Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?

Choices:
A. Show some results that agree with the hypothesis.
B. Report the results accurately and then form a new hypothesis.
C. Conduct more trials until the hypothesis is proven.
D. Rewrite the hypothesis to better match the results.

Prompt:
Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?
A. Show some results that agree with the hypothesis.
B. Report the results accurately and then form a new hypothesis.
C. Conduct more trials until the hypothesis is proven.
D. Rewrite the hypothesis to better match the results.
Answer:

Answer: 1

Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?

Choices:
A. Show some results that agree with the hypothesis.
B. Rewrite the hypothesis to better match the results.
C. Report the results accurately and then form a new hypothesis.
D. Conduct more trials until the hypothesis is proven.

Prompt:
Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?
A. Show some results that agree with the hypothesis.
B. Rewrite the hypothesis to better match the results.
C. Report the results accurately and then form a new hypothesis.
D. Conduct more trials until the hypothesis is proven.
Answer:

Answer: 2

Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?

Choices:
1. Show some results that agree with the hypothesis.
2. Report the results accurately and then form a new hypothesis.
3. Conduct more trials until the hypothesis is proven.
4. Rewrite the hypothesis to better match the results.

Prompt:
Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?
1. Show some results that agree with the hypothesis.
2. Report the results accurately and then form a new hypothesis.
3. Conduct more trials until the hypothesis is proven.
4. Rewrite the hypothesis to better match the results.
Answer:

Answer: 1

Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?

Choices:
I. Show some results that agree with the hypothesis.
N. Report the results accurately and then form a new hypothesis.
L. Conduct more trials until the hypothesis is proven.
G. Rewrite the hypothesis to better match the results.

Prompt:
Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?
I. Show some results that agree with the hypothesis.
N. Report the results accurately and then form a new hypothesis.
L. Conduct more trials until the hypothesis is proven.
G. Rewrite the hypothesis to better match the results.
Answer:

Answer: 1

Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?

Choices:
I. Show some results that agree with the hypothesis.
N. Rewrite the hypothesis to better match the results.
L. Report the results accurately and then form a new hypothesis.
G. Conduct more trials until the hypothesis is proven.

Prompt:
Question: Some researchers predicted that mice could learn their way around a maze quickly if given a food reward. After many trials, the results came back but differed from the hypothesis. How should the researchers proceed?
I. Show some results that agree with the hypothesis.
N. Rewrite the hypothesis to better match the results.
L. Report the results accurately and then form a new hypothesis.
G. Conduct more trials until the hypothesis is proven.
Answer:

Answer: 2


Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?

Choices:
A. To make and store food
B. To add oxygen to the atmosphere
C. To release energy from stored food
D. To remove carbon dioxide from the atmosphere

Prompt:
Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?
A. To make and store food
B. To add oxygen to the atmosphere
C. To release energy from stored food
D. To remove carbon dioxide from the atmosphere
Answer:

Answer: 2

Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?

Choices:
A. To make and store food
B. To remove carbon dioxide from the atmosphere
C. To add oxygen to the atmosphere
D. To release energy from stored food

Prompt:
Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?
A. To make and store food
B. To remove carbon dioxide from the atmosphere
C. To add oxygen to the atmosphere
D. To release energy from stored food
Answer:

Answer: 3

Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?

Choices:
1. To make and store food
2. To add oxygen to the atmosphere
3. To release energy from stored food
4. To remove carbon dioxide from the atmosphere

Prompt:
Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?
1. To make and store food
2. To add oxygen to the atmosphere
3. To release energy from stored food
4. To remove carbon dioxide from the atmosphere
Answer:

Answer: 2

Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?

Choices:
U. To make and store food
N. To add oxygen to the atmosphere
K. To release energy from stored food
A. To remove carbon dioxide from the atmosphere

Prompt:
Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?
U. To make and store food
N. To add oxygen to the atmosphere
K. To release energy from stored food
A. To remove carbon dioxide from the atmosphere
Answer:

Answer: 2

Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?

Choices:
U. To make and store food
N. To remove carbon dioxide from the atmosphere
K. To add oxygen to the atmosphere
A. To release energy from stored food

Prompt:
Question: There are many different processes that take place in plant and animal cells. Cellular respiration is one of those processes. What is the purpose of cellular respiration?
U. To make and store food
N. To remove carbon dioxide from the atmosphere
K. To add oxygen to the atmosphere
A. To release energy from stored food
Answer:

Answer: 3


Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?

Choices:
A. The grass has more friction.
B. The grass attracts more wind.
C. The grass has a higher temperature.
D. The grass increases Earth's gravity.

Prompt:
Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?
A. The grass has more friction.
B. The grass attracts more wind.
C. The grass has a higher temperature.
D. The grass increases Earth's gravity.
Answer:

Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?

Choices:
A. The grass has a higher temperature.
B. The grass attracts more wind.
C. The grass increases Earth's gravity.
D. The grass has more friction.

Prompt:
Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?
A. The grass has a higher temperature.
B. The grass attracts more wind.
C. The grass increases Earth's gravity.
D. The grass has more friction.
Answer:

Answer: 3

Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?

Choices:
1. The grass has more friction.
2. The grass attracts more wind.
3. The grass has a higher temperature.
4. The grass increases Earth's gravity.

Prompt:
Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?
1. The grass has more friction.
2. The grass attracts more wind.
3. The grass has a higher temperature.
4. The grass increases Earth's gravity.
Answer:

Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?

Choices:
D. The grass has more friction.
B. The grass attracts more wind.
I. The grass has a higher temperature.
K. The grass increases Earth's gravity.

Prompt:
Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?
D. The grass has more friction.
B. The grass attracts more wind.
I. The grass has a higher temperature.
K. The grass increases Earth's gravity.
Answer:

Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?

Choices:
D. The grass has a higher temperature.
B. The grass attracts more wind.
I. The grass increases Earth's gravity.
K. The grass has more friction.

Prompt:
Question: Christina kicks a ball. The ball moves faster when she kicks it on the concrete sidewalk than when she kicks it on the grass. Why does the ball travel slower on the grass than the sidewalk?
D. The grass has a higher temperature.
B. The grass attracts more wind.
I. The grass increases Earth's gravity.
K. The grass has more friction.
Answer:

Answer: 3


Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?

Choices:
A. no change in pulse but a decrease in breathing rate
B. an increase in pulse but no change in breathing rate
C. an increase in pulse and breathing rate
D. a decrease in pulse and breathing rate
E. no change in either

Prompt:
Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?
A. no change in pulse but a decrease in breathing rate
B. an increase in pulse but no change in breathing rate
C. an increase in pulse and breathing rate
D. a decrease in pulse and breathing rate
E. no change in either
Answer:

Answer: 2

Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?

Choices:
A. an increase in pulse and breathing rate
B. a decrease in pulse and breathing rate
C. no change in either
D. an increase in pulse but no change in breathing rate
E. no change in pulse but a decrease in breathing rate

Prompt:
Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?
A. an increase in pulse and breathing rate
B. a decrease in pulse and breathing rate
C. no change in either
D. an increase in pulse but no change in breathing rate
E. no change in pulse but a decrease in breathing rate
Answer:

Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?

Choices:
1. no change in pulse but a decrease in breathing rate
2. an increase in pulse but no change in breathing rate
3. an increase in pulse and breathing rate
4. a decrease in pulse and breathing rate
5. no change in either

Prompt:
Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?
1. no change in pulse but a decrease in breathing rate
2. an increase in pulse but no change in breathing rate
3. an increase in pulse and breathing rate
4. a decrease in pulse and breathing rate
5. no change in either
Answer:

Answer: 2

Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?

Choices:
J. no change in pulse but a decrease in breathing rate
S. an increase in pulse but no change in breathing rate
Y. an increase in pulse and breathing rate
M. a decrease in pulse and breathing rate
R. no change in either

Prompt:
Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?
J. no change in pulse but a decrease in breathing rate
S. an increase in pulse but no change in breathing rate
Y. an increase in pulse and breathing rate
M. a decrease in pulse and breathing rate
R. no change in either
Answer:

Answer: 2

Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?

