only a loss of mass occurred.
4. the formation of an element occurred.
Answer:

Answer: 1

Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that

Choices:
Q. only a physical change occurred.
V. a chemical change occurred.
K. only a loss of mass occurred.
P. the formation of an element occurred.

Prompt:
Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that
Q. only a physical change occurred.
V. a chemical change occurred.
K. only a loss of mass occurred.
P. the formation of an element occurred.
Answer:

Answer: 1

Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that

Choices:
Q. a chemical change occurred.
V. only a loss of mass occurred.
K. the formation of an element occurred.
P. only a physical change occurred.

Prompt:
Question: A student placed a small chip of limestone into a hydrochloric acid solution, and carbon dioxide gas was released. The carbon dioxide provided evidence that
Q. a chemical change occurred.
V. only a loss of mass occurred.
K. the formation of an element occurred.
P. only a physical change occurred.
Answer:


Question: What is the body's first layer of defense against germs?

Choices:
A. liver
B. stomach
C. brain
D. skin

Prompt:
Question: What is the body's first layer of defense against germs?
A. liver
B. stomach
C. brain
D. skin
Answer:

Answer: 3

Question: What is the body's first layer of defense against germs?

Choices:
A. skin
B. liver
C. stomach
D. brain

Prompt:
Question: What is the body's first layer of defense against germs?
A. skin
B. liver
C. stomach
D. brain
Answer:

Question: What is the body's first layer of defense against germs?

Choices:
1. liver
2. stomach
3. brain
4. skin

Prompt:
Question: What is the body's first layer of defense against germs?
1. liver
2. stomach
3. brain
4. skin
Answer:

Answer: 3

Question: What is the body's first layer of defense against germs?

Choices:
X. liver
B. stomach
M. brain
Y. skin

Prompt:
Question: What is the body's first layer of defense against germs?
X. liver
B. stomach
M. brain
Y. skin
Answer:

Answer: 3

Question: What is the body's first layer of defense against germs?

Choices:
X. skin
B. liver
M. stomach
Y. brain

Prompt:
Question: What is the body's first layer of defense against germs?
X. skin
B. liver
M. stomach
Y. brain
Answer:


Question: Which of these best describes a species?

Choices:
A. organisms that are similar in appearance
B. organisms that adapt to similar environments
C. organisms that can breed and produce fertile offspring
D. organisms that live together in the same area

Prompt:
Question: Which of these best describes a species?
A. organisms that are similar in appearance
B. organisms that adapt to similar environments
C. organisms that can breed and produce fertile offspring
D. organisms that live together in the same area
Answer:

Answer: 2

Question: Which of these best describes a species?

Choices:
A. organisms that are similar in appearance
B. organisms that can breed and produce fertile offspring
C. organisms that live together in the same area
D. organisms that adapt to similar environments

Prompt:
Question: Which of these best describes a species?
A. organisms that are similar in appearance
B. organisms that can breed and produce fertile offspring
C. organisms that live together in the same area
D. organisms that adapt to similar environments
Answer:

Answer: 1

Question: Which of these best describes a species?

Choices:
1. organisms that are similar in appearance
2. organisms that adapt to similar environments
3. organisms that can breed and produce fertile offspring
4. organisms that live together in the same area

Prompt:
Question: Which of these best describes a species?
1. organisms that are similar in appearance
2. organisms that adapt to similar environments
3. organisms that can breed and produce fertile offspring
4. organisms that live together in the same area
Answer:

Answer: 2

Question: Which of these best describes a species?

Choices:
L. organisms that are similar in appearance
W. organisms that adapt to similar environments
U. organisms that can breed and produce fertile offspring
C. organisms that live together in the same area

Prompt:
Question: Which of these best describes a species?
L. organisms that are similar in appearance
W. organisms that adapt to similar environments
U. organisms that can breed and produce fertile offspring
C. organisms that live together in the same area
Answer:

Answer: 2

Question: Which of these best describes a species?

Choices:
L. organisms that are similar in appearance
W. organisms that can breed and produce fertile offspring
U. organisms that live together in the same area
C. organisms that adapt to similar environments

Prompt:
Question: Which of these best describes a species?
L. organisms that are similar in appearance
W. organisms that can breed and produce fertile offspring
U. organisms that live together in the same area
C. organisms that adapt to similar environments
Answer:

Answer: 1


Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the

Choices:
A. number of fish.
B. depth of the lake.
C. quality of the water.
D. speed of the water.

Prompt:
Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the
A. number of fish.
B. depth of the lake.
C. quality of the water.
D. speed of the water.
Answer:

Answer: 2

Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the

Choices:
A. quality of the water.
B. speed of the water.
C. number of fish.
D. depth of the lake.

Prompt:
Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the
A. quality of the water.
B. speed of the water.
C. number of fish.
D. depth of the lake.
Answer:

Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the

Choices:
1. number of fish.
2. depth of the lake.
3. quality of the water.
4. speed of the water.

Prompt:
Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the
1. number of fish.
2. depth of the lake.
3. quality of the water.
4. speed of the water.
Answer:

Answer: 2

Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the

Choices:
H. number of fish.
G. depth of the lake.
U. quality of the water.
T. speed of the water.

Prompt:
Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the
H. number of fish.
G. depth of the lake.
U. quality of the water.
T. speed of the water.
Answer:

Answer: 2

Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the

Choices:
H. quality of the water.
G. speed of the water.
U. number of fish.
T. depth of the lake.

Prompt:
Question: Scientists go to a lake once a month to take samples of water. They are most likely studying the
H. quality of the water.
G. speed of the water.
U. number of fish.
T. depth of the lake.
Answer:


Question: Which of the following groups of materials would most likely be used to build an electromagnet?

