Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?

Choices:
A. Democritus
B. John Dalton
C. Robert Millikan
D. Dmitri Mendeleev

Prompt:
Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?
A. Democritus
B. John Dalton
C. Robert Millikan
D. Dmitri Mendeleev
Answer:

Answer: 3

Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?

Choices:
A. John Dalton
B. Dmitri Mendeleev
C. Robert Millikan
D. Democritus

Prompt:
Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?
A. John Dalton
B. Dmitri Mendeleev
C. Robert Millikan
D. Democritus
Answer:

Answer: 1

Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?

Choices:
1. Democritus
2. John Dalton
3. Robert Millikan
4. Dmitri Mendeleev

Prompt:
Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?
1. Democritus
2. John Dalton
3. Robert Millikan
4. Dmitri Mendeleev
Answer:

Answer: 3

Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?

Choices:
Z. Democritus
K. John Dalton
T. Robert Millikan
S. Dmitri Mendeleev

Prompt:
Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?
Z. Democritus
K. John Dalton
T. Robert Millikan
S. Dmitri Mendeleev
Answer:

Answer: 3

Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?

Choices:
Z. John Dalton
K. Dmitri Mendeleev
T. Robert Millikan
S. Democritus

Prompt:
Question: The relationships among elements were used to organize the elements systematically long before the behavior of electrons was understood. Which scientist is credited with this organization of elements?
Z. John Dalton
K. Dmitri Mendeleev
T. Robert Millikan
S. Democritus
Answer:

Answer: 1


Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?

Choices:
A. Earth rotates around the sun.
B. Earth revolves around the sun.
C. The sun rotates around Earth.
D. The sun revolves around Earth.

Prompt:
Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?
A. Earth rotates around the sun.
B. Earth revolves around the sun.
C. The sun rotates around Earth.
D. The sun revolves around Earth.
Answer:

Answer: 1

Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?

Choices:
A. The sun rotates around Earth.
B. The sun revolves around Earth.
C. Earth revolves around the sun.
D. Earth rotates around the sun.

Prompt:
Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?
A. The sun rotates around Earth.
B. The sun revolves around Earth.
C. Earth revolves around the sun.
D. Earth rotates around the sun.
Answer:

Answer: 2

Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?

Choices:
1. Earth rotates around the sun.
2. Earth revolves around the sun.
3. The sun rotates around Earth.
4. The sun revolves around Earth.

Prompt:
Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?
1. Earth rotates around the sun.
2. Earth revolves around the sun.
3. The sun rotates around Earth.
4. The sun revolves around Earth.
Answer:

Answer: 1

Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?

Choices:
D. Earth rotates around the sun.
Q. Earth revolves around the sun.
E. The sun rotates around Earth.
I. The sun revolves around Earth.

Prompt:
Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?
D. Earth rotates around the sun.
Q. Earth revolves around the sun.
E. The sun rotates around Earth.
I. The sun revolves around Earth.
Answer:

Answer: 1

Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?

Choices:
D. The sun rotates around Earth.
Q. The sun revolves around Earth.
E. Earth revolves around the sun.
I. Earth rotates around the sun.

Prompt:
Question: Planets in our solar system have different solar years. Which statement explains the cause of an Earth solar year?
D. The sun rotates around Earth.
Q. The sun revolves around Earth.
E. Earth revolves around the sun.
I. Earth rotates around the sun.
Answer:

Answer: 2


Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?

Choices:
A. It rained.
B. It condensed.
C. It evaporated.
D. It froze.

Prompt:
Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?
A. It rained.
B. It condensed.
C. It evaporated.
D. It froze.
Answer:

Answer: 2

Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?

Choices:
A. It rained.
B. It evaporated.
C. It froze.
D. It condensed.

Prompt:
Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?
A. It rained.
B. It evaporated.
C. It froze.
D. It condensed.
Answer:

Answer: 1

Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?

Choices:
1. It rained.
2. It condensed.
3. It evaporated.
4. It froze.

Prompt:
Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?
1. It rained.
2. It condensed.
3. It evaporated.
4. It froze.
Answer:

Answer: 2

Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?

Choices:
S. It rained.
T. It condensed.
M. It evaporated.
D. It froze.

Prompt:
Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?
S. It rained.
T. It condensed.
M. It evaporated.
D. It froze.
Answer:

Answer: 2

Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?

Choices:
S. It rained.
T. It evaporated.
M. It froze.
D. It condensed.

Prompt:
Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?
S. It rained.
T. It evaporated.
M. It froze.
D. It condensed.
Answer:

Answer: 1


Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?

Choices:
A. It is a trait for which the plant has no genes.
B. It is a trait that is usually detrimental to plant survival.
C. It is a trait that developed in response to temperature variations.
D. It is a trait that is only expressed under particular environmental conditions.

Prompt:
Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?
A. It is a trait for which the plant has no genes.
B. It is a trait that is usually detrimental to plant survival.
C. It is a trait that developed in response to temperature variations.
D. It is a trait that is only expressed under particular environmental conditions.
Answer:

Answer: 3

Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?

Choices:
A. It is a trait for which the plant has no genes.
B. It is a trait that is usually detrimental to plant survival.
C. It is a trait that is only expressed under particular environmental conditions.
D. It is a trait that developed in response to temperature variations.

Prompt:
Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?
A. It is a trait for which the plant has no genes.
B. It is a trait that is usually detrimental to plant survival.
C. It is a trait that is only expressed under particular environmental conditions.
D. It is a trait that developed in response to temperature variations.
Answer:

Answer: 2

Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?

Choices:
1. It is a trait for which the plant has no genes.
2. It is a trait that is usually detrimental to plant survival.
3. It is a trait that developed in response to temperature variations.
4. It is a trait that is only expressed under particular environmental conditions.

Prompt:
Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?
1. It is a trait for which the plant has no genes.
2. It is a trait that is usually detrimental to plant survival.
3. It is a trait that developed in response to temperature variations.
4. It is a trait that is only expressed under particular environmental conditions.
Answer:

Answer: 3

Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?

Choices:
M. It is a trait for which the plant has no genes.
H. It is a trait that is usually detrimental to plant survival.
E. It is a trait that developed in response to temperature variations.
V. It is a trait that is only expressed under particular environmental conditions.

Prompt:
Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?
M. It is a trait for which the plant has no genes.
H. It is a trait that is usually detrimental to plant survival.
E. It is a trait that developed in response to temperature variations.
V. It is a trait that is only expressed under particular environmental conditions.
Answer:

Answer: 3

Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?

Choices:
M. It is a trait for which the plant has no genes.
H. It is a trait that is usually detrimental to plant survival.
E. It is a trait that is only expressed under particular environmental conditions.
V. It is a trait that developed in response to temperature variations.

Prompt:
Question: A plant growing on a hillside has a stem that curves so that the plant is vertical. This curve is not observed in plants of the same species growing on level ground. Which statement best explains the curved stem of the plant growing on the hillside?
M. It is a trait for which the plant has no genes.
H. It is a trait that is usually detrimental to plant survival.
E. It is a trait that is only expressed under particular environmental conditions.
V. It is a trait that developed in response to temperature variations.
Answer:

Answer: 2


Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?

Choices:
A. transporting oil over the ocean surface
B. drilling for oil on the ocean floor
C. polluting land with oil that reaches the oceans in runoff
D. polluting air with oil that reaches the ocean in precipitation

Prompt:
Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?
A. transporting oil over the ocean surface
B. drilling for oil on the ocean floor
C. polluting land with oil that reaches the oceans in runoff
D. polluting air with oil that reaches the ocean in precipitation
Answer:

Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?

Choices:
A. polluting land with oil that reaches the oceans in runoff
B. drilling for oil on the ocean floor
C. polluting air with oil that reaches the ocean in precipitation
D. transporting oil over the ocean surface

Prompt:
Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?
A. polluting land with oil that reaches the oceans in runoff
B. drilling for oil on the ocean floor
C. polluting air with oil that reaches the ocean in precipitation
D. transporting oil over the ocean surface
Answer:

Answer: 3

Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?