Choices:
J. an increase in pulse and breathing rate
S. a decrease in pulse and breathing rate
Y. no change in either
M. an increase in pulse but no change in breathing rate
R. no change in pulse but a decrease in breathing rate

Prompt:
Question: Immediately before and after running a 50 metre race, your pulse and breathing rates are taken. What changes would you expect to find?
J. an increase in pulse and breathing rate
S. a decrease in pulse and breathing rate
Y. no change in either
M. an increase in pulse but no change in breathing rate
R. no change in pulse but a decrease in breathing rate
Answer:


Question: Which steps in the water cycle most directly cause floods?

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

Prompt:
Question: Which steps in the water cycle most directly cause floods?
A. precipitation and runoff
B. condensation and evaporation
C. runoff and condensation
D. evaporation and precipitation
Answer:

Question: Which steps in the water cycle most directly cause floods?

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

Prompt:
Question: Which steps in the water cycle most directly cause floods?
A. runoff and condensation
B. precipitation and runoff
C. condensation and evaporation
D. evaporation and precipitation
Answer:

Answer: 1

Question: Which steps in the water cycle most directly cause floods?

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

Prompt:
Question: Which steps in the water cycle most directly cause floods?
1. precipitation and runoff
2. condensation and evaporation
3. runoff and condensation
4. evaporation and precipitation
Answer:

Question: Which steps in the water cycle most directly cause floods?

Choices:
Z. precipitation and runoff
D. condensation and evaporation
G. runoff and condensation
Y. evaporation and precipitation

Prompt:
Question: Which steps in the water cycle most directly cause floods?
Z. precipitation and runoff
D. condensation and evaporation
G. runoff and condensation
Y. evaporation and precipitation
Answer:

Question: Which steps in the water cycle most directly cause floods?

Choices:
Z. runoff and condensation
D. precipitation and runoff
G. condensation and evaporation
Y. evaporation and precipitation

Prompt:
Question: Which steps in the water cycle most directly cause floods?
Z. runoff and condensation
D. precipitation and runoff
G. condensation and evaporation
Y. evaporation and precipitation
Answer:

Answer: 1


Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?

Choices:
A. dimensions of the parts
B. temperatures to which the parts were heated
C. the engine used to test the parts
D. the composition of the parts

Prompt:
Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?
A. dimensions of the parts
B. temperatures to which the parts were heated
C. the engine used to test the parts
D. the composition of the parts
Answer:

Answer: 3

Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?

Choices:
A. temperatures to which the parts were heated
B. the engine used to test the parts
C. the composition of the parts
D. dimensions of the parts

Prompt:
Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?
A. temperatures to which the parts were heated
B. the engine used to test the parts
C. the composition of the parts
D. dimensions of the parts
Answer:

Answer: 2

Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?

Choices:
1. dimensions of the parts
2. temperatures to which the parts were heated
3. the engine used to test the parts
4. the composition of the parts

Prompt:
Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?
1. dimensions of the parts
2. temperatures to which the parts were heated
3. the engine used to test the parts
4. the composition of the parts
Answer:

Answer: 3

Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?

Choices:
F. dimensions of the parts
G. temperatures to which the parts were heated
J. the engine used to test the parts
K. the composition of the parts

Prompt:
Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?
F. dimensions of the parts
G. temperatures to which the parts were heated
J. the engine used to test the parts
K. the composition of the parts
Answer:

Answer: 3

Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?

Choices:
F. temperatures to which the parts were heated
G. the engine used to test the parts
J. the composition of the parts
K. dimensions of the parts

Prompt:
Question: An engineer tests three new ceramic parts, each of which could potentially replace a steel part inside an automotive engine. The three parts, identical in size, are each made of a different ceramic compound. The parts are heated to the same temperature and placed under the same stress loads. At the end of the test, the engineer concludes Part B is the best for the job. What was the independent variable in this test?
F. temperatures to which the parts were heated
G. the engine used to test the parts
J. the composition of the parts
K. dimensions of the parts
Answer:

Answer: 2


Question: Specialized cells protect the human body from disease-causing microbes by

Choices:
A. producing chemicals that destroy the microbes
B. dissolving wastes from the microbes
C. creating recessive genes in the microbes
D. supplying oxygen and nutrients to the microbes

Prompt:
Question: Specialized cells protect the human body from disease-causing microbes by
A. producing chemicals that destroy the microbes
B. dissolving wastes from the microbes
C. creating recessive genes in the microbes
D. supplying oxygen and nutrients to the microbes
Answer:

Question: Specialized cells protect the human body from disease-causing microbes by

Choices:
A. creating recessive genes in the microbes
B. dissolving wastes from the microbes
C. producing chemicals that destroy the microbes
D. supplying oxygen and nutrients to the microbes

Prompt:
Question: Specialized cells protect the human body from disease-causing microbes by
A. creating recessive genes in the microbes
B. dissolving wastes from the microbes
C. producing chemicals that destroy the microbes
D. supplying oxygen and nutrients to the microbes
Answer:

Answer: 2

Question: Specialized cells protect the human body from disease-causing microbes by

Choices:
1. producing chemicals that destroy the microbes
2. dissolving wastes from the microbes
3. creating recessive genes in the microbes
4. supplying oxygen and nutrients to the microbes

Prompt:
Question: Specialized cells protect the human body from disease-causing microbes by
1. producing chemicals that destroy the microbes
2. dissolving wastes from the microbes
3. creating recessive genes in the microbes
4. supplying oxygen and nutrients to the microbes
Answer:

Question: Specialized cells protect the human body from disease-causing microbes by

Choices:
M. producing chemicals that destroy the microbes
S. dissolving wastes from the microbes
A. creating recessive genes in the microbes
R. supplying oxygen and nutrients to the microbes

Prompt:
Question: Specialized cells protect the human body from disease-causing microbes by
M. producing chemicals that destroy the microbes
S. dissolving wastes from the microbes
A. creating recessive genes in the microbes
R. supplying oxygen and nutrients to the microbes
Answer:

Question: Specialized cells protect the human body from disease-causing microbes by

Choices:
M. creating recessive genes in the microbes
S. dissolving wastes from the microbes
A. producing chemicals that destroy the microbes
R. supplying oxygen and nutrients to the microbes

Prompt:
Question: Specialized cells protect the human body from disease-causing microbes by
M. creating recessive genes in the microbes
S. dissolving wastes from the microbes
A. producing chemicals that destroy the microbes
R. supplying oxygen and nutrients to the microbes
Answer:

Answer: 2


Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?

Choices:
A. iron and nickel
B. carbon and oxygen
C. nitrogen and sulfur
D. hydrogen and helium

Prompt:
Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?
A. iron and nickel
B. carbon and oxygen
C. nitrogen and sulfur
D. hydrogen and helium
Answer:

Answer: 3

Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?

Choices:
A. iron and nickel
B. hydrogen and helium
C. nitrogen and sulfur
D. carbon and oxygen

Prompt:
Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?
A. iron and nickel
B. hydrogen and helium
C. nitrogen and sulfur
D. carbon and oxygen
Answer:

Answer: 1

Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?

Choices:
1. iron and nickel
2. carbon and oxygen
3. nitrogen and sulfur
4. hydrogen and helium

Prompt:
Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?
1. iron and nickel
2. carbon and oxygen
3. nitrogen and sulfur
4. hydrogen and helium
Answer:

Answer: 3

Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?

Choices:
W. iron and nickel
Z. carbon and oxygen
D. nitrogen and sulfur
M. hydrogen and helium

Prompt:
Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?
W. iron and nickel
Z. carbon and oxygen
D. nitrogen and sulfur
M. hydrogen and helium
Answer:

Answer: 3

Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?

Choices:
W. iron and nickel
Z. hydrogen and helium
D. nitrogen and sulfur
M. carbon and oxygen

Prompt:
Question: The frost line of the solar system divides the terrestrial plants from the gas-giant planets. What elements make up most of the core of the planets orbiting outside of the frost line?
W. iron and nickel
Z. hydrogen and helium
D. nitrogen and sulfur
M. carbon and oxygen
Answer:

Answer: 1


Question: How do warm ocean currents move to cooler ocean regions of Earth?