Choices:
A. bare wire, plastic rod, battery
B. bare wire, iron rod, light bulb
C. insulated wire, iron rod, battery
D. insulated wire, plastic rod, light bulb

Prompt:
Question: Which of the following groups of materials would most likely be used to build an electromagnet?
A. bare wire, plastic rod, battery
B. bare wire, iron rod, light bulb
C. insulated wire, iron rod, battery
D. insulated wire, plastic rod, light bulb
Answer:

Answer: 2

Question: Which of the following groups of materials would most likely be used to build an electromagnet?

Choices:
A. insulated wire, iron rod, battery
B. insulated wire, plastic rod, light bulb
C. bare wire, plastic rod, battery
D. bare wire, iron rod, light bulb

Prompt:
Question: Which of the following groups of materials would most likely be used to build an electromagnet?
A. insulated wire, iron rod, battery
B. insulated wire, plastic rod, light bulb
C. bare wire, plastic rod, battery
D. bare wire, iron rod, light bulb
Answer:

Question: Which of the following groups of materials would most likely be used to build an electromagnet?

Choices:
1. bare wire, plastic rod, battery
2. bare wire, iron rod, light bulb
3. insulated wire, iron rod, battery
4. insulated wire, plastic rod, light bulb

Prompt:
Question: Which of the following groups of materials would most likely be used to build an electromagnet?
1. bare wire, plastic rod, battery
2. bare wire, iron rod, light bulb
3. insulated wire, iron rod, battery
4. insulated wire, plastic rod, light bulb
Answer:

Answer: 2

Question: Which of the following groups of materials would most likely be used to build an electromagnet?

Choices:
F. bare wire, plastic rod, battery
I. bare wire, iron rod, light bulb
R. insulated wire, iron rod, battery
P. insulated wire, plastic rod, light bulb

Prompt:
Question: Which of the following groups of materials would most likely be used to build an electromagnet?
F. bare wire, plastic rod, battery
I. bare wire, iron rod, light bulb
R. insulated wire, iron rod, battery
P. insulated wire, plastic rod, light bulb
Answer:

Answer: 2

Question: Which of the following groups of materials would most likely be used to build an electromagnet?

Choices:
F. insulated wire, iron rod, battery
I. insulated wire, plastic rod, light bulb
R. bare wire, plastic rod, battery
P. bare wire, iron rod, light bulb

Prompt:
Question: Which of the following groups of materials would most likely be used to build an electromagnet?
F. insulated wire, iron rod, battery
I. insulated wire, plastic rod, light bulb
R. bare wire, plastic rod, battery
P. bare wire, iron rod, light bulb
Answer:


Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the

Choices:
A. two owl species cannot interbreed.
B. barred owl is a secondary consumer.
C. barred owl is better adapted to habitat changes.
D. spotted owl is dependent on local producers.

Prompt:
Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the
A. two owl species cannot interbreed.
B. barred owl is a secondary consumer.
C. barred owl is better adapted to habitat changes.
D. spotted owl is dependent on local producers.
Answer:

Answer: 2

Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the

Choices:
A. barred owl is better adapted to habitat changes.
B. two owl species cannot interbreed.
C. spotted owl is dependent on local producers.
D. barred owl is a secondary consumer.

Prompt:
Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the
A. barred owl is better adapted to habitat changes.
B. two owl species cannot interbreed.
C. spotted owl is dependent on local producers.
D. barred owl is a secondary consumer.
Answer:

Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the

Choices:
1. two owl species cannot interbreed.
2. barred owl is a secondary consumer.
3. barred owl is better adapted to habitat changes.
4. spotted owl is dependent on local producers.

Prompt:
Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the
1. two owl species cannot interbreed.
2. barred owl is a secondary consumer.
3. barred owl is better adapted to habitat changes.
4. spotted owl is dependent on local producers.
Answer:

Answer: 2

Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the

Choices:
D. two owl species cannot interbreed.
M. barred owl is a secondary consumer.
X. barred owl is better adapted to habitat changes.
W. spotted owl is dependent on local producers.

Prompt:
Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the
D. two owl species cannot interbreed.
M. barred owl is a secondary consumer.
X. barred owl is better adapted to habitat changes.
W. spotted owl is dependent on local producers.
Answer:

Answer: 2

Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the

Choices:
D. barred owl is better adapted to habitat changes.
M. two owl species cannot interbreed.
X. spotted owl is dependent on local producers.
W. barred owl is a secondary consumer.

Prompt:
Question: The barred owl has been moving into the habitat of the spotted owl. This could lead to a reduction in the spotted owl population if the
D. barred owl is better adapted to habitat changes.
M. two owl species cannot interbreed.
X. spotted owl is dependent on local producers.
W. barred owl is a secondary consumer.
Answer:


Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with

Choices:
A. polio.
B. stroke.
C. diabetes.
D. tuberculosis.

Prompt:
Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with
A. polio.
B. stroke.
C. diabetes.
D. tuberculosis.
Answer:

Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with

Choices:
A. tuberculosis.
B. polio.
C. stroke.
D. diabetes.

Prompt:
Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with
A. tuberculosis.
B. polio.
C. stroke.
D. diabetes.
Answer:

Answer: 1

Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with

Choices:
1. polio.
2. stroke.
3. diabetes.
4. tuberculosis.

Prompt:
Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with
1. polio.
2. stroke.
3. diabetes.
4. tuberculosis.
Answer:

Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with

Choices:
L. polio.
R. stroke.
S. diabetes.
A. tuberculosis.

Prompt:
Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with
L. polio.
R. stroke.
S. diabetes.
A. tuberculosis.
Answer:

Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with

Choices:
L. tuberculosis.
R. polio.
S. stroke.
A. diabetes.