Choices:
1. transporting oil over the ocean surface
2. drilling for oil on the ocean floor
3. polluting land with oil that reaches the oceans in runoff
4. polluting air with oil that reaches the ocean in precipitation

Prompt:
Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?
1. transporting oil over the ocean surface
2. drilling for oil on the ocean floor
3. polluting land with oil that reaches the oceans in runoff
4. polluting air with oil that reaches the ocean in precipitation
Answer:

Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?

Choices:
R. transporting oil over the ocean surface
K. drilling for oil on the ocean floor
U. polluting land with oil that reaches the oceans in runoff
S. polluting air with oil that reaches the ocean in precipitation

Prompt:
Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?
R. transporting oil over the ocean surface
K. drilling for oil on the ocean floor
U. polluting land with oil that reaches the oceans in runoff
S. polluting air with oil that reaches the ocean in precipitation
Answer:

Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?

Choices:
R. polluting land with oil that reaches the oceans in runoff
K. drilling for oil on the ocean floor
U. polluting air with oil that reaches the ocean in precipitation
S. transporting oil over the ocean surface

Prompt:
Question: Just under half the oil that enters ocean water comes from natural oil seeps on the ocean floor. Just over half the oil in the oceans comes from human activities. Which human activity contributes the most oil to the oceans?
R. polluting land with oil that reaches the oceans in runoff
K. drilling for oil on the ocean floor
U. polluting air with oil that reaches the ocean in precipitation
S. transporting oil over the ocean surface
Answer:

Answer: 3


Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?

Choices:
A. a cloth napkin
B. a metal spoon
C. a plastic pencil
D. a wooden stick

Prompt:
Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?
A. a cloth napkin
B. a metal spoon
C. a plastic pencil
D. a wooden stick
Answer:

Answer: 1

Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?

Choices:
A. a plastic pencil
B. a cloth napkin
C. a metal spoon
D. a wooden stick

Prompt:
Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?
A. a plastic pencil
B. a cloth napkin
C. a metal spoon
D. a wooden stick
Answer:

Answer: 2

Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?

Choices:
1. a cloth napkin
2. a metal spoon
3. a plastic pencil
4. a wooden stick

Prompt:
Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?
1. a cloth napkin
2. a metal spoon
3. a plastic pencil
4. a wooden stick
Answer:

Answer: 1

Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?

Choices:
U. a cloth napkin
M. a metal spoon
Z. a plastic pencil
F. a wooden stick

Prompt:
Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?
U. a cloth napkin
M. a metal spoon
Z. a plastic pencil
F. a wooden stick
Answer:

Answer: 1

Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?

Choices:
U. a plastic pencil
M. a cloth napkin
Z. a metal spoon
F. a wooden stick

Prompt:
Question: A teacher carefully places some objects into very hot water. After one minute, which item is most likely too hot to touch?
U. a plastic pencil
M. a cloth napkin
Z. a metal spoon
F. a wooden stick
Answer:

Answer: 2


Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?

Choices:
A. differences in the cycles of the Moon
B. gravitational pull of the Sun
C. incoming solar radiation
D. ozone layer depletion

Prompt:
Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?
A. differences in the cycles of the Moon
B. gravitational pull of the Sun
C. incoming solar radiation
D. ozone layer depletion
Answer:

Answer: 2

Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?

Choices:
A. gravitational pull of the Sun
B. incoming solar radiation
C. ozone layer depletion
D. differences in the cycles of the Moon

Prompt:
Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?
A. gravitational pull of the Sun
B. incoming solar radiation
C. ozone layer depletion
D. differences in the cycles of the Moon
Answer:

Answer: 1

Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?

Choices:
1. differences in the cycles of the Moon
2. gravitational pull of the Sun
3. incoming solar radiation
4. ozone layer depletion

Prompt:
Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?
1. differences in the cycles of the Moon
2. gravitational pull of the Sun
3. incoming solar radiation
4. ozone layer depletion
Answer:

Answer: 2

Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?

Choices:
X. differences in the cycles of the Moon
O. gravitational pull of the Sun
W. incoming solar radiation
E. ozone layer depletion

Prompt:
Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?
X. differences in the cycles of the Moon
O. gravitational pull of the Sun
W. incoming solar radiation
E. ozone layer depletion
Answer:

Answer: 2

Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?

Choices:
X. gravitational pull of the Sun
O. incoming solar radiation
W. ozone layer depletion
E. differences in the cycles of the Moon

Prompt:
Question: Ocean currents, prevailing wind patterns, and other atmospheric disturbances are initially caused by which of these?
X. gravitational pull of the Sun
O. incoming solar radiation
W. ozone layer depletion
E. differences in the cycles of the Moon
Answer:

Answer: 1


Question: Clouds and fog are made up of

Choices:
A. water.
B. heat.
C. light.
D. helium.

Prompt:
Question: Clouds and fog are made up of
A. water.
B. heat.
C. light.
D. helium.
Answer:

Question: Clouds and fog are made up of

Choices:
A. light.
B. heat.
C. water.
D. helium.

Prompt:
Question: Clouds and fog are made up of
A. light.
B. heat.
C. water.
D. helium.
Answer:

Answer: 2

Question: Clouds and fog are made up of

Choices:
1. water.
2. heat.
3. light.
4. helium.

Prompt:
Question: Clouds and fog are made up of
1. water.
2. heat.
3. light.
4. helium.
Answer:

Question: Clouds and fog are made up of

Choices:
Y. water.
N. heat.
Q. light.
Z. helium.

Prompt:
Question: Clouds and fog are made up of
Y. water.
N. heat.
Q. light.
Z. helium.
Answer:

Question: Clouds and fog are made up of

Choices:
Y. light.
N. heat.
Q. water.
Z. helium.

Prompt:
Question: Clouds and fog are made up of
Y. light.
N. heat.
Q. water.
Z. helium.
Answer:

Answer: 2


Question: What is the main function of chlorophyll in plants?

Choices:
A. To absorb light energy
B. To break down carbon dioxide
C. To make plants' leaves poisonous to insects
D. To protect plants from disease

Prompt:
Question: What is the main function of chlorophyll in plants?
A. To absorb light energy
B. To break down carbon dioxide
C. To make plants' leaves poisonous to insects
D. To protect plants from disease
Answer:

Question: What is the main function of chlorophyll in plants?

Choices:
A. To break down carbon dioxide
B. To absorb light energy
C. To make plants' leaves poisonous to insects
D. To protect plants from disease

Prompt:
Question: What is the main function of chlorophyll in plants?
A. To break down carbon dioxide
B. To absorb light energy
C. To make plants' leaves poisonous to insects
D. To protect plants from disease
Answer:

Answer: 1

Question: What is the main function of chlorophyll in plants?

Choices:
1. To absorb light energy
2. To break down carbon dioxide
3. To make plants' leaves poisonous to insects
4. To protect plants from disease

Prompt:
Question: What is the main function of chlorophyll in plants?
1. To absorb light energy
2. To break down carbon dioxide
3. To make plants' leaves poisonous to insects
4. To protect plants from disease
Answer:

Question: What is the main function of chlorophyll in plants?

Choices:
F. To absorb light energy
S. To break down carbon dioxide
K. To make plants' leaves poisonous to insects
A. To protect plants from disease

Prompt:
Question: What is the main function of chlorophyll in plants?
F. To absorb light energy
S. To break down carbon dioxide
K. To make plants' leaves poisonous to insects
A. To protect plants from disease
Answer:

Question: What is the main function of chlorophyll in plants?

Choices:
F. To break down carbon dioxide
S. To absorb light energy
K. To make plants' leaves poisonous to insects
A. To protect plants from disease

Prompt:
Question: What is the main function of chlorophyll in plants?
F. To break down carbon dioxide
S. To absorb light energy
K. To make plants' leaves poisonous to insects
A. To protect plants from disease
Answer:

Answer: 1


Question: Which is a step in the process of photosynthesis?

Choices:
A. plants taking in carbon dioxide
B. water changing from a gas to a liquid
C. oxygen converting to cellular energy
D. bacteria removing nitrogen from the atmosphere

Prompt:
Question: Which is a step in the process of photosynthesis?
A. plants taking in carbon dioxide
B. water changing from a gas to a liquid
C. oxygen converting to cellular energy
D. bacteria removing nitrogen from the atmosphere
Answer:

Question: Which is a step in the process of photosynthesis?