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

Prompt:
Question: How do warm ocean currents move to cooler ocean regions of Earth?
A. by conduction
B. by convection
C. by evaporation
D. by radiation
Answer:

Answer: 1

Question: How do warm ocean currents move to cooler ocean regions of Earth?

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

Prompt:
Question: How do warm ocean currents move to cooler ocean regions of Earth?
A. by evaporation
B. by radiation
C. by conduction
D. by convection
Answer:

Answer: 3

Question: How do warm ocean currents move to cooler ocean regions of Earth?

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

Prompt:
Question: How do warm ocean currents move to cooler ocean regions of Earth?
1. by conduction
2. by convection
3. by evaporation
4. by radiation
Answer:

Answer: 1

Question: How do warm ocean currents move to cooler ocean regions of Earth?

Choices:
M. by conduction
F. by convection
S. by evaporation
O. by radiation

Prompt:
Question: How do warm ocean currents move to cooler ocean regions of Earth?
M. by conduction
F. by convection
S. by evaporation
O. by radiation
Answer:

Answer: 1

Question: How do warm ocean currents move to cooler ocean regions of Earth?

Choices:
M. by evaporation
F. by radiation
S. by conduction
O. by convection

Prompt:
Question: How do warm ocean currents move to cooler ocean regions of Earth?
M. by evaporation
F. by radiation
S. by conduction
O. by convection
Answer:

Answer: 3


Question: In order to build a wooden table, which of the following is the best thing to do first?

Choices:
A. Stain the wood.
B. Measure the boards.
C. Saw the wood for the table.
D. Make a drawing of the table.

Prompt:
Question: In order to build a wooden table, which of the following is the best thing to do first?
A. Stain the wood.
B. Measure the boards.
C. Saw the wood for the table.
D. Make a drawing of the table.
Answer:

Answer: 3

Question: In order to build a wooden table, which of the following is the best thing to do first?

Choices:
A. Measure the boards.
B. Stain the wood.
C. Make a drawing of the table.
D. Saw the wood for the table.

Prompt:
Question: In order to build a wooden table, which of the following is the best thing to do first?
A. Measure the boards.
B. Stain the wood.
C. Make a drawing of the table.
D. Saw the wood for the table.
Answer:

Answer: 2

Question: In order to build a wooden table, which of the following is the best thing to do first?

Choices:
1. Stain the wood.
2. Measure the boards.
3. Saw the wood for the table.
4. Make a drawing of the table.

Prompt:
Question: In order to build a wooden table, which of the following is the best thing to do first?
1. Stain the wood.
2. Measure the boards.
3. Saw the wood for the table.
4. Make a drawing of the table.
Answer:

Answer: 3

Question: In order to build a wooden table, which of the following is the best thing to do first?

Choices:
G. Stain the wood.
W. Measure the boards.
E. Saw the wood for the table.
P. Make a drawing of the table.

Prompt:
Question: In order to build a wooden table, which of the following is the best thing to do first?
G. Stain the wood.
W. Measure the boards.
E. Saw the wood for the table.
P. Make a drawing of the table.
Answer:

Answer: 3

Question: In order to build a wooden table, which of the following is the best thing to do first?

Choices:
G. Measure the boards.
W. Stain the wood.
E. Make a drawing of the table.
P. Saw the wood for the table.

Prompt:
Question: In order to build a wooden table, which of the following is the best thing to do first?
G. Measure the boards.
W. Stain the wood.
E. Make a drawing of the table.
P. Saw the wood for the table.
Answer:

Answer: 2


Question: Which object most likely has magnetic properties?

Choices:
A. iron nail
B. plastic clip
C. rubber eraser
D. wooden spoon

Prompt:
Question: Which object most likely has magnetic properties?
A. iron nail
B. plastic clip
C. rubber eraser
D. wooden spoon
Answer:

Question: Which object most likely has magnetic properties?

Choices:
A. plastic clip
B. iron nail
C. rubber eraser
D. wooden spoon

Prompt:
Question: Which object most likely has magnetic properties?
A. plastic clip
B. iron nail
C. rubber eraser
D. wooden spoon
Answer:

Answer: 1

Question: Which object most likely has magnetic properties?

Choices:
1. iron nail
2. plastic clip
3. rubber eraser
4. wooden spoon

Prompt:
Question: Which object most likely has magnetic properties?
1. iron nail
2. plastic clip
3. rubber eraser
4. wooden spoon
Answer:

Question: Which object most likely has magnetic properties?

Choices:
J. iron nail
D. plastic clip
L. rubber eraser
G. wooden spoon

Prompt:
Question: Which object most likely has magnetic properties?
J. iron nail
D. plastic clip
L. rubber eraser
G. wooden spoon
Answer:

Question: Which object most likely has magnetic properties?

Choices:
J. plastic clip
D. iron nail
L. rubber eraser
G. wooden spoon

Prompt:
Question: Which object most likely has magnetic properties?
J. plastic clip
D. iron nail
L. rubber eraser
G. wooden spoon
Answer:

Answer: 1


Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?

Choices:
A. the height of the wall
B. the number of balloons
C. the attraction to the wall
D. the rubbing action on the wool

Prompt:
Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?
A. the height of the wall
B. the number of balloons
C. the attraction to the wall
D. the rubbing action on the wool
Answer:

Answer: 3

Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?

Choices:
A. the number of balloons
B. the rubbing action on the wool
C. the attraction to the wall
D. the height of the wall

Prompt:
Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?
A. the number of balloons
B. the rubbing action on the wool
C. the attraction to the wall
D. the height of the wall
Answer:

Answer: 1

Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?

Choices:
1. the height of the wall
2. the number of balloons
3. the attraction to the wall
4. the rubbing action on the wool

Prompt:
Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?
1. the height of the wall
2. the number of balloons
3. the attraction to the wall
4. the rubbing action on the wool
Answer:

Answer: 3

Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?

Choices:
K. the height of the wall
H. the number of balloons
V. the attraction to the wall
M. the rubbing action on the wool

Prompt:
Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?
K. the height of the wall
H. the number of balloons
V. the attraction to the wall
M. the rubbing action on the wool
Answer:

Answer: 3

Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?

Choices:
K. the number of balloons
H. the rubbing action on the wool
V. the attraction to the wall
M. the height of the wall

Prompt:
Question: A student is conducting an investigation on static electricity. The student has three balloons and rubs two of them on a piece of wool. The student then touches each balloon to a wall to observe if static electricity would cause the balloon to stick. What is the independent variable in this investigation?
K. the number of balloons
H. the rubbing action on the wool
V. the attraction to the wall
M. the height of the wall
Answer:

Answer: 1


Question: The order of the elements in the periodic table is determined by their

Choices:
A. abundance in nature.
B. number of protons.
C. number of isotopes.
D. atomic mass.

Prompt:
Question: The order of the elements in the periodic table is determined by their
A. abundance in nature.
B. number of protons.
C. number of isotopes.
D. atomic mass.
Answer:

Answer: 1

Question: The order of the elements in the periodic table is determined by their

Choices:
A. number of isotopes.
B. abundance in nature.
C. number of protons.
D. atomic mass.

Prompt:
Question: The order of the elements in the periodic table is determined by their
A. number of isotopes.
B. abundance in nature.
C. number of protons.
D. atomic mass.
Answer:

Answer: 2

Question: The order of the elements in the periodic table is determined by their

Choices:
1. abundance in nature.
2. number of protons.
3. number of isotopes.
4. atomic mass.

Prompt:
Question: The order of the elements in the periodic table is determined by their
1. abundance in nature.
2. number of protons.
3. number of isotopes.
4. atomic mass.
Answer:

Answer: 1

Question: The order of the elements in the periodic table is determined by their

Choices:
Q. abundance in nature.
Y. number of protons.
I. number of isotopes.
A. atomic mass.