Prompt:
Question: Twentieth-century research by such scientists as Jonas Salk on the use of vaccines has reduced the number of people who are infected with
L. tuberculosis.
R. polio.
S. stroke.
A. diabetes.
Answer:

Answer: 1


Question: What is the smallest unit of an element that retains the properties of that element?

Choices:
A. electron
B. molecule
C. neutron
D. atom

Prompt:
Question: What is the smallest unit of an element that retains the properties of that element?
A. electron
B. molecule
C. neutron
D. atom
Answer:

Answer: 3

Question: What is the smallest unit of an element that retains the properties of that element?

Choices:
A. neutron
B. atom
C. electron
D. molecule

Prompt:
Question: What is the smallest unit of an element that retains the properties of that element?
A. neutron
B. atom
C. electron
D. molecule
Answer:

Answer: 1

Question: What is the smallest unit of an element that retains the properties of that element?

Choices:
1. electron
2. molecule
3. neutron
4. atom

Prompt:
Question: What is the smallest unit of an element that retains the properties of that element?
1. electron
2. molecule
3. neutron
4. atom
Answer:

Answer: 3

Question: What is the smallest unit of an element that retains the properties of that element?

Choices:
L. electron
J. molecule
F. neutron
A. atom

Prompt:
Question: What is the smallest unit of an element that retains the properties of that element?
L. electron
J. molecule
F. neutron
A. atom
Answer:

Answer: 3

Question: What is the smallest unit of an element that retains the properties of that element?

Choices:
L. neutron
J. atom
F. electron
A. molecule

Prompt:
Question: What is the smallest unit of an element that retains the properties of that element?
L. neutron
J. atom
F. electron
A. molecule
Answer:

Answer: 1


Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to

Choices:
A. avoid predators
B. obtain food
C. make a shelter
D. regulate its body heat

Prompt:
Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to
A. avoid predators
B. obtain food
C. make a shelter
D. regulate its body heat
Answer:

Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to

Choices:
A. obtain food
B. regulate its body heat
C. avoid predators
D. make a shelter

Prompt:
Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to
A. obtain food
B. regulate its body heat
C. avoid predators
D. make a shelter
Answer:

Answer: 2

Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to

Choices:
1. avoid predators
2. obtain food
3. make a shelter
4. regulate its body heat

Prompt:
Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to
1. avoid predators
2. obtain food
3. make a shelter
4. regulate its body heat
Answer:

Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to

Choices:
V. avoid predators
P. obtain food
Q. make a shelter
M. regulate its body heat

Prompt:
Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to
V. avoid predators
P. obtain food
Q. make a shelter
M. regulate its body heat
Answer:

Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to

Choices:
V. obtain food
P. regulate its body heat
Q. avoid predators
M. make a shelter

Prompt:
Question: A body structure under a skunk's tail produces a liquid with a very bad odor. This odor helps the skunk to
V. obtain food
P. regulate its body heat
Q. avoid predators
M. make a shelter
Answer:

Answer: 2


Question: Which of the following is an example of sex-linked inheritance?

Choices:
A. diabetes
B. cystic fibrosis
C. hemophilia
D. albinism

Prompt:
Question: Which of the following is an example of sex-linked inheritance?
A. diabetes
B. cystic fibrosis
C. hemophilia
D. albinism
Answer:

Answer: 2

Question: Which of the following is an example of sex-linked inheritance?

Choices:
A. albinism
B. hemophilia
C. diabetes
D. cystic fibrosis

Prompt:
Question: Which of the following is an example of sex-linked inheritance?
A. albinism
B. hemophilia
C. diabetes
D. cystic fibrosis
Answer:

Answer: 1

Question: Which of the following is an example of sex-linked inheritance?

Choices:
1. diabetes
2. cystic fibrosis
3. hemophilia
4. albinism

Prompt:
Question: Which of the following is an example of sex-linked inheritance?
1. diabetes
2. cystic fibrosis
3. hemophilia
4. albinism
Answer:

Answer: 2

Question: Which of the following is an example of sex-linked inheritance?

Choices:
W. diabetes
P. cystic fibrosis
F. hemophilia
I. albinism

Prompt:
Question: Which of the following is an example of sex-linked inheritance?
W. diabetes
P. cystic fibrosis
F. hemophilia
I. albinism
Answer:

Answer: 2

Question: Which of the following is an example of sex-linked inheritance?

Choices:
W. albinism
P. hemophilia
F. diabetes
I. cystic fibrosis

Prompt:
Question: Which of the following is an example of sex-linked inheritance?
W. albinism
P. hemophilia
F. diabetes
I. cystic fibrosis
Answer:

Answer: 1


Question: Volcanic eruptions are caused primarily by the movement of

Choices:
A. rock by erosion
B. Earth in its orbit
C. planetary winds
D. tectonic plates

Prompt:
Question: Volcanic eruptions are caused primarily by the movement of
A. rock by erosion
B. Earth in its orbit
C. planetary winds
D. tectonic plates
Answer:

Answer: 3

Question: Volcanic eruptions are caused primarily by the movement of

Choices:
A. tectonic plates
B. rock by erosion
C. planetary winds
D. Earth in its orbit

Prompt:
Question: Volcanic eruptions are caused primarily by the movement of
A. tectonic plates
B. rock by erosion
C. planetary winds
D. Earth in its orbit
Answer:

Question: Volcanic eruptions are caused primarily by the movement of

Choices:
1. rock by erosion
2. Earth in its orbit
3. planetary winds
4. tectonic plates

Prompt:
Question: Volcanic eruptions are caused primarily by the movement of
1. rock by erosion
2. Earth in its orbit
3. planetary winds
4. tectonic plates
Answer:

Answer: 3

Question: Volcanic eruptions are caused primarily by the movement of

Choices:
Z. rock by erosion
Q. Earth in its orbit
L. planetary winds
J. tectonic plates

Prompt:
Question: Volcanic eruptions are caused primarily by the movement of
Z. rock by erosion
Q. Earth in its orbit
L. planetary winds
J. tectonic plates
Answer:

Answer: 3

Question: Volcanic eruptions are caused primarily by the movement of

Choices:
Z. tectonic plates
Q. rock by erosion
L. planetary winds
J. Earth in its orbit

Prompt:
Question: Volcanic eruptions are caused primarily by the movement of
Z. tectonic plates
Q. rock by erosion
L. planetary winds
J. Earth in its orbit
Answer:


Question: Which of these best explains why peer review is critical to the advancement of science?