Choices:
A. water changing from a gas to a liquid
B. oxygen converting to cellular energy
C. bacteria removing nitrogen from the atmosphere
D. plants taking in carbon dioxide

Prompt:
Question: Which is a step in the process of photosynthesis?
A. water changing from a gas to a liquid
B. oxygen converting to cellular energy
C. bacteria removing nitrogen from the atmosphere
D. plants taking in carbon dioxide
Answer:

Answer: 3

Question: Which is a step in the process of photosynthesis?

Choices:
1. plants taking in carbon dioxide
2. water changing from a gas to a liquid
3. oxygen converting to cellular energy
4. bacteria removing nitrogen from the atmosphere

Prompt:
Question: Which is a step in the process of photosynthesis?
1. plants taking in carbon dioxide
2. water changing from a gas to a liquid
3. oxygen converting to cellular energy
4. bacteria removing nitrogen from the atmosphere
Answer:

Question: Which is a step in the process of photosynthesis?

Choices:
E. plants taking in carbon dioxide
D. water changing from a gas to a liquid
R. oxygen converting to cellular energy
U. bacteria removing nitrogen from the atmosphere

Prompt:
Question: Which is a step in the process of photosynthesis?
E. plants taking in carbon dioxide
D. water changing from a gas to a liquid
R. oxygen converting to cellular energy
U. bacteria removing nitrogen from the atmosphere
Answer:

Question: Which is a step in the process of photosynthesis?

Choices:
E. water changing from a gas to a liquid
D. oxygen converting to cellular energy
R. bacteria removing nitrogen from the atmosphere
U. plants taking in carbon dioxide

Prompt:
Question: Which is a step in the process of photosynthesis?
E. water changing from a gas to a liquid
D. oxygen converting to cellular energy
R. bacteria removing nitrogen from the atmosphere
U. plants taking in carbon dioxide
Answer:

Answer: 3


Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?

Choices:
A. their diets
B. their DNA
C. their body sizes
D. their geographic distribution

Prompt:
Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?
A. their diets
B. their DNA
C. their body sizes
D. their geographic distribution
Answer:

Answer: 1

Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?

Choices:
A. their diets
B. their geographic distribution
C. their body sizes
D. their DNA

Prompt:
Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?
A. their diets
B. their geographic distribution
C. their body sizes
D. their DNA
Answer:

Answer: 3

Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?

Choices:
1. their diets
2. their DNA
3. their body sizes
4. their geographic distribution

Prompt:
Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?
1. their diets
2. their DNA
3. their body sizes
4. their geographic distribution
Answer:

Answer: 1

Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?

Choices:
V. their diets
L. their DNA
J. their body sizes
H. their geographic distribution

Prompt:
Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?
V. their diets
L. their DNA
J. their body sizes
H. their geographic distribution
Answer:

Answer: 1

Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?

Choices:
V. their diets
L. their geographic distribution
J. their body sizes
H. their DNA

Prompt:
Question: Some scientists have suggested that pandas may be more closely related to raccoons than to bears. What could scientists compare between pandas and the raccoons to help classify the panda more accurately?
V. their diets
L. their geographic distribution
J. their body sizes
H. their DNA
Answer:

Answer: 3


Question: Why do astronauts need oxygen in the backpacks of their spacesuits?

Choices:
A. to help astronauts breathe in outer space
B. to help with the weight of astronauts during space walks
C. to manage carbon dioxide that astronauts breathe out
D. to mix with the thin atmosphere for astronauts during space walks

Prompt:
Question: Why do astronauts need oxygen in the backpacks of their spacesuits?
A. to help astronauts breathe in outer space
B. to help with the weight of astronauts during space walks
C. to manage carbon dioxide that astronauts breathe out
D. to mix with the thin atmosphere for astronauts during space walks
Answer:

Question: Why do astronauts need oxygen in the backpacks of their spacesuits?

Choices:
A. to mix with the thin atmosphere for astronauts during space walks
B. to help astronauts breathe in outer space
C. to help with the weight of astronauts during space walks
D. to manage carbon dioxide that astronauts breathe out

Prompt:
Question: Why do astronauts need oxygen in the backpacks of their spacesuits?
A. to mix with the thin atmosphere for astronauts during space walks
B. to help astronauts breathe in outer space
C. to help with the weight of astronauts during space walks
D. to manage carbon dioxide that astronauts breathe out
Answer:

Answer: 1

Question: Why do astronauts need oxygen in the backpacks of their spacesuits?

Choices:
1. to help astronauts breathe in outer space
2. to help with the weight of astronauts during space walks
3. to manage carbon dioxide that astronauts breathe out
4. to mix with the thin atmosphere for astronauts during space walks

Prompt:
Question: Why do astronauts need oxygen in the backpacks of their spacesuits?
1. to help astronauts breathe in outer space
2. to help with the weight of astronauts during space walks
3. to manage carbon dioxide that astronauts breathe out
4. to mix with the thin atmosphere for astronauts during space walks
Answer:

Question: Why do astronauts need oxygen in the backpacks of their spacesuits?

Choices:
R. to help astronauts breathe in outer space
J. to help with the weight of astronauts during space walks
E. to manage carbon dioxide that astronauts breathe out
A. to mix with the thin atmosphere for astronauts during space walks

Prompt:
Question: Why do astronauts need oxygen in the backpacks of their spacesuits?
R. to help astronauts breathe in outer space
J. to help with the weight of astronauts during space walks
E. to manage carbon dioxide that astronauts breathe out
A. to mix with the thin atmosphere for astronauts during space walks
Answer:

Question: Why do astronauts need oxygen in the backpacks of their spacesuits?

Choices:
R. to mix with the thin atmosphere for astronauts during space walks
J. to help astronauts breathe in outer space
E. to help with the weight of astronauts during space walks
A. to manage carbon dioxide that astronauts breathe out

Prompt:
Question: Why do astronauts need oxygen in the backpacks of their spacesuits?
R. to mix with the thin atmosphere for astronauts during space walks
J. to help astronauts breathe in outer space
E. to help with the weight of astronauts during space walks
A. to manage carbon dioxide that astronauts breathe out
Answer:

Answer: 1


Question: Most hormones are produced by which human organ system?

Choices:
A. digestive
B. endocrine
C. respiratory
D. nervous

Prompt:
Question: Most hormones are produced by which human organ system?
A. digestive
B. endocrine
C. respiratory
D. nervous
Answer:

Answer: 1

Question: Most hormones are produced by which human organ system?

Choices:
A. digestive
B. respiratory
C. endocrine
D. nervous

Prompt:
Question: Most hormones are produced by which human organ system?
A. digestive
B. respiratory
C. endocrine
D. nervous
Answer:

Answer: 2

Question: Most hormones are produced by which human organ system?

Choices:
1. digestive
2. endocrine
3. respiratory
4. nervous

Prompt:
Question: Most hormones are produced by which human organ system?
1. digestive
2. endocrine
3. respiratory
4. nervous
Answer:

Answer: 1

Question: Most hormones are produced by which human organ system?

Choices:
T. digestive
V. endocrine
C. respiratory
Y. nervous

Prompt:
Question: Most hormones are produced by which human organ system?
T. digestive
V. endocrine
C. respiratory
Y. nervous
Answer:

Answer: 1

Question: Most hormones are produced by which human organ system?

Choices:
T. digestive
V. respiratory
C. endocrine
Y. nervous

Prompt:
Question: Most hormones are produced by which human organ system?
T. digestive
V. respiratory
C. endocrine
Y. nervous
Answer:

Answer: 2


Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?

Choices:
A. make the maze bigger
B. provide different food rewards
C. use a reward other than food
D. use the same maze and reward each day

Prompt:
Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?
A. make the maze bigger
B. provide different food rewards
C. use a reward other than food
D. use the same maze and reward each day
Answer:

Answer: 3

Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?