Prompt:
Question: The order of the elements in the periodic table is determined by their
Q. abundance in nature.
Y. number of protons.
I. number of isotopes.
A. atomic mass.
Answer:

Answer: 1

Question: The order of the elements in the periodic table is determined by their

Choices:
Q. number of isotopes.
Y. abundance in nature.
I. number of protons.
A. atomic mass.

Prompt:
Question: The order of the elements in the periodic table is determined by their
Q. number of isotopes.
Y. abundance in nature.
I. number of protons.
A. atomic mass.
Answer:

Answer: 2


Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?

Choices:
A. water cycle
B. ocean tides
C. carbon cycle
D. weather patterns

Prompt:
Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?
A. water cycle
B. ocean tides
C. carbon cycle
D. weather patterns
Answer:

Answer: 2

Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?

Choices:
A. ocean tides
B. carbon cycle
C. water cycle
D. weather patterns

Prompt:
Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?
A. ocean tides
B. carbon cycle
C. water cycle
D. weather patterns
Answer:

Answer: 1

Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?

Choices:
1. water cycle
2. ocean tides
3. carbon cycle
4. weather patterns

Prompt:
Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?
1. water cycle
2. ocean tides
3. carbon cycle
4. weather patterns
Answer:

Answer: 2

Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?

Choices:
I. water cycle
A. ocean tides
O. carbon cycle
J. weather patterns

Prompt:
Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?
I. water cycle
A. ocean tides
O. carbon cycle
J. weather patterns
Answer:

Answer: 2

Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?

Choices:
I. ocean tides
A. carbon cycle
O. water cycle
J. weather patterns

Prompt:
Question: An increase in greenhouse gases, which are believed to cause global warming, is due to a change in which occurrence?
I. ocean tides
A. carbon cycle
O. water cycle
J. weather patterns
Answer:

Answer: 1


Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?

Choices:
A. a black cloth
B. a piece of aluminum
C. a sheet of paper
D. a glass prism

Prompt:
Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?
A. a black cloth
B. a piece of aluminum
C. a sheet of paper
D. a glass prism
Answer:

Answer: 3

Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?

Choices:
A. a piece of aluminum
B. a glass prism
C. a sheet of paper
D. a black cloth

Prompt:
Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?
A. a piece of aluminum
B. a glass prism
C. a sheet of paper
D. a black cloth
Answer:

Answer: 1

Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?

Choices:
1. a black cloth
2. a piece of aluminum
3. a sheet of paper
4. a glass prism

Prompt:
Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?
1. a black cloth
2. a piece of aluminum
3. a sheet of paper
4. a glass prism
Answer:

Answer: 3

Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?

Choices:
T. a black cloth
Y. a piece of aluminum
G. a sheet of paper
B. a glass prism

Prompt:
Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?
T. a black cloth
Y. a piece of aluminum
G. a sheet of paper
B. a glass prism
Answer:

Answer: 3

Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?

Choices:
T. a piece of aluminum
Y. a glass prism
G. a sheet of paper
B. a black cloth

Prompt:
Question: A laser beam is aimed at four different objects. Through which of these objects will the laser beam pass and be refracted?
T. a piece of aluminum
Y. a glass prism
G. a sheet of paper
B. a black cloth
Answer:

Answer: 1


Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?

Choices:
A. an asteroid
B. a comet
C. a meteor
D. a star

Prompt:
Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?
A. an asteroid
B. a comet
C. a meteor
D. a star
Answer:

Answer: 1

Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?

Choices:
A. a comet
B. an asteroid
C. a star
D. a meteor

Prompt:
Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?
A. a comet
B. an asteroid
C. a star
D. a meteor
Answer:

Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?

Choices:
1. an asteroid
2. a comet
3. a meteor
4. a star

Prompt:
Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?
1. an asteroid
2. a comet
3. a meteor
4. a star
Answer:

Answer: 1

Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?

Choices:
S. an asteroid
K. a comet
E. a meteor
R. a star

Prompt:
Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?
S. an asteroid
K. a comet
E. a meteor
R. a star
Answer:

Answer: 1

Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?

Choices:
S. a comet
K. an asteroid
E. a star
R. a meteor

Prompt:
Question: Scientists track an icy object with an orbit that ranges from the Kuiper Belt to a path between Earth and the Sun. How would this object best be classified?
S. a comet
K. an asteroid
E. a star
R. a meteor
Answer:


Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?

Choices:
A. color of the liquid
B. mass of the liquid
C. volume of the liquid
D. boiling point of the liquid

Prompt:
Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?
A. color of the liquid
B. mass of the liquid
C. volume of the liquid
D. boiling point of the liquid
Answer:

Answer: 3

Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?

Choices:
A. mass of the liquid
B. boiling point of the liquid
C. color of the liquid
D. volume of the liquid

Prompt:
Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?
A. mass of the liquid
B. boiling point of the liquid
C. color of the liquid
D. volume of the liquid
Answer:

Answer: 1

Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?

Choices:
1. color of the liquid
2. mass of the liquid
3. volume of the liquid
4. boiling point of the liquid

Prompt:
Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?
1. color of the liquid
2. mass of the liquid
3. volume of the liquid
4. boiling point of the liquid
Answer:

Answer: 3

Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?

Choices:
E. color of the liquid
H. mass of the liquid
B. volume of the liquid
K. boiling point of the liquid

Prompt:
Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?
E. color of the liquid
H. mass of the liquid
B. volume of the liquid
K. boiling point of the liquid
Answer:

Answer: 3

Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?

Choices:
E. mass of the liquid
H. boiling point of the liquid
B. color of the liquid
K. volume of the liquid

Prompt:
Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?
E. mass of the liquid
H. boiling point of the liquid
B. color of the liquid
K. volume of the liquid
Answer:

Answer: 1


Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?

Choices:
A. decreased rates of deforestation
B. decreased atmospheric temperatures
C. increased amounts of radioactive waste
D. increased levels of greenhouse gas emissions

Prompt:
Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?
A. decreased rates of deforestation
B. decreased atmospheric temperatures
C. increased amounts of radioactive waste
D. increased levels of greenhouse gas emissions
Answer:

Answer: 3

Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?

Choices:
A. increased levels of greenhouse gas emissions
B. decreased atmospheric temperatures
C. decreased rates of deforestation
D. increased amounts of radioactive waste

Prompt:
Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?
A. increased levels of greenhouse gas emissions
B. decreased atmospheric temperatures
C. decreased rates of deforestation
D. increased amounts of radioactive waste
Answer:

Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?

Choices:
1. decreased rates of deforestation
2. decreased atmospheric temperatures
3. increased amounts of radioactive waste
4. increased levels of greenhouse gas emissions

Prompt:
Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?
1. decreased rates of deforestation
2. decreased atmospheric temperatures
3. increased amounts of radioactive waste
4. increased levels of greenhouse gas emissions
Answer:

Answer: 3

Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?

Choices:
K. decreased rates of deforestation
J. decreased atmospheric temperatures
T. increased amounts of radioactive waste
D. increased levels of greenhouse gas emissions

Prompt:
Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?
K. decreased rates of deforestation
J. decreased atmospheric temperatures
T. increased amounts of radioactive waste
D. increased levels of greenhouse gas emissions
Answer:

Answer: 3

Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?

Choices:
K. increased levels of greenhouse gas emissions
J. decreased atmospheric temperatures
T. decreased rates of deforestation
D. increased amounts of radioactive waste

Prompt:
Question: After a period of steady increase, the rate of coal consumption was 50% higher during 2009 than it was during the year 2000. If this trend continues, which impact will coal consumption most likely have on the environment after the year 2010?
K. increased levels of greenhouse gas emissions
J. decreased atmospheric temperatures
T. decreased rates of deforestation
D. increased amounts of radioactive waste
Answer:


Question: Which invention uses natural magnetism?

Choices:
A. satellite
B. telescope
C. compass
D. binoculars

Prompt:
Question: Which invention uses natural magnetism?
A. satellite
B. telescope
C. compass
D. binoculars
Answer:

Answer: 2

Question: Which invention uses natural magnetism?