Choices:
A. It provides an independent assessment of conclusions.
B. It allows laboratories to practice science.
C. It creates more job opportunities for scientists.
D. It ensures all scientists will study similar phenomena.

Prompt:
Question: Which of these best explains why peer review is critical to the advancement of science?
A. It provides an independent assessment of conclusions.
B. It allows laboratories to practice science.
C. It creates more job opportunities for scientists.
D. It ensures all scientists will study similar phenomena.
Answer:

Question: Which of these best explains why peer review is critical to the advancement of science?

Choices:
A. It allows laboratories to practice science.
B. It creates more job opportunities for scientists.
C. It provides an independent assessment of conclusions.
D. It ensures all scientists will study similar phenomena.

Prompt:
Question: Which of these best explains why peer review is critical to the advancement of science?
A. It allows laboratories to practice science.
B. It creates more job opportunities for scientists.
C. It provides an independent assessment of conclusions.
D. It ensures all scientists will study similar phenomena.
Answer:

Answer: 2

Question: Which of these best explains why peer review is critical to the advancement of science?

Choices:
1. It provides an independent assessment of conclusions.
2. It allows laboratories to practice science.
3. It creates more job opportunities for scientists.
4. It ensures all scientists will study similar phenomena.

Prompt:
Question: Which of these best explains why peer review is critical to the advancement of science?
1. It provides an independent assessment of conclusions.
2. It allows laboratories to practice science.
3. It creates more job opportunities for scientists.
4. It ensures all scientists will study similar phenomena.
Answer:

Question: Which of these best explains why peer review is critical to the advancement of science?

Choices:
I. It provides an independent assessment of conclusions.
C. It allows laboratories to practice science.
T. It creates more job opportunities for scientists.
L. It ensures all scientists will study similar phenomena.

Prompt:
Question: Which of these best explains why peer review is critical to the advancement of science?
I. It provides an independent assessment of conclusions.
C. It allows laboratories to practice science.
T. It creates more job opportunities for scientists.
L. It ensures all scientists will study similar phenomena.
Answer:

Question: Which of these best explains why peer review is critical to the advancement of science?

Choices:
I. It allows laboratories to practice science.
C. It creates more job opportunities for scientists.
T. It provides an independent assessment of conclusions.
L. It ensures all scientists will study similar phenomena.

Prompt:
Question: Which of these best explains why peer review is critical to the advancement of science?
I. It allows laboratories to practice science.
C. It creates more job opportunities for scientists.
T. It provides an independent assessment of conclusions.
L. It ensures all scientists will study similar phenomena.
Answer:

Answer: 2


Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell

Choices:
A. is part of a multicellular organism.
B. is prokaryotic.
C. performs sexual reproduction.
D. is eukaryotic.

Prompt:
Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell
A. is part of a multicellular organism.
B. is prokaryotic.
C. performs sexual reproduction.
D. is eukaryotic.
Answer:

Answer: 1

Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell

Choices:
A. performs sexual reproduction.
B. is eukaryotic.
C. is prokaryotic.
D. is part of a multicellular organism.

Prompt:
Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell
A. performs sexual reproduction.
B. is eukaryotic.
C. is prokaryotic.
D. is part of a multicellular organism.
Answer:

Answer: 2

Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell

Choices:
1. is part of a multicellular organism.
2. is prokaryotic.
3. performs sexual reproduction.
4. is eukaryotic.

Prompt:
Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell
1. is part of a multicellular organism.
2. is prokaryotic.
3. performs sexual reproduction.
4. is eukaryotic.
Answer:

Answer: 1

Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell

Choices:
V. is part of a multicellular organism.
I. is prokaryotic.
P. performs sexual reproduction.
G. is eukaryotic.

Prompt:
Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell
V. is part of a multicellular organism.
I. is prokaryotic.
P. performs sexual reproduction.
G. is eukaryotic.
Answer:

Answer: 1

Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell

Choices:
V. performs sexual reproduction.
I. is eukaryotic.
P. is prokaryotic.
G. is part of a multicellular organism.

Prompt:
Question: A cell releases energy from storage molecules on the inner surface of the membrane that surrounds the cell. The location of these molecules best indicates that the cell
V. performs sexual reproduction.
I. is eukaryotic.
P. is prokaryotic.
G. is part of a multicellular organism.
Answer:

Answer: 2


Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?

Choices:
A. argon
B. chlorine
C. nitrogen
D. oxygen

Prompt:
Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?
A. argon
B. chlorine
C. nitrogen
D. oxygen
Answer:

Answer: 2

Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?

Choices:
A. chlorine
B. argon
C. oxygen
D. nitrogen

Prompt:
Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?
A. chlorine
B. argon
C. oxygen
D. nitrogen
Answer:

Answer: 3

Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?

Choices:
1. argon
2. chlorine
3. nitrogen
4. oxygen

Prompt:
Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?
1. argon
2. chlorine
3. nitrogen
4. oxygen
Answer:

Answer: 2

Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?