Choices:
A. provide different food rewards
B. use a reward other than food
C. use the same maze and reward each day
D. make the maze bigger

Prompt:
Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?
A. provide different food rewards
B. use a reward other than food
C. use the same maze and reward each day
D. make the maze bigger
Answer:

Answer: 2

Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?

Choices:
1. make the maze bigger
2. provide different food rewards
3. use a reward other than food
4. use the same maze and reward each day

Prompt:
Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?
1. make the maze bigger
2. provide different food rewards
3. use a reward other than food
4. use the same maze and reward each day
Answer:

Answer: 3

Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?

Choices:
R. make the maze bigger
G. provide different food rewards
P. use a reward other than food
Z. use the same maze and reward each day

Prompt:
Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?
R. make the maze bigger
G. provide different food rewards
P. use a reward other than food
Z. use the same maze and reward each day
Answer:

Answer: 3

Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?

Choices:
R. provide different food rewards
G. use a reward other than food
P. use the same maze and reward each day
Z. make the maze bigger

Prompt:
Question: A student plans to conduct an experiment to see how quickly mice learn to navigate a maze to reach a reward at the other end. Which of these will help lead to the most accurate conclusion?
R. provide different food rewards
G. use a reward other than food
P. use the same maze and reward each day
Z. make the maze bigger
Answer:

Answer: 2


Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?

Choices:
A. compaction
B. erosion
C. faulting
D. weathering

Prompt:
Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?
A. compaction
B. erosion
C. faulting
D. weathering
Answer:

Answer: 3

Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?

Choices:
A. compaction
B. erosion
C. weathering
D. faulting

Prompt:
Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?
A. compaction
B. erosion
C. weathering
D. faulting
Answer:

Answer: 2

Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?

Choices:
1. compaction
2. erosion
3. faulting
4. weathering

Prompt:
Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?
1. compaction
2. erosion
3. faulting
4. weathering
Answer:

Answer: 3

Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?

Choices:
J. compaction
O. erosion
D. faulting
B. weathering

Prompt:
Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?
J. compaction
O. erosion
D. faulting
B. weathering
Answer:

Answer: 3

Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?

Choices:
J. compaction
O. erosion
D. weathering
B. faulting

Prompt:
Question: In areas where limestone is present underneath the soil, continued rains can alter the limestone formation. The limestone can change to a highly porous formation that can lead to the formation of caves and sinkholes. Which process is directly responsible for changing the limestone?
J. compaction
O. erosion
D. weathering
B. faulting
Answer:

Answer: 2


Question: All of the following can become fossils except

Choices:
A. bones.
B. shells.
C. teeth.
D. rocks.

Prompt:
Question: All of the following can become fossils except
A. bones.
B. shells.
C. teeth.
D. rocks.
Answer:

Answer: 3

Question: All of the following can become fossils except

Choices:
A. bones.
B. rocks.
C. teeth.
D. shells.

Prompt:
Question: All of the following can become fossils except
A. bones.
B. rocks.
C. teeth.
D. shells.
Answer:

Answer: 1

Question: All of the following can become fossils except

Choices:
1. bones.
2. shells.
3. teeth.
4. rocks.

Prompt:
Question: All of the following can become fossils except
1. bones.
2. shells.
3. teeth.
4. rocks.
Answer:

Answer: 3

Question: All of the following can become fossils except

Choices:
T. bones.
F. shells.
X. teeth.
C. rocks.

Prompt:
Question: All of the following can become fossils except
T. bones.
F. shells.
X. teeth.
C. rocks.
Answer:

Answer: 3

Question: All of the following can become fossils except

Choices:
T. bones.
F. rocks.
X. teeth.
C. shells.

Prompt:
Question: All of the following can become fossils except
T. bones.
F. rocks.
X. teeth.
C. shells.
Answer:

Answer: 1


Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?

Choices:
A. the meteorologist from a local television station
B. an Internet article written by university students
C. the Current Events section from a daily newspaper
D. an Internet website developed by the U.S. Geological Survey

Prompt:
Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?
A. the meteorologist from a local television station
B. an Internet article written by university students
C. the Current Events section from a daily newspaper
D. an Internet website developed by the U.S. Geological Survey
Answer:

Answer: 3

Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?

Choices:
A. an Internet article written by university students
B. an Internet website developed by the U.S. Geological Survey
C. the Current Events section from a daily newspaper
D. the meteorologist from a local television station

Prompt:
Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?
A. an Internet article written by university students
B. an Internet website developed by the U.S. Geological Survey
C. the Current Events section from a daily newspaper
D. the meteorologist from a local television station
Answer:

Answer: 1

Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?

Choices:
1. the meteorologist from a local television station
2. an Internet article written by university students
3. the Current Events section from a daily newspaper
4. an Internet website developed by the U.S. Geological Survey

Prompt:
Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?
1. the meteorologist from a local television station
2. an Internet article written by university students
3. the Current Events section from a daily newspaper
4. an Internet website developed by the U.S. Geological Survey
Answer:

Answer: 3

Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?

Choices:
N. the meteorologist from a local television station
J. an Internet article written by university students
M. the Current Events section from a daily newspaper
I. an Internet website developed by the U.S. Geological Survey

Prompt:
Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?
N. the meteorologist from a local television station
J. an Internet article written by university students
M. the Current Events section from a daily newspaper
I. an Internet website developed by the U.S. Geological Survey
Answer:

Answer: 3

Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?

Choices:
N. an Internet article written by university students
J. an Internet website developed by the U.S. Geological Survey
M. the Current Events section from a daily newspaper
I. the meteorologist from a local television station

Prompt:
Question: Which source of information will most likely provide a student with the most accurate information about the landforms, natural resources, climate, and precipitation of Nevada?
N. an Internet article written by university students
J. an Internet website developed by the U.S. Geological Survey
M. the Current Events section from a daily newspaper
I. the meteorologist from a local television station
Answer:

Answer: 1


Question: Ocean tides result mainly from

Choices:
A. surface winds.
B. radiant heat from stars.
C. Earth's tilt on its axis.
D. the Moon's gravitational pull.

Prompt:
Question: Ocean tides result mainly from
A. surface winds.
B. radiant heat from stars.
C. Earth's tilt on its axis.
D. the Moon's gravitational pull.
Answer:

Answer: 3

Question: Ocean tides result mainly from

Choices:
A. Earth's tilt on its axis.
B. surface winds.
C. the Moon's gravitational pull.
D. radiant heat from stars.

Prompt:
Question: Ocean tides result mainly from
A. Earth's tilt on its axis.
B. surface winds.
C. the Moon's gravitational pull.
D. radiant heat from stars.
Answer:

Answer: 2

Question: Ocean tides result mainly from

Choices:
1. surface winds.
2. radiant heat from stars.
3. Earth's tilt on its axis.
4. the Moon's gravitational pull.

Prompt:
Question: Ocean tides result mainly from
1. surface winds.
2. radiant heat from stars.
3. Earth's tilt on its axis.
4. the Moon's gravitational pull.
Answer:

Answer: 3

Question: Ocean tides result mainly from

Choices:
N. surface winds.
P. radiant heat from stars.
U. Earth's tilt on its axis.
Y. the Moon's gravitational pull.

Prompt:
Question: Ocean tides result mainly from
N. surface winds.
P. radiant heat from stars.
U. Earth's tilt on its axis.
Y. the Moon's gravitational pull.
Answer:

Answer: 3

Question: Ocean tides result mainly from

Choices:
N. Earth's tilt on its axis.
P. surface winds.
U. the Moon's gravitational pull.
Y. radiant heat from stars.

Prompt:
Question: Ocean tides result mainly from
N. Earth's tilt on its axis.
P. surface winds.
U. the Moon's gravitational pull.
Y. radiant heat from stars.
Answer:

Answer: 2


Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?

Choices:
A. Gravity increases as the basketball bounces.
B. The floor adds energy to the bouncing basketball.
C. Energy is transferred from the basketball to the floor.
D. The air inside the basketball is heavier than the surrounding air.

Prompt:
Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?
A. Gravity increases as the basketball bounces.
B. The floor adds energy to the bouncing basketball.
C. Energy is transferred from the basketball to the floor.
D. The air inside the basketball is heavier than the surrounding air.
Answer:

Answer: 2

Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?