Choices:
A. binoculars
B. compass
C. satellite
D. telescope

Prompt:
Question: Which invention uses natural magnetism?
A. binoculars
B. compass
C. satellite
D. telescope
Answer:

Answer: 1

Question: Which invention uses natural magnetism?

Choices:
1. satellite
2. telescope
3. compass
4. binoculars

Prompt:
Question: Which invention uses natural magnetism?
1. satellite
2. telescope
3. compass
4. binoculars
Answer:

Answer: 2

Question: Which invention uses natural magnetism?

Choices:
G. satellite
V. telescope
M. compass
N. binoculars

Prompt:
Question: Which invention uses natural magnetism?
G. satellite
V. telescope
M. compass
N. binoculars
Answer:

Answer: 2

Question: Which invention uses natural magnetism?

Choices:
G. binoculars
V. compass
M. satellite
N. telescope

Prompt:
Question: Which invention uses natural magnetism?
G. binoculars
V. compass
M. satellite
N. telescope
Answer:

Answer: 1


Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?

Choices:
A. 380 lbs.
B. 475 lbs.
C. 625 lbs.
D. 950 lbs.

Prompt:
Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?
A. 380 lbs.
B. 475 lbs.
C. 625 lbs.
D. 950 lbs.
Answer:

Answer: 1

Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?

Choices:
A. 625 lbs.
B. 950 lbs.
C. 380 lbs.
D. 475 lbs.

Prompt:
Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?
A. 625 lbs.
B. 950 lbs.
C. 380 lbs.
D. 475 lbs.
Answer:

Answer: 3

Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?

Choices:
1. 380 lbs.
2. 475 lbs.
3. 625 lbs.
4. 950 lbs.

Prompt:
Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?
1. 380 lbs.
2. 475 lbs.
3. 625 lbs.
4. 950 lbs.
Answer:

Answer: 1

Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?

Choices:
C. 380 lbs.
D. 475 lbs.
E. 625 lbs.
B. 950 lbs.

Prompt:
Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?
C. 380 lbs.
D. 475 lbs.
E. 625 lbs.
B. 950 lbs.
Answer:

Answer: 1

Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?

Choices:
C. 625 lbs.
D. 950 lbs.
E. 380 lbs.
B. 475 lbs.

Prompt:
Question: Two workers are using a scaffold. One worker weighs 180 lbs. and the other weighs 200 lbs. Impact effects are assumed to increase the live load of the workers' weight by 25 percent. What is the resultant maximum live load, in pounds, that can be expected from the two workers supported by the scaffold?
C. 625 lbs.
D. 950 lbs.
E. 380 lbs.
B. 475 lbs.
Answer:

Answer: 3


Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?

Choices:
A. evaporation and infiltration
B. evaporation and transpiration
C. precipitation and infiltration
D. precipitation and transpiration

Prompt:
Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?
A. evaporation and infiltration
B. evaporation and transpiration
C. precipitation and infiltration
D. precipitation and transpiration
Answer:

Answer: 2

Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?

Choices:
A. precipitation and transpiration
B. precipitation and infiltration
C. evaporation and infiltration
D. evaporation and transpiration

Prompt:
Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?
A. precipitation and transpiration
B. precipitation and infiltration
C. evaporation and infiltration
D. evaporation and transpiration
Answer:

Answer: 1

Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?

Choices:
1. evaporation and infiltration
2. evaporation and transpiration
3. precipitation and infiltration
4. precipitation and transpiration

Prompt:
Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?
1. evaporation and infiltration
2. evaporation and transpiration
3. precipitation and infiltration
4. precipitation and transpiration
Answer:

Answer: 2

Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?

Choices:
Y. evaporation and infiltration
I. evaporation and transpiration
Z. precipitation and infiltration
C. precipitation and transpiration

Prompt:
Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?
Y. evaporation and infiltration
I. evaporation and transpiration
Z. precipitation and infiltration
C. precipitation and transpiration
Answer:

Answer: 2

Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?

Choices:
Y. precipitation and transpiration
I. precipitation and infiltration
Z. evaporation and infiltration
C. evaporation and transpiration

Prompt:
Question: Some sinkholes and caves are created when water dissolves certain rocks and minerals below ground. Which two parts of the water cycle are most directly responsible for the formation of sinkholes and caves?
Y. precipitation and transpiration
I. precipitation and infiltration
Z. evaporation and infiltration
C. evaporation and transpiration
Answer:

Answer: 1


Question: A longitudinal wave, such as a sound wave, can travel through

Choices:
A. solids only.
B. liquids only.
C. gas, liquids, and solids.
D. gas and a vacuum only.

Prompt:
Question: A longitudinal wave, such as a sound wave, can travel through
A. solids only.
B. liquids only.
C. gas, liquids, and solids.
D. gas and a vacuum only.
Answer:

Answer: 2

Question: A longitudinal wave, such as a sound wave, can travel through

Choices:
A. solids only.
B. gas, liquids, and solids.
C. gas and a vacuum only.
D. liquids only.

Prompt:
Question: A longitudinal wave, such as a sound wave, can travel through
A. solids only.
B. gas, liquids, and solids.
C. gas and a vacuum only.
D. liquids only.
Answer:

Answer: 1

Question: A longitudinal wave, such as a sound wave, can travel through

Choices:
1. solids only.
2. liquids only.
3. gas, liquids, and solids.
4. gas and a vacuum only.

Prompt:
Question: A longitudinal wave, such as a sound wave, can travel through
1. solids only.
2. liquids only.
3. gas, liquids, and solids.
4. gas and a vacuum only.
Answer:

Answer: 2

Question: A longitudinal wave, such as a sound wave, can travel through

Choices:
Y. solids only.
P. liquids only.
V. gas, liquids, and solids.
E. gas and a vacuum only.

Prompt:
Question: A longitudinal wave, such as a sound wave, can travel through
Y. solids only.
P. liquids only.
V. gas, liquids, and solids.
E. gas and a vacuum only.
Answer:

Answer: 2

Question: A longitudinal wave, such as a sound wave, can travel through

Choices:
Y. solids only.
P. gas, liquids, and solids.
V. gas and a vacuum only.
E. liquids only.

Prompt:
Question: A longitudinal wave, such as a sound wave, can travel through
Y. solids only.
P. gas, liquids, and solids.
V. gas and a vacuum only.
E. liquids only.
Answer:

Answer: 1


Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?

Choices:
A. gave her hair a neutral charge
B. removed protons from her hair
C. gave her hair a negative charge
D. removed electrons from her hair

Prompt:
Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?
A. gave her hair a neutral charge
B. removed protons from her hair
C. gave her hair a negative charge
D. removed electrons from her hair
Answer:

Answer: 3

Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?

Choices:
A. gave her hair a neutral charge
B. removed electrons from her hair
C. removed protons from her hair
D. gave her hair a negative charge

Prompt:
Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?
A. gave her hair a neutral charge
B. removed electrons from her hair
C. removed protons from her hair
D. gave her hair a negative charge
Answer:

Answer: 1

Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?

Choices:
1. gave her hair a neutral charge
2. removed protons from her hair
3. gave her hair a negative charge
4. removed electrons from her hair

Prompt:
Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?
1. gave her hair a neutral charge
2. removed protons from her hair
3. gave her hair a negative charge
4. removed electrons from her hair
Answer:

Answer: 3

Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?

Choices:
X. gave her hair a neutral charge
L. removed protons from her hair
P. gave her hair a negative charge
M. removed electrons from her hair

Prompt:
Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?
X. gave her hair a neutral charge
L. removed protons from her hair
P. gave her hair a negative charge
M. removed electrons from her hair
Answer:

Answer: 3

Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?

Choices:
X. gave her hair a neutral charge
L. removed electrons from her hair
P. removed protons from her hair
M. gave her hair a negative charge

Prompt:
Question: A student removed a wool hat from her head. Her hair stood up from static electricity. What did her hat do to cause this?
X. gave her hair a neutral charge
L. removed electrons from her hair
P. removed protons from her hair
M. gave her hair a negative charge
Answer:

Answer: 1


Question: Which process below is an example of an endothermic process?