Choices:
L. argon
N. chlorine
Y. nitrogen
P. oxygen

Prompt:
Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?
L. argon
N. chlorine
Y. nitrogen
P. oxygen
Answer:

Answer: 2

Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?

Choices:
L. chlorine
N. argon
Y. oxygen
P. nitrogen

Prompt:
Question: One substance found on Earth is more stable as an elemental gas than as part of a solid compound. As a result, this substance is very abundant in the atmosphere. Which substance exhibits these traits?
L. chlorine
N. argon
Y. oxygen
P. nitrogen
Answer:

Answer: 3


Question: Which property of an object determines how well it conducts electricity?

Choices:
A. the color of the object
B. the mass of the object
C. how fast the object sinks in water
D. the material that the object is made of

Prompt:
Question: Which property of an object determines how well it conducts electricity?
A. the color of the object
B. the mass of the object
C. how fast the object sinks in water
D. the material that the object is made of
Answer:

Answer: 3

Question: Which property of an object determines how well it conducts electricity?

Choices:
A. the color of the object
B. the mass of the object
C. the material that the object is made of
D. how fast the object sinks in water

Prompt:
Question: Which property of an object determines how well it conducts electricity?
A. the color of the object
B. the mass of the object
C. the material that the object is made of
D. how fast the object sinks in water
Answer:

Answer: 2

Question: Which property of an object determines how well it conducts electricity?

Choices:
1. the color of the object
2. the mass of the object
3. how fast the object sinks in water
4. the material that the object is made of

Prompt:
Question: Which property of an object determines how well it conducts electricity?
1. the color of the object
2. the mass of the object
3. how fast the object sinks in water
4. the material that the object is made of
Answer:

Answer: 3

Question: Which property of an object determines how well it conducts electricity?

Choices:
A. the color of the object
L. the mass of the object
S. how fast the object sinks in water
M. the material that the object is made of

Prompt:
Question: Which property of an object determines how well it conducts electricity?
A. the color of the object
L. the mass of the object
S. how fast the object sinks in water
M. the material that the object is made of
Answer:

Answer: 3

Question: Which property of an object determines how well it conducts electricity?

Choices:
A. the color of the object
L. the mass of the object
S. the material that the object is made of
M. how fast the object sinks in water

Prompt:
Question: Which property of an object determines how well it conducts electricity?
A. the color of the object
L. the mass of the object
S. the material that the object is made of
M. how fast the object sinks in water
Answer:

Answer: 2


Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?

Choices:
A. inferring
B. classifying
C. generalizing
D. hypothesizing

Prompt:
Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?
A. inferring
B. classifying
C. generalizing
D. hypothesizing
Answer:

Answer: 1

Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?

Choices:
A. hypothesizing
B. generalizing
C. classifying
D. inferring

Prompt:
Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?
A. hypothesizing
B. generalizing
C. classifying
D. inferring
Answer:

Answer: 2

Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?

Choices:
1. inferring
2. classifying
3. generalizing
4. hypothesizing

Prompt:
Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?
1. inferring
2. classifying
3. generalizing
4. hypothesizing
Answer:

Answer: 1

Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?

Choices:
J. inferring
K. classifying
V. generalizing
L. hypothesizing

Prompt:
Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?
J. inferring
K. classifying
V. generalizing
L. hypothesizing
Answer:

Answer: 1

Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?

Choices:
J. hypothesizing
K. generalizing
V. classifying
L. inferring

Prompt:
Question: Which skill is a scientist using when sorting rocks into two groups based on physical appearance?
J. hypothesizing
K. generalizing
V. classifying
L. inferring
Answer:

Answer: 2


Question: The major function of the kidneys is to

Choices:
A. exchange gases.
B. break down nutrients.
C. filter wastes and byproducts.
D. carry blood back to the heart.

Prompt:
Question: The major function of the kidneys is to
A. exchange gases.
B. break down nutrients.
C. filter wastes and byproducts.
D. carry blood back to the heart.
Answer:

Answer: 2

Question: The major function of the kidneys is to

Choices:
A. break down nutrients.
B. exchange gases.
C. carry blood back to the heart.
D. filter wastes and byproducts.

Prompt:
Question: The major function of the kidneys is to
A. break down nutrients.
B. exchange gases.
C. carry blood back to the heart.
D. filter wastes and byproducts.
Answer:

Answer: 3

Question: The major function of the kidneys is to

Choices:
1. exchange gases.
2. break down nutrients.
3. filter wastes and byproducts.
4. carry blood back to the heart.

Prompt:
Question: The major function of the kidneys is to
1. exchange gases.
2. break down nutrients.
3. filter wastes and byproducts.
4. carry blood back to the heart.
Answer:

Answer: 2

Question: The major function of the kidneys is to

Choices:
Z. exchange gases.
G. break down nutrients.
U. filter wastes and byproducts.
C. carry blood back to the heart.

Prompt:
Question: The major function of the kidneys is to
Z. exchange gases.
G. break down nutrients.
U. filter wastes and byproducts.
C. carry blood back to the heart.
Answer:

Answer: 2

Question: The major function of the kidneys is to

Choices:
Z. break down nutrients.
G. exchange gases.
U. carry blood back to the heart.
C. filter wastes and byproducts.

Prompt:
Question: The major function of the kidneys is to
Z. break down nutrients.
G. exchange gases.
U. carry blood back to the heart.
C. filter wastes and byproducts.
Answer:

Answer: 3


Question: A streak plate can be used to determine the

Choices:
A. hardness of a mineral.
B. structure of a mineral.
C. cleavage of a mineral.
D. luster of a mineral.

Prompt:
Question: A streak plate can be used to determine the
A. hardness of a mineral.
B. structure of a mineral.
C. cleavage of a mineral.
D. luster of a mineral.
Answer:

Question: A streak plate can be used to determine the

Choices:
A. structure of a mineral.
B. luster of a mineral.
C. hardness of a mineral.
D. cleavage of a mineral.