Choices:
A. The floor adds energy to the bouncing basketball.
B. Gravity increases as the basketball bounces.
C. The air inside the basketball is heavier than the surrounding air.
D. Energy is transferred from the basketball to the floor.

Prompt:
Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?
A. The floor adds energy to the bouncing basketball.
B. Gravity increases as the basketball bounces.
C. The air inside the basketball is heavier than the surrounding air.
D. Energy is transferred from the basketball to the floor.
Answer:

Answer: 3

Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?

Choices:
1. Gravity increases as the basketball bounces.
2. The floor adds energy to the bouncing basketball.
3. Energy is transferred from the basketball to the floor.
4. The air inside the basketball is heavier than the surrounding air.

Prompt:
Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?
1. Gravity increases as the basketball bounces.
2. The floor adds energy to the bouncing basketball.
3. Energy is transferred from the basketball to the floor.
4. The air inside the basketball is heavier than the surrounding air.
Answer:

Answer: 2

Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?

Choices:
G. Gravity increases as the basketball bounces.
F. The floor adds energy to the bouncing basketball.
X. Energy is transferred from the basketball to the floor.
K. The air inside the basketball is heavier than the surrounding air.

Prompt:
Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?
G. Gravity increases as the basketball bounces.
F. The floor adds energy to the bouncing basketball.
X. Energy is transferred from the basketball to the floor.
K. The air inside the basketball is heavier than the surrounding air.
Answer:

Answer: 2

Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?

Choices:
G. The floor adds energy to the bouncing basketball.
F. Gravity increases as the basketball bounces.
X. The air inside the basketball is heavier than the surrounding air.
K. Energy is transferred from the basketball to the floor.

Prompt:
Question: A basketball bounces on the gym floor nine times and finally comes to a rest. Which of these best explains why the basketball rises to a lower height each time it bounces?
G. The floor adds energy to the bouncing basketball.
F. Gravity increases as the basketball bounces.
X. The air inside the basketball is heavier than the surrounding air.
K. Energy is transferred from the basketball to the floor.
Answer:

Answer: 3


Question: How does the latitude of a region affect its climate?

Choices:
A. by increasing the length of days throughout the year
B. by increasing the amount of energy the land can absorb
C. by determining the angle of sunlight throughout the year
D. by determining the rate that tectonic plates can move

Prompt:
Question: How does the latitude of a region affect its climate?
A. by increasing the length of days throughout the year
B. by increasing the amount of energy the land can absorb
C. by determining the angle of sunlight throughout the year
D. by determining the rate that tectonic plates can move
Answer:

Answer: 2

Question: How does the latitude of a region affect its climate?

Choices:
A. by determining the angle of sunlight throughout the year
B. by increasing the amount of energy the land can absorb
C. by increasing the length of days throughout the year
D. by determining the rate that tectonic plates can move

Prompt:
Question: How does the latitude of a region affect its climate?
A. by determining the angle of sunlight throughout the year
B. by increasing the amount of energy the land can absorb
C. by increasing the length of days throughout the year
D. by determining the rate that tectonic plates can move
Answer:

Question: How does the latitude of a region affect its climate?

Choices:
1. by increasing the length of days throughout the year
2. by increasing the amount of energy the land can absorb
3. by determining the angle of sunlight throughout the year
4. by determining the rate that tectonic plates can move

Prompt:
Question: How does the latitude of a region affect its climate?
1. by increasing the length of days throughout the year
2. by increasing the amount of energy the land can absorb
3. by determining the angle of sunlight throughout the year
4. by determining the rate that tectonic plates can move
Answer:

Answer: 2

Question: How does the latitude of a region affect its climate?

Choices:
E. by increasing the length of days throughout the year
G. by increasing the amount of energy the land can absorb
T. by determining the angle of sunlight throughout the year
M. by determining the rate that tectonic plates can move

Prompt:
Question: How does the latitude of a region affect its climate?
E. by increasing the length of days throughout the year
G. by increasing the amount of energy the land can absorb
T. by determining the angle of sunlight throughout the year
M. by determining the rate that tectonic plates can move
Answer:

Answer: 2

Question: How does the latitude of a region affect its climate?

Choices:
E. by determining the angle of sunlight throughout the year
G. by increasing the amount of energy the land can absorb
T. by increasing the length of days throughout the year
M. by determining the rate that tectonic plates can move

Prompt:
Question: How does the latitude of a region affect its climate?
E. by determining the angle of sunlight throughout the year
G. by increasing the amount of energy the land can absorb
T. by increasing the length of days throughout the year
M. by determining the rate that tectonic plates can move
Answer:


Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?

Choices:
A. Mass
B. Weight
C. Shape
D. Smell

Prompt:
Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?
A. Mass
B. Weight
C. Shape
D. Smell
Answer:

Answer: 2

Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?

Choices:
A. Mass
B. Smell
C. Weight
D. Shape

Prompt:
Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?
A. Mass
B. Smell
C. Weight
D. Shape
Answer:

Answer: 3

Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?

Choices:
1. Mass
2. Weight
3. Shape
4. Smell

Prompt:
Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?
1. Mass
2. Weight
3. Shape
4. Smell
Answer:

Answer: 2

Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?

Choices:
C. Mass
Z. Weight
W. Shape
M. Smell

Prompt:
Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?
C. Mass
Z. Weight
W. Shape
M. Smell
Answer:

Answer: 2

Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?

Choices:
C. Mass
Z. Smell
W. Weight
M. Shape

Prompt:
Question: When notebook paper is folded to make an airplane, what physical property of the paper changes?
C. Mass
Z. Smell
W. Weight
M. Shape
Answer:

Answer: 3


Question: Don throws a ball in the air. The ball comes back to the ground because

Choices:
A. the wind pushes on the ball with friction.
B. the mass of Earth creates a pull of gravity on the ball.
C. the core of Earth pulls on the ball with a magnetic attraction.
D. the weight of the atmosphere pushes down on the ball.

Prompt:
Question: Don throws a ball in the air. The ball comes back to the ground because
A. the wind pushes on the ball with friction.
B. the mass of Earth creates a pull of gravity on the ball.
C. the core of Earth pulls on the ball with a magnetic attraction.
D. the weight of the atmosphere pushes down on the ball.
Answer:

Answer: 1

Question: Don throws a ball in the air. The ball comes back to the ground because

Choices:
A. the wind pushes on the ball with friction.
B. the weight of the atmosphere pushes down on the ball.
C. the core of Earth pulls on the ball with a magnetic attraction.
D. the mass of Earth creates a pull of gravity on the ball.

Prompt:
Question: Don throws a ball in the air. The ball comes back to the ground because
A. the wind pushes on the ball with friction.
B. the weight of the atmosphere pushes down on the ball.
C. the core of Earth pulls on the ball with a magnetic attraction.
D. the mass of Earth creates a pull of gravity on the ball.
Answer:

Answer: 3

Question: Don throws a ball in the air. The ball comes back to the ground because

Choices:
1. the wind pushes on the ball with friction.
2. the mass of Earth creates a pull of gravity on the ball.
3. the core of Earth pulls on the ball with a magnetic attraction.
4. the weight of the atmosphere pushes down on the ball.

Prompt:
Question: Don throws a ball in the air. The ball comes back to the ground because
1. the wind pushes on the ball with friction.
2. the mass of Earth creates a pull of gravity on the ball.
3. the core of Earth pulls on the ball with a magnetic attraction.
4. the weight of the atmosphere pushes down on the ball.
Answer:

Answer: 1

Question: Don throws a ball in the air. The ball comes back to the ground because

Choices:
R. the wind pushes on the ball with friction.
C. the mass of Earth creates a pull of gravity on the ball.
X. the core of Earth pulls on the ball with a magnetic attraction.
Q. the weight of the atmosphere pushes down on the ball.