Choices:
A. ice melting
B. water freezing
C. food digesting
D. sugar burning

Prompt:
Question: Which process below is an example of an endothermic process?
A. ice melting
B. water freezing
C. food digesting
D. sugar burning
Answer:

Question: Which process below is an example of an endothermic process?

Choices:
A. food digesting
B. water freezing
C. sugar burning
D. ice melting

Prompt:
Question: Which process below is an example of an endothermic process?
A. food digesting
B. water freezing
C. sugar burning
D. ice melting
Answer:

Answer: 3

Question: Which process below is an example of an endothermic process?

Choices:
1. ice melting
2. water freezing
3. food digesting
4. sugar burning

Prompt:
Question: Which process below is an example of an endothermic process?
1. ice melting
2. water freezing
3. food digesting
4. sugar burning
Answer:

Question: Which process below is an example of an endothermic process?

Choices:
F. ice melting
L. water freezing
U. food digesting
W. sugar burning

Prompt:
Question: Which process below is an example of an endothermic process?
F. ice melting
L. water freezing
U. food digesting
W. sugar burning
Answer:

Question: Which process below is an example of an endothermic process?

Choices:
F. food digesting
L. water freezing
U. sugar burning
W. ice melting

Prompt:
Question: Which process below is an example of an endothermic process?
F. food digesting
L. water freezing
U. sugar burning
W. ice melting
Answer:

Answer: 3


Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?

Choices:
A. It must gain one electron.
B. It must lose one electron.
C. It must gain one proton.
D. It must lose one proton.

Prompt:
Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?
A. It must gain one electron.
B. It must lose one electron.
C. It must gain one proton.
D. It must lose one proton.
Answer:

Answer: 1

Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?

Choices:
A. It must gain one electron.
B. It must gain one proton.
C. It must lose one electron.
D. It must lose one proton.

Prompt:
Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?
A. It must gain one electron.
B. It must gain one proton.
C. It must lose one electron.
D. It must lose one proton.
Answer:

Answer: 2

Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?

Choices:
1. It must gain one electron.
2. It must lose one electron.
3. It must gain one proton.
4. It must lose one proton.

Prompt:
Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?
1. It must gain one electron.
2. It must lose one electron.
3. It must gain one proton.
4. It must lose one proton.
Answer:

Answer: 1

Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?

Choices:
Q. It must gain one electron.
X. It must lose one electron.
O. It must gain one proton.
J. It must lose one proton.

Prompt:
Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?
Q. It must gain one electron.
X. It must lose one electron.
O. It must gain one proton.
J. It must lose one proton.
Answer:

Answer: 1

Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?

Choices:
Q. It must gain one electron.
X. It must gain one proton.
O. It must lose one electron.
J. It must lose one proton.

Prompt:
Question: A sodium (Na) atom contains 11 protons, 12 neutrons, and 11 electrons. In order to make the sodium ion Na+, what must occur to the sodium atom?
Q. It must gain one electron.
X. It must gain one proton.
O. It must lose one electron.
J. It must lose one proton.
Answer:

Answer: 2


Question: Which of these statements best describes the rock cycle?

Choices:
A. Layers of rock are broken by faults.
B. Rocks in the ocean become rocks on land.
C. Lunar rocks change into terrestrial rocks.
D. New rocks form from older rocks.

Prompt:
Question: Which of these statements best describes the rock cycle?
A. Layers of rock are broken by faults.
B. Rocks in the ocean become rocks on land.
C. Lunar rocks change into terrestrial rocks.
D. New rocks form from older rocks.
Answer:

Answer: 3

Question: Which of these statements best describes the rock cycle?

Choices:
A. Lunar rocks change into terrestrial rocks.
B. New rocks form from older rocks.
C. Layers of rock are broken by faults.
D. Rocks in the ocean become rocks on land.

Prompt:
Question: Which of these statements best describes the rock cycle?
A. Lunar rocks change into terrestrial rocks.
B. New rocks form from older rocks.
C. Layers of rock are broken by faults.
D. Rocks in the ocean become rocks on land.
Answer:

Answer: 1

Question: Which of these statements best describes the rock cycle?

Choices:
1. Layers of rock are broken by faults.
2. Rocks in the ocean become rocks on land.
3. Lunar rocks change into terrestrial rocks.
4. New rocks form from older rocks.

Prompt:
Question: Which of these statements best describes the rock cycle?
1. Layers of rock are broken by faults.
2. Rocks in the ocean become rocks on land.
3. Lunar rocks change into terrestrial rocks.
4. New rocks form from older rocks.
Answer:

Answer: 3

Question: Which of these statements best describes the rock cycle?

Choices:
J. Layers of rock are broken by faults.
R. Rocks in the ocean become rocks on land.
I. Lunar rocks change into terrestrial rocks.
Z. New rocks form from older rocks.

Prompt:
Question: Which of these statements best describes the rock cycle?
J. Layers of rock are broken by faults.
R. Rocks in the ocean become rocks on land.
I. Lunar rocks change into terrestrial rocks.
Z. New rocks form from older rocks.
Answer:

Answer: 3

Question: Which of these statements best describes the rock cycle?

Choices:
J. Lunar rocks change into terrestrial rocks.
R. New rocks form from older rocks.
I. Layers of rock are broken by faults.
Z. Rocks in the ocean become rocks on land.

Prompt:
Question: Which of these statements best describes the rock cycle?
J. Lunar rocks change into terrestrial rocks.
R. New rocks form from older rocks.
I. Layers of rock are broken by faults.
Z. Rocks in the ocean become rocks on land.
Answer:

Answer: 1


Question: The disruption of which cell function leads to gene mutations that result in cancer?

Choices:
A. protein synthesis
B. RNA transcription
C. RNA translation
D. DNA replication

Prompt:
Question: The disruption of which cell function leads to gene mutations that result in cancer?
A. protein synthesis
B. RNA transcription
C. RNA translation
D. DNA replication
Answer:

Answer: 3

Question: The disruption of which cell function leads to gene mutations that result in cancer?

Choices:
A. RNA transcription
B. protein synthesis
C. DNA replication
D. RNA translation

Prompt:
Question: The disruption of which cell function leads to gene mutations that result in cancer?
A. RNA transcription
B. protein synthesis
C. DNA replication
D. RNA translation
Answer:

Answer: 2

Question: The disruption of which cell function leads to gene mutations that result in cancer?

Choices:
1. protein synthesis
2. RNA transcription
3. RNA translation
4. DNA replication

Prompt:
Question: The disruption of which cell function leads to gene mutations that result in cancer?
1. protein synthesis
2. RNA transcription
3. RNA translation
4. DNA replication
Answer:

Answer: 3

Question: The disruption of which cell function leads to gene mutations that result in cancer?

Choices:
S. protein synthesis
H. RNA transcription
K. RNA translation
R. DNA replication

Prompt:
Question: The disruption of which cell function leads to gene mutations that result in cancer?
S. protein synthesis
H. RNA transcription
K. RNA translation
R. DNA replication
Answer:

Answer: 3

Question: The disruption of which cell function leads to gene mutations that result in cancer?

Choices:
S. RNA transcription
H. protein synthesis
K. DNA replication
R. RNA translation

Prompt:
Question: The disruption of which cell function leads to gene mutations that result in cancer?
S. RNA transcription
H. protein synthesis
K. DNA replication
R. RNA translation
Answer:

Answer: 2


Question: In photosynthesis, plants use chlorophyll to produce

Choices:
A. sugar.
B. water.
C. energy.
D. carbon dioxide.

Prompt:
Question: In photosynthesis, plants use chlorophyll to produce
A. sugar.
B. water.
C. energy.
D. carbon dioxide.
Answer:

Question: In photosynthesis, plants use chlorophyll to produce

Choices:
A. water.
B. sugar.
C. carbon dioxide.
D. energy.