Prompt:
Question: A streak plate can be used to determine the
A. structure of a mineral.
B. luster of a mineral.
C. hardness of a mineral.
D. cleavage of a mineral.
Answer:

Answer: 2

Question: A streak plate can be used to determine the

Choices:
1. hardness of a mineral.
2. structure of a mineral.
3. cleavage of a mineral.
4. luster of a mineral.

Prompt:
Question: A streak plate can be used to determine the
1. hardness of a mineral.
2. structure of a mineral.
3. cleavage of a mineral.
4. luster of a mineral.
Answer:

Question: A streak plate can be used to determine the

Choices:
C. hardness of a mineral.
J. structure of a mineral.
Q. cleavage of a mineral.
O. luster of a mineral.

Prompt:
Question: A streak plate can be used to determine the
C. hardness of a mineral.
J. structure of a mineral.
Q. cleavage of a mineral.
O. luster of a mineral.
Answer:

Question: A streak plate can be used to determine the

Choices:
C. structure of a mineral.
J. luster of a mineral.
Q. hardness of a mineral.
O. cleavage of a mineral.

Prompt:
Question: A streak plate can be used to determine the
C. structure of a mineral.
J. luster of a mineral.
Q. hardness of a mineral.
O. cleavage of a mineral.
Answer:

Answer: 2


Question: Which will increase the energy of motion of water molecules?

Choices:
A. add heat
B. add ice
C. remove some of the water
D. place the water in the freezer

Prompt:
Question: Which will increase the energy of motion of water molecules?
A. add heat
B. add ice
C. remove some of the water
D. place the water in the freezer
Answer:

Question: Which will increase the energy of motion of water molecules?

Choices:
A. place the water in the freezer
B. add ice
C. add heat
D. remove some of the water

Prompt:
Question: Which will increase the energy of motion of water molecules?
A. place the water in the freezer
B. add ice
C. add heat
D. remove some of the water
Answer:

Answer: 2

Question: Which will increase the energy of motion of water molecules?

Choices:
1. add heat
2. add ice
3. remove some of the water
4. place the water in the freezer

Prompt:
Question: Which will increase the energy of motion of water molecules?
1. add heat
2. add ice
3. remove some of the water
4. place the water in the freezer
Answer:

Question: Which will increase the energy of motion of water molecules?

Choices:
S. add heat
M. add ice
T. remove some of the water
F. place the water in the freezer

Prompt:
Question: Which will increase the energy of motion of water molecules?
S. add heat
M. add ice
T. remove some of the water
F. place the water in the freezer
Answer:

Question: Which will increase the energy of motion of water molecules?

Choices:
S. place the water in the freezer
M. add ice
T. add heat
F. remove some of the water

Prompt:
Question: Which will increase the energy of motion of water molecules?
S. place the water in the freezer
M. add ice
T. add heat
F. remove some of the water
Answer:

Answer: 2


Question: How a material responds to heating and cooling tells us about the material's

Choices:
A. optical properties.
B. mechanical properties.
C. thermal properties.
D. acoustical properties.

Prompt:
Question: How a material responds to heating and cooling tells us about the material's
A. optical properties.
B. mechanical properties.
C. thermal properties.
D. acoustical properties.
Answer:

Answer: 2

Question: How a material responds to heating and cooling tells us about the material's

Choices:
A. optical properties.
B. mechanical properties.
C. acoustical properties.
D. thermal properties.

Prompt:
Question: How a material responds to heating and cooling tells us about the material's
A. optical properties.
B. mechanical properties.
C. acoustical properties.
D. thermal properties.
Answer:

Answer: 3

Question: How a material responds to heating and cooling tells us about the material's

Choices:
1. optical properties.
2. mechanical properties.
3. thermal properties.
4. acoustical properties.

Prompt:
Question: How a material responds to heating and cooling tells us about the material's
1. optical properties.
2. mechanical properties.
3. thermal properties.
4. acoustical properties.
Answer:

Answer: 2

Question: How a material responds to heating and cooling tells us about the material's

Choices:
H. optical properties.
V. mechanical properties.
J. thermal properties.
K. acoustical properties.

Prompt:
Question: How a material responds to heating and cooling tells us about the material's
H. optical properties.
V. mechanical properties.
J. thermal properties.
K. acoustical properties.
Answer:

Answer: 2

Question: How a material responds to heating and cooling tells us about the material's

Choices:
H. optical properties.
V. mechanical properties.
J. acoustical properties.
K. thermal properties.

Prompt:
Question: How a material responds to heating and cooling tells us about the material's
H. optical properties.
V. mechanical properties.
J. acoustical properties.
K. thermal properties.
Answer:

Answer: 3


Question: A balanced chemical equation shows

Choices:
A. the products of a reaction.
B. elements created by a reaction.
C. phase changes taking place during a reaction.
D. the number of molecules involved in a reaction.

Prompt:
Question: A balanced chemical equation shows
A. the products of a reaction.
B. elements created by a reaction.
C. phase changes taking place during a reaction.
D. the number of molecules involved in a reaction.
Answer:

Question: A balanced chemical equation shows

Choices:
A. the number of molecules involved in a reaction.
B. phase changes taking place during a reaction.
C. elements created by a reaction.
D. the products of a reaction.

Prompt:
Question: A balanced chemical equation shows
A. the number of molecules involved in a reaction.
B. phase changes taking place during a reaction.
C. elements created by a reaction.
D. the products of a reaction.
Answer:

Answer: 3

Question: A balanced chemical equation shows

Choices:
1. the products of a reaction.
2. elements created by a reaction.
3. phase changes taking place during a reaction.
4. the number of molecules involved in a reaction.