Prompt:
Question: Don throws a ball in the air. The ball comes back to the ground because
R. the wind pushes on the ball with friction.
C. the mass of Earth creates a pull of gravity on the ball.
X. the core of Earth pulls on the ball with a magnetic attraction.
Q. the weight of the atmosphere pushes down on the ball.
Answer:

Answer: 1

Question: Don throws a ball in the air. The ball comes back to the ground because

Choices:
R. the wind pushes on the ball with friction.
C. the weight of the atmosphere pushes down on the ball.
X. the core of Earth pulls on the ball with a magnetic attraction.
Q. the mass of Earth creates a pull of gravity on the ball.

Prompt:
Question: Don throws a ball in the air. The ball comes back to the ground because
R. the wind pushes on the ball with friction.
C. the weight of the atmosphere pushes down on the ball.
X. the core of Earth pulls on the ball with a magnetic attraction.
Q. the mass of Earth creates a pull of gravity on the ball.
Answer:

Answer: 3


Question: Which external stimulus causes a plant to bend toward it?

Choices:
A. a light source
B. a magnetic field
C. a spray of water
D. a source of wind

Prompt:
Question: Which external stimulus causes a plant to bend toward it?
A. a light source
B. a magnetic field
C. a spray of water
D. a source of wind
Answer:

Question: Which external stimulus causes a plant to bend toward it?

Choices:
A. a spray of water
B. a source of wind
C. a magnetic field
D. a light source

Prompt:
Question: Which external stimulus causes a plant to bend toward it?
A. a spray of water
B. a source of wind
C. a magnetic field
D. a light source
Answer:

Answer: 3

Question: Which external stimulus causes a plant to bend toward it?

Choices:
1. a light source
2. a magnetic field
3. a spray of water
4. a source of wind

Prompt:
Question: Which external stimulus causes a plant to bend toward it?
1. a light source
2. a magnetic field
3. a spray of water
4. a source of wind
Answer:

Question: Which external stimulus causes a plant to bend toward it?

Choices:
A. a light source
X. a magnetic field
U. a spray of water
I. a source of wind

Prompt:
Question: Which external stimulus causes a plant to bend toward it?
A. a light source
X. a magnetic field
U. a spray of water
I. a source of wind
Answer:

Question: Which external stimulus causes a plant to bend toward it?

Choices:
A. a spray of water
X. a source of wind
U. a magnetic field
I. a light source

Prompt:
Question: Which external stimulus causes a plant to bend toward it?
A. a spray of water
X. a source of wind
U. a magnetic field
I. a light source
Answer:

Answer: 3


Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?

Choices:
A. Road systems had to be expanded.
B. Cities had to be built farther apart.
C. Houses inside cities had to be built farther apart.
D. Vehicle choices available to consumers had to be expanded.

Prompt:
Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?
A. Road systems had to be expanded.
B. Cities had to be built farther apart.
C. Houses inside cities had to be built farther apart.
D. Vehicle choices available to consumers had to be expanded.
Answer:

Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?

Choices:
A. Cities had to be built farther apart.
B. Vehicle choices available to consumers had to be expanded.
C. Road systems had to be expanded.
D. Houses inside cities had to be built farther apart.

Prompt:
Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?
A. Cities had to be built farther apart.
B. Vehicle choices available to consumers had to be expanded.
C. Road systems had to be expanded.
D. Houses inside cities had to be built farther apart.
Answer:

Answer: 2

Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?

Choices:
1. Road systems had to be expanded.
2. Cities had to be built farther apart.
3. Houses inside cities had to be built farther apart.
4. Vehicle choices available to consumers had to be expanded.

Prompt:
Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?
1. Road systems had to be expanded.
2. Cities had to be built farther apart.
3. Houses inside cities had to be built farther apart.
4. Vehicle choices available to consumers had to be expanded.
Answer:

Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?

Choices:
O. Road systems had to be expanded.
E. Cities had to be built farther apart.
Y. Houses inside cities had to be built farther apart.
D. Vehicle choices available to consumers had to be expanded.

Prompt:
Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?
O. Road systems had to be expanded.
E. Cities had to be built farther apart.
Y. Houses inside cities had to be built farther apart.
D. Vehicle choices available to consumers had to be expanded.
Answer:

Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?

Choices:
O. Cities had to be built farther apart.
E. Vehicle choices available to consumers had to be expanded.
Y. Road systems had to be expanded.
D. Houses inside cities had to be built farther apart.

Prompt:
Question: The large-scale development of personal automobiles started in the early 1900s. Which of the following was a major cost associated with the efficient use of these automobiles?
O. Cities had to be built farther apart.
E. Vehicle choices available to consumers had to be expanded.
Y. Road systems had to be expanded.
D. Houses inside cities had to be built farther apart.
Answer:

Answer: 2


Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?

Choices:
A. hearing
B. smelling
C. tasting
D. touching

Prompt:
Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?
A. hearing
B. smelling
C. tasting
D. touching
Answer:

Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?

Choices:
A. tasting
B. hearing
C. smelling
D. touching

Prompt:
Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?
A. tasting
B. hearing
C. smelling
D. touching
Answer:

Answer: 1

Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?

Choices:
1. hearing
2. smelling
3. tasting
4. touching

Prompt:
Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?
1. hearing
2. smelling
3. tasting
4. touching
Answer:

Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?

Choices:
L. hearing
T. smelling
W. tasting
X. touching

Prompt:
Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?
L. hearing
T. smelling
W. tasting
X. touching
Answer:

Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?

Choices:
L. tasting
T. hearing
W. smelling
X. touching

Prompt:
Question: A prairie dog living in a community barks loudly. Other prairie dogs nearby know that danger is near and quickly go underground to hide. Which sense are these prairie dogs using to communicate?
L. tasting
T. hearing
W. smelling
X. touching
Answer:

Answer: 1


Question: One example of matter is

Choices:
A. magnetism
B. heat
C. water
D. radiation

Prompt:
Question: One example of matter is
A. magnetism
B. heat
C. water
D. radiation
Answer:

Answer: 2

Question: One example of matter is

Choices:
A. magnetism
B. water
C. radiation
D. heat

Prompt:
Question: One example of matter is
A. magnetism
B. water
C. radiation
D. heat
Answer:

Answer: 1

Question: One example of matter is

Choices:
1. magnetism
2. heat
3. water
4. radiation

Prompt:
Question: One example of matter is
1. magnetism
2. heat
3. water
4. radiation
Answer:

Answer: 2

Question: One example of matter is

Choices:
D. magnetism
R. heat
C. water
N. radiation

Prompt:
Question: One example of matter is
D. magnetism
R. heat
C. water
N. radiation
Answer:

Answer: 2

Question: One example of matter is

Choices:
D. magnetism
R. water
C. radiation
N. heat

Prompt:
Question: One example of matter is
D. magnetism
R. water
C. radiation
N. heat
Answer:

Answer: 1


Question: Which object refracts light rays?

Choices:
A. wooden door
B. cardboard box
C. aluminum can
D. glass window

Prompt:
Question: Which object refracts light rays?
A. wooden door
B. cardboard box
C. aluminum can
D. glass window
Answer:

Answer: 3

Question: Which object refracts light rays?

Choices:
A. cardboard box
B. glass window
C. aluminum can
D. wooden door

Prompt:
Question: Which object refracts light rays?
A. cardboard box
B. glass window
C. aluminum can
D. wooden door
Answer:

Answer: 1

Question: Which object refracts light rays?

Choices:
1. wooden door
2. cardboard box
3. aluminum can
4. glass window

Prompt:
Question: Which object refracts light rays?
1. wooden door
2. cardboard box
3. aluminum can
4. glass window
Answer:

Answer: 3

Question: Which object refracts light rays?

Choices:
X. wooden door
P. cardboard box
G. aluminum can
K. glass window

Prompt:
Question: Which object refracts light rays?
X. wooden door
P. cardboard box
G. aluminum can
K. glass window
Answer:

Answer: 3

Question: Which object refracts light rays?

Choices:
X. cardboard box
P. glass window
G. aluminum can
K. wooden door

Prompt:
Question: Which object refracts light rays?
X. cardboard box
P. glass window
G. aluminum can
K. wooden door
Answer:

Answer: 1


Question: What will happen to a cell that is placed in a hypotonic saline solution?