Prompt:
Question: In photosynthesis, plants use chlorophyll to produce
A. water.
B. sugar.
C. carbon dioxide.
D. energy.
Answer:

Answer: 1

Question: In photosynthesis, plants use chlorophyll to produce

Choices:
1. sugar.
2. water.
3. energy.
4. carbon dioxide.

Prompt:
Question: In photosynthesis, plants use chlorophyll to produce
1. sugar.
2. water.
3. energy.
4. carbon dioxide.
Answer:

Question: In photosynthesis, plants use chlorophyll to produce

Choices:
P. sugar.
Y. water.
H. energy.
C. carbon dioxide.

Prompt:
Question: In photosynthesis, plants use chlorophyll to produce
P. sugar.
Y. water.
H. energy.
C. carbon dioxide.
Answer:

Question: In photosynthesis, plants use chlorophyll to produce

Choices:
P. water.
Y. sugar.
H. carbon dioxide.
C. energy.

Prompt:
Question: In photosynthesis, plants use chlorophyll to produce
P. water.
Y. sugar.
H. carbon dioxide.
C. energy.
Answer:

Answer: 1


Question: One difference between the Moon and Earth is that the Moon

Choices:
A. has a thick atmosphere.
B. revolves around a planet.
C. has liquid water on the surface.
D. is composed entirely of sedimentary rock.

Prompt:
Question: One difference between the Moon and Earth is that the Moon
A. has a thick atmosphere.
B. revolves around a planet.
C. has liquid water on the surface.
D. is composed entirely of sedimentary rock.
Answer:

Answer: 1

Question: One difference between the Moon and Earth is that the Moon

Choices:
A. is composed entirely of sedimentary rock.
B. has a thick atmosphere.
C. revolves around a planet.
D. has liquid water on the surface.

Prompt:
Question: One difference between the Moon and Earth is that the Moon
A. is composed entirely of sedimentary rock.
B. has a thick atmosphere.
C. revolves around a planet.
D. has liquid water on the surface.
Answer:

Answer: 2

Question: One difference between the Moon and Earth is that the Moon

Choices:
1. has a thick atmosphere.
2. revolves around a planet.
3. has liquid water on the surface.
4. is composed entirely of sedimentary rock.

Prompt:
Question: One difference between the Moon and Earth is that the Moon
1. has a thick atmosphere.
2. revolves around a planet.
3. has liquid water on the surface.
4. is composed entirely of sedimentary rock.
Answer:

Answer: 1

Question: One difference between the Moon and Earth is that the Moon

Choices:
O. has a thick atmosphere.
Q. revolves around a planet.
K. has liquid water on the surface.
X. is composed entirely of sedimentary rock.

Prompt:
Question: One difference between the Moon and Earth is that the Moon
O. has a thick atmosphere.
Q. revolves around a planet.
K. has liquid water on the surface.
X. is composed entirely of sedimentary rock.
Answer:

Answer: 1

Question: One difference between the Moon and Earth is that the Moon

Choices:
O. is composed entirely of sedimentary rock.
Q. has a thick atmosphere.
K. revolves around a planet.
X. has liquid water on the surface.

Prompt:
Question: One difference between the Moon and Earth is that the Moon
O. is composed entirely of sedimentary rock.
Q. has a thick atmosphere.
K. revolves around a planet.
X. has liquid water on the surface.
Answer:

Answer: 2


Question: In an atom, the electrons can be found

Choices:
A. orbiting the nucleus.
B. inside the nucleus.
C. bonded to the protons.
D. bonded to the neutrons.

Prompt:
Question: In an atom, the electrons can be found
A. orbiting the nucleus.
B. inside the nucleus.
C. bonded to the protons.
D. bonded to the neutrons.
Answer:

Question: In an atom, the electrons can be found

Choices:
A. bonded to the protons.
B. inside the nucleus.
C. bonded to the neutrons.
D. orbiting the nucleus.

Prompt:
Question: In an atom, the electrons can be found
A. bonded to the protons.
B. inside the nucleus.
C. bonded to the neutrons.
D. orbiting the nucleus.
Answer:

Answer: 3

Question: In an atom, the electrons can be found

Choices:
1. orbiting the nucleus.
2. inside the nucleus.
3. bonded to the protons.
4. bonded to the neutrons.

Prompt:
Question: In an atom, the electrons can be found
1. orbiting the nucleus.
2. inside the nucleus.
3. bonded to the protons.
4. bonded to the neutrons.
Answer:

Question: In an atom, the electrons can be found

Choices:
Q. orbiting the nucleus.
Z. inside the nucleus.
W. bonded to the protons.
X. bonded to the neutrons.

Prompt:
Question: In an atom, the electrons can be found
Q. orbiting the nucleus.
Z. inside the nucleus.
W. bonded to the protons.
X. bonded to the neutrons.
Answer:

Question: In an atom, the electrons can be found

Choices:
Q. bonded to the protons.
Z. inside the nucleus.
W. bonded to the neutrons.
X. orbiting the nucleus.

Prompt:
Question: In an atom, the electrons can be found
Q. bonded to the protons.
Z. inside the nucleus.
W. bonded to the neutrons.
X. orbiting the nucleus.
Answer:

Answer: 3


Question: What event is most likely responsible for a rapid change at the surface of Earth?

Choices:
A. an earthquake
B. a cold front
C. a continental glacier
D. a thunderstorm

Prompt:
Question: What event is most likely responsible for a rapid change at the surface of Earth?
A. an earthquake
B. a cold front
C. a continental glacier
D. a thunderstorm
Answer:

Question: What event is most likely responsible for a rapid change at the surface of Earth?

Choices:
A. a cold front
B. an earthquake
C. a continental glacier
D. a thunderstorm

Prompt:
Question: What event is most likely responsible for a rapid change at the surface of Earth?
A. a cold front
B. an earthquake
C. a continental glacier
D. a thunderstorm
Answer:

Answer: 1

Question: What event is most likely responsible for a rapid change at the surface of Earth?

Choices:
1. an earthquake
2. a cold front
3. a continental glacier
4. a thunderstorm

Prompt:
Question: What event is most likely responsible for a rapid change at the surface of Earth?
1. an earthquake
2. a cold front
3. a continental glacier
4. a thunderstorm
Answer:

Question: What event is most likely responsible for a rapid change at the surface of Earth?

Choices:
Z. an earthquake
W. a cold front
A. a continental glacier
T. a thunderstorm

Prompt:
Question: What event is most likely responsible for a rapid change at the surface of Earth?
Z. an earthquake
W. a cold front
A. a continental glacier
T. a thunderstorm
Answer:

Question: What event is most likely responsible for a rapid change at the surface of Earth?

Choices:
Z. a cold front
W. an earthquake
A. a continental glacier
T. a thunderstorm

Prompt:
Question: What event is most likely responsible for a rapid change at the surface of Earth?
Z. a cold front
W. an earthquake
A. a continental glacier
T. a thunderstorm
Answer:

Answer: 1


Question: Biotic nitrogen fixation is performed by certain

Choices:
A. lichens.
B. viruses.
C. bacteria.
D. mammals.

Prompt:
Question: Biotic nitrogen fixation is performed by certain
A. lichens.
B. viruses.
C. bacteria.
D. mammals.
Answer:

Answer: 2

Question: Biotic nitrogen fixation is performed by certain

Choices:
A. mammals.
B. bacteria.
C. viruses.
D. lichens.

Prompt:
Question: Biotic nitrogen fixation is performed by certain
A. mammals.
B. bacteria.
C. viruses.
D. lichens.
Answer:

Answer: 1

Question: Biotic nitrogen fixation is performed by certain

Choices:
1. lichens.
2. viruses.
3. bacteria.
4. mammals.

Prompt:
Question: Biotic nitrogen fixation is performed by certain
1. lichens.
2. viruses.
3. bacteria.
4. mammals.
Answer:

Answer: 2

Question: Biotic nitrogen fixation is performed by certain

Choices:
L. lichens.
V. viruses.
Z. bacteria.
R. mammals.