Prompt:
Question: A balanced chemical equation shows
1. the products of a reaction.
2. elements created by a reaction.
3. phase changes taking place during a reaction.
4. the number of molecules involved in a reaction.
Answer:

Question: A balanced chemical equation shows

Choices:
X. the products of a reaction.
H. elements created by a reaction.
J. phase changes taking place during a reaction.
T. the number of molecules involved in a reaction.

Prompt:
Question: A balanced chemical equation shows
X. the products of a reaction.
H. elements created by a reaction.
J. phase changes taking place during a reaction.
T. the number of molecules involved in a reaction.
Answer:

Question: A balanced chemical equation shows

Choices:
X. the number of molecules involved in a reaction.
H. phase changes taking place during a reaction.
J. elements created by a reaction.
T. the products of a reaction.

Prompt:
Question: A balanced chemical equation shows
X. the number of molecules involved in a reaction.
H. phase changes taking place during a reaction.
J. elements created by a reaction.
T. the products of a reaction.
Answer:

Answer: 3


Question: In which layer of Earth's atmosphere does weather occur?

Choices:
A. mesosphere
B. stratosphere
C. thermosphere
D. troposphere

Prompt:
Question: In which layer of Earth's atmosphere does weather occur?
A. mesosphere
B. stratosphere
C. thermosphere
D. troposphere
Answer:

Answer: 3

Question: In which layer of Earth's atmosphere does weather occur?

Choices:
A. stratosphere
B. troposphere
C. mesosphere
D. thermosphere

Prompt:
Question: In which layer of Earth's atmosphere does weather occur?
A. stratosphere
B. troposphere
C. mesosphere
D. thermosphere
Answer:

Answer: 1

Question: In which layer of Earth's atmosphere does weather occur?

Choices:
1. mesosphere
2. stratosphere
3. thermosphere
4. troposphere

Prompt:
Question: In which layer of Earth's atmosphere does weather occur?
1. mesosphere
2. stratosphere
3. thermosphere
4. troposphere
Answer:

Answer: 3

Question: In which layer of Earth's atmosphere does weather occur?

Choices:
W. mesosphere
U. stratosphere
S. thermosphere
J. troposphere

Prompt:
Question: In which layer of Earth's atmosphere does weather occur?
W. mesosphere
U. stratosphere
S. thermosphere
J. troposphere
Answer:

Answer: 3

Question: In which layer of Earth's atmosphere does weather occur?

Choices:
W. stratosphere
U. troposphere
S. mesosphere
J. thermosphere

Prompt:
Question: In which layer of Earth's atmosphere does weather occur?
W. stratosphere
U. troposphere
S. mesosphere
J. thermosphere
Answer:

Answer: 1


Question: Which of these is MOST flexible?

Choices:
A. Broom handle
B. Wooden ruler
C. Drinking straw
D. Sewing needle

Prompt:
Question: Which of these is MOST flexible?
A. Broom handle
B. Wooden ruler
C. Drinking straw
D. Sewing needle
Answer:

Answer: 2

Question: Which of these is MOST flexible?

Choices:
A. Wooden ruler
B. Broom handle
C. Sewing needle
D. Drinking straw

Prompt:
Question: Which of these is MOST flexible?
A. Wooden ruler
B. Broom handle
C. Sewing needle
D. Drinking straw
Answer:

Answer: 3

Question: Which of these is MOST flexible?

Choices:
1. Broom handle
2. Wooden ruler
3. Drinking straw
4. Sewing needle

Prompt:
Question: Which of these is MOST flexible?
1. Broom handle
2. Wooden ruler
3. Drinking straw
4. Sewing needle
Answer:

Answer: 2

Question: Which of these is MOST flexible?

Choices:
P. Broom handle
F. Wooden ruler
I. Drinking straw
O. Sewing needle

Prompt:
Question: Which of these is MOST flexible?
P. Broom handle
F. Wooden ruler
I. Drinking straw
O. Sewing needle
Answer:

Answer: 2

Question: Which of these is MOST flexible?

Choices:
P. Wooden ruler
F. Broom handle
I. Sewing needle
O. Drinking straw

Prompt:
Question: Which of these is MOST flexible?
P. Wooden ruler
F. Broom handle
I. Sewing needle
O. Drinking straw
Answer:

Answer: 3


Question: Which of these is an abiotic element of a desert ecosystem?

Choices:
A. sand
B. cactus
C. lizard
D. scorpion

Prompt:
Question: Which of these is an abiotic element of a desert ecosystem?
A. sand
B. cactus
C. lizard
D. scorpion
Answer:

Question: Which of these is an abiotic element of a desert ecosystem?

Choices:
A. lizard
B. cactus
C. scorpion
D. sand

Prompt:
Question: Which of these is an abiotic element of a desert ecosystem?
A. lizard
B. cactus
C. scorpion
D. sand
Answer:

Answer: 3

Question: Which of these is an abiotic element of a desert ecosystem?

Choices:
1. sand
2. cactus
3. lizard
4. scorpion

Prompt:
Question: Which of these is an abiotic element of a desert ecosystem?
1. sand
2. cactus
3. lizard
4. scorpion
Answer:

Question: Which of these is an abiotic element of a desert ecosystem?

Choices:
K. sand
V. cactus
M. lizard
G. scorpion

Prompt:
Question: Which of these is an abiotic element of a desert ecosystem?
K. sand
V. cactus
M. lizard
G. scorpion
Answer:

Question: Which of these is an abiotic element of a desert ecosystem?

Choices:
K. lizard
V. cactus
M. scorpion
G. sand

Prompt:
Question: Which of these is an abiotic element of a desert ecosystem?
K. lizard
V. cactus
M. scorpion
G. sand
Answer:

Answer: 3


Question: Which statement best explains why ice cubes will melt in a glass of tea?