Choices:
A. Water will exit the cell causing it to shrink.
B. Water will enter the cell causing it to swell.
C. Salt will exit the cell causing it to shrink.
D. Salt will enter the cell causing it to swell.

Prompt:
Question: What will happen to a cell that is placed in a hypotonic saline solution?
A. Water will exit the cell causing it to shrink.
B. Water will enter the cell causing it to swell.
C. Salt will exit the cell causing it to shrink.
D. Salt will enter the cell causing it to swell.
Answer:

Answer: 1

Question: What will happen to a cell that is placed in a hypotonic saline solution?

Choices:
A. Water will enter the cell causing it to swell.
B. Salt will enter the cell causing it to swell.
C. Salt will exit the cell causing it to shrink.
D. Water will exit the cell causing it to shrink.

Prompt:
Question: What will happen to a cell that is placed in a hypotonic saline solution?
A. Water will enter the cell causing it to swell.
B. Salt will enter the cell causing it to swell.
C. Salt will exit the cell causing it to shrink.
D. Water will exit the cell causing it to shrink.
Answer:

Question: What will happen to a cell that is placed in a hypotonic saline solution?

Choices:
1. Water will exit the cell causing it to shrink.
2. Water will enter the cell causing it to swell.
3. Salt will exit the cell causing it to shrink.
4. Salt will enter the cell causing it to swell.

Prompt:
Question: What will happen to a cell that is placed in a hypotonic saline solution?
1. Water will exit the cell causing it to shrink.
2. Water will enter the cell causing it to swell.
3. Salt will exit the cell causing it to shrink.
4. Salt will enter the cell causing it to swell.
Answer:

Answer: 1

Question: What will happen to a cell that is placed in a hypotonic saline solution?

Choices:
V. Water will exit the cell causing it to shrink.
X. Water will enter the cell causing it to swell.
D. Salt will exit the cell causing it to shrink.
S. Salt will enter the cell causing it to swell.

Prompt:
Question: What will happen to a cell that is placed in a hypotonic saline solution?
V. Water will exit the cell causing it to shrink.
X. Water will enter the cell causing it to swell.
D. Salt will exit the cell causing it to shrink.
S. Salt will enter the cell causing it to swell.
Answer:

Answer: 1

Question: What will happen to a cell that is placed in a hypotonic saline solution?

Choices:
V. Water will enter the cell causing it to swell.
X. Salt will enter the cell causing it to swell.
D. Salt will exit the cell causing it to shrink.
S. Water will exit the cell causing it to shrink.

Prompt:
Question: What will happen to a cell that is placed in a hypotonic saline solution?
V. Water will enter the cell causing it to swell.
X. Salt will enter the cell causing it to swell.
D. Salt will exit the cell causing it to shrink.
S. Water will exit the cell causing it to shrink.
Answer:


Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called

Choices:
A. an adaptation
B. a habitat
C. a food chain
D. a life cycle

Prompt:
Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called
A. an adaptation
B. a habitat
C. a food chain
D. a life cycle
Answer:

Answer: 3

Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called

Choices:
A. an adaptation
B. a life cycle
C. a food chain
D. a habitat

Prompt:
Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called
A. an adaptation
B. a life cycle
C. a food chain
D. a habitat
Answer:

Answer: 1

Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called

Choices:
1. an adaptation
2. a habitat
3. a food chain
4. a life cycle

Prompt:
Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called
1. an adaptation
2. a habitat
3. a food chain
4. a life cycle
Answer:

Answer: 3

Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called

Choices:
K. an adaptation
P. a habitat
H. a food chain
Y. a life cycle

Prompt:
Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called
K. an adaptation
P. a habitat
H. a food chain
Y. a life cycle
Answer:

Answer: 3

Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called

Choices:
K. an adaptation
P. a life cycle
H. a food chain
Y. a habitat

Prompt:
Question: A butterfly lays an egg. The egg hatches into a larva. The larva becomes a pupa and then changes into a butterfly. This process is called
K. an adaptation
P. a life cycle
H. a food chain
Y. a habitat
Answer:

Answer: 1


Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant

Choices:
A. attract insects for pollination.
B. produce a large number of seeds.
C. absorb water and nutrients.
D. avoid being eaten by animals.

Prompt:
Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant
A. attract insects for pollination.
B. produce a large number of seeds.
C. absorb water and nutrients.
D. avoid being eaten by animals.
Answer:

Answer: 3

Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant

Choices:
A. avoid being eaten by animals.
B. produce a large number of seeds.
C. attract insects for pollination.
D. absorb water and nutrients.

Prompt:
Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant
A. avoid being eaten by animals.
B. produce a large number of seeds.
C. attract insects for pollination.
D. absorb water and nutrients.
Answer:

Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant

Choices:
1. attract insects for pollination.
2. produce a large number of seeds.
3. absorb water and nutrients.
4. avoid being eaten by animals.

Prompt:
Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant
1. attract insects for pollination.
2. produce a large number of seeds.
3. absorb water and nutrients.
4. avoid being eaten by animals.
Answer:

Answer: 3

Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant

Choices:
D. attract insects for pollination.
F. produce a large number of seeds.
U. absorb water and nutrients.
W. avoid being eaten by animals.

Prompt:
Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant
D. attract insects for pollination.
F. produce a large number of seeds.
U. absorb water and nutrients.
W. avoid being eaten by animals.
Answer:

Answer: 3

Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant

Choices:
D. avoid being eaten by animals.
F. produce a large number of seeds.
U. attract insects for pollination.
W. absorb water and nutrients.

Prompt:
Question: The small stone plant has leaves that look like pebbles or stones. This characteristic helps the plant
D. avoid being eaten by animals.
F. produce a large number of seeds.
U. attract insects for pollination.
W. absorb water and nutrients.
Answer:


Question: Which of these is an example of a non-contact force acting on an object?

Choices:
A. a bat hitting a baseball
B. a paper clip attracted to a magnet
C. a refrigerator pushed across the floor
D. a bicycle tire rubbing against the road

Prompt:
Question: Which of these is an example of a non-contact force acting on an object?
A. a bat hitting a baseball
B. a paper clip attracted to a magnet
C. a refrigerator pushed across the floor
D. a bicycle tire rubbing against the road
Answer:

Answer: 1

Question: Which of these is an example of a non-contact force acting on an object?

Choices:
A. a paper clip attracted to a magnet
B. a refrigerator pushed across the floor
C. a bicycle tire rubbing against the road
D. a bat hitting a baseball

Prompt:
Question: Which of these is an example of a non-contact force acting on an object?
A. a paper clip attracted to a magnet
B. a refrigerator pushed across the floor
C. a bicycle tire rubbing against the road
D. a bat hitting a baseball
Answer:

Question: Which of these is an example of a non-contact force acting on an object?

Choices:
1. a bat hitting a baseball
2. a paper clip attracted to a magnet
3. a refrigerator pushed across the floor
4. a bicycle tire rubbing against the road

Prompt:
Question: Which of these is an example of a non-contact force acting on an object?
1. a bat hitting a baseball
2. a paper clip attracted to a magnet
3. a refrigerator pushed across the floor
4. a bicycle tire rubbing against the road
Answer:

Answer: 1

Question: Which of these is an example of a non-contact force acting on an object?

Choices:
G. a bat hitting a baseball
D. a paper clip attracted to a magnet
U. a refrigerator pushed across the floor
V. a bicycle tire rubbing against the road

Prompt:
Question: Which of these is an example of a non-contact force acting on an object?
G. a bat hitting a baseball
D. a paper clip attracted to a magnet
U. a refrigerator pushed across the floor
V. a bicycle tire rubbing against the road
Answer:

Answer: 1

Question: Which of these is an example of a non-contact force acting on an object?

Choices:
G. a paper clip attracted to a magnet
D. a refrigerator pushed across the floor
U. a bicycle tire rubbing against the road
V. a bat hitting a baseball

Prompt:
Question: Which of these is an example of a non-contact force acting on an object?
G. a paper clip attracted to a magnet
D. a refrigerator pushed across the floor
U. a bicycle tire rubbing against the road
V. a bat hitting a baseball
Answer:


Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?