Prompt:
Question: Biotic nitrogen fixation is performed by certain
L. lichens.
V. viruses.
Z. bacteria.
R. mammals.
Answer:

Answer: 2

Question: Biotic nitrogen fixation is performed by certain

Choices:
L. mammals.
V. bacteria.
Z. viruses.
R. lichens.

Prompt:
Question: Biotic nitrogen fixation is performed by certain
L. mammals.
V. bacteria.
Z. viruses.
R. lichens.
Answer:

Answer: 1


Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?

Choices:
A. gravity
B. electric current
C. static electricity
D. magnetism

Prompt:
Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?
A. gravity
B. electric current
C. static electricity
D. magnetism
Answer:

Answer: 2

Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?

Choices:
A. gravity
B. static electricity
C. electric current
D. magnetism

Prompt:
Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?
A. gravity
B. static electricity
C. electric current
D. magnetism
Answer:

Answer: 1

Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?

Choices:
1. gravity
2. electric current
3. static electricity
4. magnetism

Prompt:
Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?
1. gravity
2. electric current
3. static electricity
4. magnetism
Answer:

Answer: 2

Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?

Choices:
T. gravity
P. electric current
B. static electricity
W. magnetism

Prompt:
Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?
T. gravity
P. electric current
B. static electricity
W. magnetism
Answer:

Answer: 2

Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?

Choices:
T. gravity
P. static electricity
B. electric current
W. magnetism

Prompt:
Question: After rubbing a rubber brush on wool, Gilbert is able to use the brush to pick up small strips of paper. What causes the paper to be attracted to the brush?
T. gravity
P. static electricity
B. electric current
W. magnetism
Answer:

Answer: 1


Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?

Choices:
A. The Moon is more similar in composition to Earth than the Sun.
B. The Moon has a smaller mass than Earth and the Sun.
C. The Moon has a higher density than the Sun.
D. The Moon is closer to Earth than the Sun.

Prompt:
Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?
A. The Moon is more similar in composition to Earth than the Sun.
B. The Moon has a smaller mass than Earth and the Sun.
C. The Moon has a higher density than the Sun.
D. The Moon is closer to Earth than the Sun.
Answer:

Answer: 3

Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?

Choices:
A. The Moon is more similar in composition to Earth than the Sun.
B. The Moon has a higher density than the Sun.
C. The Moon is closer to Earth than the Sun.
D. The Moon has a smaller mass than Earth and the Sun.

Prompt:
Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?
A. The Moon is more similar in composition to Earth than the Sun.
B. The Moon has a higher density than the Sun.
C. The Moon is closer to Earth than the Sun.
D. The Moon has a smaller mass than Earth and the Sun.
Answer:

Answer: 2

Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?

Choices:
1. The Moon is more similar in composition to Earth than the Sun.
2. The Moon has a smaller mass than Earth and the Sun.
3. The Moon has a higher density than the Sun.
4. The Moon is closer to Earth than the Sun.

Prompt:
Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?
1. The Moon is more similar in composition to Earth than the Sun.
2. The Moon has a smaller mass than Earth and the Sun.
3. The Moon has a higher density than the Sun.
4. The Moon is closer to Earth than the Sun.
Answer:

Answer: 3

Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?

Choices:
Z. The Moon is more similar in composition to Earth than the Sun.
N. The Moon has a smaller mass than Earth and the Sun.
H. The Moon has a higher density than the Sun.
P. The Moon is closer to Earth than the Sun.

Prompt:
Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?
Z. The Moon is more similar in composition to Earth than the Sun.
N. The Moon has a smaller mass than Earth and the Sun.
H. The Moon has a higher density than the Sun.
P. The Moon is closer to Earth than the Sun.
Answer:

Answer: 3

Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?

Choices:
Z. The Moon is more similar in composition to Earth than the Sun.
N. The Moon has a higher density than the Sun.
H. The Moon is closer to Earth than the Sun.
P. The Moon has a smaller mass than Earth and the Sun.

Prompt:
Question: The influence of the Moon on the tides on Earth is greater than that of the Sun. Which best explains this?
Z. The Moon is more similar in composition to Earth than the Sun.
N. The Moon has a higher density than the Sun.
H. The Moon is closer to Earth than the Sun.
P. The Moon has a smaller mass than Earth and the Sun.
Answer:

Answer: 2


Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?

Choices:
A. photocell
B. barometer
C. thermometer
D. decibel meter

Prompt:
Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?
A. photocell
B. barometer
C. thermometer
D. decibel meter
Answer:

Answer: 2

Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?

Choices:
A. barometer
B. thermometer
C. photocell
D. decibel meter

Prompt:
Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?
A. barometer
B. thermometer
C. photocell
D. decibel meter
Answer:

Answer: 1

Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?

Choices:
1. photocell
2. barometer
3. thermometer
4. decibel meter

Prompt:
Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?
1. photocell
2. barometer
3. thermometer
4. decibel meter
Answer:

Answer: 2

Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?

Choices:
V. photocell
J. barometer
O. thermometer
R. decibel meter

Prompt:
Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?
V. photocell
J. barometer
O. thermometer
R. decibel meter
Answer:

Answer: 2

Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?

Choices:
V. barometer
J. thermometer
O. photocell
R. decibel meter

Prompt:
Question: If a student wants to measure the efficiency of an incandescent light bulb in a laboratory, which instrument would most likely be used to determine heat loss?
V. barometer
J. thermometer
O. photocell
R. decibel meter
Answer:

Answer: 1


Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?

Choices:
A. disease
B. loss of habitat
C. climate change
D. humans as predators

Prompt:
Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?
A. disease
B. loss of habitat
C. climate change
D. humans as predators
Answer:

Answer: 3

Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?

Choices:
A. humans as predators
B. loss of habitat
C. disease
D. climate change

Prompt:
Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?
A. humans as predators
B. loss of habitat
C. disease
D. climate change
Answer:

Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?

Choices:
1. disease
2. loss of habitat
3. climate change
4. humans as predators

Prompt:
Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?
1. disease
2. loss of habitat
3. climate change
4. humans as predators
Answer:

Answer: 3

Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?

Choices:
I. disease
P. loss of habitat
X. climate change
B. humans as predators

Prompt:
Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?
I. disease
P. loss of habitat
X. climate change
B. humans as predators
Answer:

Answer: 3

Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?

Choices:
I. humans as predators
P. loss of habitat
X. disease
B. climate change

Prompt:
Question: What is the most likely reason the giant sloth became extinct in North America and Cuba?
I. humans as predators
P. loss of habitat
X. disease
B. climate change
Answer:


Question: When compared to the Sun, red dwarf stars are

Choices:
A. older.
B. cooler.
C. lower density.
D. larger diameter.

Prompt:
Question: When compared to the Sun, red dwarf stars are
A. older.
B. cooler.
C. lower density.
D. larger diameter.
Answer:

Answer: 1

Question: When compared to the Sun, red dwarf stars are

Choices:
A. larger diameter.
B. lower density.
C. cooler.
D. older.

Prompt:
Question: When compared to the Sun, red dwarf stars are
A. larger diameter.
B. lower density.
C. cooler.
D. older.
Answer:

Answer: 2

Question: When compared to the Sun, red dwarf stars are

Choices:
1. older.
2. cooler.
3. lower density.
4. larger diameter.

Prompt:
Question: When compared to the Sun, red dwarf stars are
1. older.
2. cooler.
3. lower density.
4. larger diameter.
Answer:

Answer: 1

Question: When compared to the Sun, red dwarf stars are

Choices:
U. older.
O. cooler.
G. lower density.
D. larger diameter.

Prompt:
Question: When compared to the Sun, red dwarf stars are
U. older.
O. cooler.
G. lower density.
D. larger diameter.
Answer:

Answer: 1

Question: When compared to the Sun, red dwarf stars are

Choices:
U. larger diameter.
O. lower density.
G. cooler.
D. older.

Prompt:
Question: When compared to the Sun, red dwarf stars are
U. larger diameter.
O. lower density.
G. cooler.
D. older.
Answer:

Answer: 2