Choices:
A. The tea becomes saturated.
B. The ice cubes gain energy.
C. The tea's freezing point increases.
D. The ice cube's melting point decreases.

Prompt:
Question: Which statement best explains why ice cubes will melt in a glass of tea?
A. The tea becomes saturated.
B. The ice cubes gain energy.
C. The tea's freezing point increases.
D. The ice cube's melting point decreases.
Answer:

Answer: 1

Question: Which statement best explains why ice cubes will melt in a glass of tea?

Choices:
A. The tea becomes saturated.
B. The tea's freezing point increases.
C. The ice cube's melting point decreases.
D. The ice cubes gain energy.

Prompt:
Question: Which statement best explains why ice cubes will melt in a glass of tea?
A. The tea becomes saturated.
B. The tea's freezing point increases.
C. The ice cube's melting point decreases.
D. The ice cubes gain energy.
Answer:

Answer: 3

Question: Which statement best explains why ice cubes will melt in a glass of tea?

Choices:
1. The tea becomes saturated.
2. The ice cubes gain energy.
3. The tea's freezing point increases.
4. The ice cube's melting point decreases.

Prompt:
Question: Which statement best explains why ice cubes will melt in a glass of tea?
1. The tea becomes saturated.
2. The ice cubes gain energy.
3. The tea's freezing point increases.
4. The ice cube's melting point decreases.
Answer:

Answer: 1

Question: Which statement best explains why ice cubes will melt in a glass of tea?

Choices:
B. The tea becomes saturated.
U. The ice cubes gain energy.
H. The tea's freezing point increases.
Z. The ice cube's melting point decreases.

Prompt:
Question: Which statement best explains why ice cubes will melt in a glass of tea?
B. The tea becomes saturated.
U. The ice cubes gain energy.
H. The tea's freezing point increases.
Z. The ice cube's melting point decreases.
Answer:

Answer: 1

Question: Which statement best explains why ice cubes will melt in a glass of tea?

Choices:
B. The tea becomes saturated.
U. The tea's freezing point increases.
H. The ice cube's melting point decreases.
Z. The ice cubes gain energy.

Prompt:
Question: Which statement best explains why ice cubes will melt in a glass of tea?
B. The tea becomes saturated.
U. The tea's freezing point increases.
H. The ice cube's melting point decreases.
Z. The ice cubes gain energy.
Answer:

Answer: 3


Question: Rabies can lead to an infection of the brain. This directly causes problems in the

Choices:
A. excretory system.
B. nervous system.
C. skeletal system.
D. integumentary system.

Prompt:
Question: Rabies can lead to an infection of the brain. This directly causes problems in the
A. excretory system.
B. nervous system.
C. skeletal system.
D. integumentary system.
Answer:

Answer: 1

Question: Rabies can lead to an infection of the brain. This directly causes problems in the

Choices:
A. excretory system.
B. skeletal system.
C. integumentary system.
D. nervous system.

Prompt:
Question: Rabies can lead to an infection of the brain. This directly causes problems in the
A. excretory system.
B. skeletal system.
C. integumentary system.
D. nervous system.
Answer:

Answer: 3

Question: Rabies can lead to an infection of the brain. This directly causes problems in the

Choices:
1. excretory system.
2. nervous system.
3. skeletal system.
4. integumentary system.

Prompt:
Question: Rabies can lead to an infection of the brain. This directly causes problems in the
1. excretory system.
2. nervous system.
3. skeletal system.
4. integumentary system.
Answer:

Answer: 1

Question: Rabies can lead to an infection of the brain. This directly causes problems in the

Choices:
E. excretory system.
A. nervous system.
H. skeletal system.
K. integumentary system.

Prompt:
Question: Rabies can lead to an infection of the brain. This directly causes problems in the
E. excretory system.
A. nervous system.
H. skeletal system.
K. integumentary system.
Answer:

Answer: 1

Question: Rabies can lead to an infection of the brain. This directly causes problems in the

Choices:
E. excretory system.
A. skeletal system.
H. integumentary system.
K. nervous system.

Prompt:
Question: Rabies can lead to an infection of the brain. This directly causes problems in the
E. excretory system.
A. skeletal system.
H. integumentary system.
K. nervous system.
Answer:

Answer: 3


Question: Which of these could only be found inside a plant cell?

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

Prompt:
Question: Which of these could only be found inside a plant cell?
A. nucleus
B. chloroplasts
C. mitochondria
D. cytoplasm
Answer:

Answer: 1

Question: Which of these could only be found inside a plant cell?

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

Prompt:
Question: Which of these could only be found inside a plant cell?
A. nucleus
B. mitochondria
C. chloroplasts
D. cytoplasm
Answer:

Answer: 2

Question: Which of these could only be found inside a plant cell?

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

Prompt:
Question: Which of these could only be found inside a plant cell?
1. nucleus
2. chloroplasts
3. mitochondria
4. cytoplasm
Answer:

Answer: 1

Question: Which of these could only be found inside a plant cell?

Choices:
Y. nucleus
B. chloroplasts
X. mitochondria
D. cytoplasm

Prompt:
Question: Which of these could only be found inside a plant cell?
Y. nucleus
B. chloroplasts
X. mitochondria
D. cytoplasm
Answer:

Answer: 1

Question: Which of these could only be found inside a plant cell?

Choices:
Y. nucleus
B. mitochondria
X. chloroplasts
D. cytoplasm

Prompt:
Question: Which of these could only be found inside a plant cell?
Y. nucleus
B. mitochondria
X. chloroplasts
D. cytoplasm
Answer:

Answer: 2