Choices:
A. It is released as heat.
B. It generates a current.
C. It increases product mass.
D. It is transformed into neutrons.

Prompt:
Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?
A. It is released as heat.
B. It generates a current.
C. It increases product mass.
D. It is transformed into neutrons.
Answer:

Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?

Choices:
A. It increases product mass.
B. It generates a current.
C. It is released as heat.
D. It is transformed into neutrons.

Prompt:
Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?
A. It increases product mass.
B. It generates a current.
C. It is released as heat.
D. It is transformed into neutrons.
Answer:

Answer: 2

Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?

Choices:
1. It is released as heat.
2. It generates a current.
3. It increases product mass.
4. It is transformed into neutrons.

Prompt:
Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?
1. It is released as heat.
2. It generates a current.
3. It increases product mass.
4. It is transformed into neutrons.
Answer:

Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?

Choices:
N. It is released as heat.
C. It generates a current.
Z. It increases product mass.
P. It is transformed into neutrons.

Prompt:
Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?
N. It is released as heat.
C. It generates a current.
Z. It increases product mass.
P. It is transformed into neutrons.
Answer:

Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?

Choices:
N. It increases product mass.
C. It generates a current.
Z. It is released as heat.
P. It is transformed into neutrons.

Prompt:
Question: What happens to the chemical energy in methane's bonds when methane reacts with oxygen and forms H_{2}O and CO_{2}?
N. It increases product mass.
C. It generates a current.
Z. It is released as heat.
P. It is transformed into neutrons.
Answer:

Answer: 2


Question: What is a common use of the mineral graphite?

Choices:
A. to make glass
B. as a source of iron
C. to make pencil leads
D. as a household cleaner

Prompt:
Question: What is a common use of the mineral graphite?
A. to make glass
B. as a source of iron
C. to make pencil leads
D. as a household cleaner
Answer:

Answer: 2

Question: What is a common use of the mineral graphite?

Choices:
A. as a household cleaner
B. to make glass
C. as a source of iron
D. to make pencil leads

Prompt:
Question: What is a common use of the mineral graphite?
A. as a household cleaner
B. to make glass
C. as a source of iron
D. to make pencil leads
Answer:

Answer: 3

Question: What is a common use of the mineral graphite?

Choices:
1. to make glass
2. as a source of iron
3. to make pencil leads
4. as a household cleaner

Prompt:
Question: What is a common use of the mineral graphite?
1. to make glass
2. as a source of iron
3. to make pencil leads
4. as a household cleaner
Answer:

Answer: 2

Question: What is a common use of the mineral graphite?

Choices:
P. to make glass
J. as a source of iron
S. to make pencil leads
R. as a household cleaner

Prompt:
Question: What is a common use of the mineral graphite?
P. to make glass
J. as a source of iron
S. to make pencil leads
R. as a household cleaner
Answer:

Answer: 2

Question: What is a common use of the mineral graphite?

Choices:
P. as a household cleaner
J. to make glass
S. as a source of iron
R. to make pencil leads

Prompt:
Question: What is a common use of the mineral graphite?
P. as a household cleaner
J. to make glass
S. as a source of iron
R. to make pencil leads
Answer:

Answer: 3


Question: Seafloor spreading provides evidence of which of the following Earth processes?

Choices:
A. erosion of coastlines
B. weathering of mountains
C. movement of crustal plates
D. formation of sedimentary rocks

Prompt:
Question: Seafloor spreading provides evidence of which of the following Earth processes?
A. erosion of coastlines
B. weathering of mountains
C. movement of crustal plates
D. formation of sedimentary rocks
Answer:

Answer: 2

Question: Seafloor spreading provides evidence of which of the following Earth processes?

Choices:
A. weathering of mountains
B. movement of crustal plates
C. erosion of coastlines
D. formation of sedimentary rocks

Prompt:
Question: Seafloor spreading provides evidence of which of the following Earth processes?
A. weathering of mountains
B. movement of crustal plates
C. erosion of coastlines
D. formation of sedimentary rocks
Answer:

Answer: 1

Question: Seafloor spreading provides evidence of which of the following Earth processes?

Choices:
1. erosion of coastlines
2. weathering of mountains
3. movement of crustal plates
4. formation of sedimentary rocks

Prompt:
Question: Seafloor spreading provides evidence of which of the following Earth processes?
1. erosion of coastlines
2. weathering of mountains
3. movement of crustal plates
4. formation of sedimentary rocks
Answer:

Answer: 2

Question: Seafloor spreading provides evidence of which of the following Earth processes?

Choices:
M. erosion of coastlines
B. weathering of mountains
Q. movement of crustal plates
K. formation of sedimentary rocks

Prompt:
Question: Seafloor spreading provides evidence of which of the following Earth processes?
M. erosion of coastlines
B. weathering of mountains
Q. movement of crustal plates
K. formation of sedimentary rocks
Answer:

Answer: 2

Question: Seafloor spreading provides evidence of which of the following Earth processes?

Choices:
M. weathering of mountains
B. movement of crustal plates
Q. erosion of coastlines
K. formation of sedimentary rocks

Prompt:
Question: Seafloor spreading provides evidence of which of the following Earth processes?
M. weathering of mountains
B. movement of crustal plates
Q. erosion of coastlines
K. formation of sedimentary rocks
Answer:

Answer: 1


Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?

Choices:
A. The speed and direction of the object will change.
B. The speed and direction of the object will not change.
C. The direction of the object will change; the speed will remain constant.
D. The speed of the object will change; the direction will remain constant.

Prompt:
Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?
A. The speed and direction of the object will change.
B. The speed and direction of the object will not change.
C. The direction of the object will change; the speed will remain constant.
D. The speed of the object will change; the direction will remain constant.
Answer:

Answer: 1

Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?

Choices:
A. The speed and direction of the object will not change.
B. The speed of the object will change; the direction will remain constant.
C. The speed and direction of the object will change.
D. The direction of the object will change; the speed will remain constant.

Prompt:
Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?
A. The speed and direction of the object will not change.
B. The speed of the object will change; the direction will remain constant.
C. The speed and direction of the object will change.
D. The direction of the object will change; the speed will remain constant.
Answer:

Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?

Choices:
1. The speed and direction of the object will change.
2. The speed and direction of the object will not change.
3. The direction of the object will change; the speed will remain constant.
4. The speed of the object will change; the direction will remain constant.

Prompt:
Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?
1. The speed and direction of the object will change.
2. The speed and direction of the object will not change.
3. The direction of the object will change; the speed will remain constant.
4. The speed of the object will change; the direction will remain constant.
Answer:

Answer: 1

Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?

Choices:
J. The speed and direction of the object will change.
R. The speed and direction of the object will not change.
V. The direction of the object will change; the speed will remain constant.
B. The speed of the object will change; the direction will remain constant.

Prompt:
Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?
J. The speed and direction of the object will change.
R. The speed and direction of the object will not change.
V. The direction of the object will change; the speed will remain constant.
B. The speed of the object will change; the direction will remain constant.
Answer:

Answer: 1

Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?

Choices:
J. The speed and direction of the object will not change.
R. The speed of the object will change; the direction will remain constant.
V. The speed and direction of the object will change.
B. The direction of the object will change; the speed will remain constant.

Prompt:
Question: An object is moving in a straight line at a constant speed. What will happen to the object if no outside force acts on the object?
J. The speed and direction of the object will not change.
R. The speed of the object will change; the direction will remain constant.
V. The speed and direction of the object will change.
B. The direction of the object will change; the speed will remain constant.
Answer:


Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?

Choices:
A. It will eventually cause the grass to stop growing.
B. It will prevent bacteria from invading the lawn.
C. It will provide the lawn with needed nutrients.
D. It will reduce the insect population.

Prompt:
Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?
A. It will eventually cause the grass to stop growing.
B. It will prevent bacteria from invading the lawn.
C. It will provide the lawn with needed nutrients.
D. It will reduce the insect population.
Answer:

Answer: 2

Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?

Choices:
A. It will eventually cause the grass to stop growing.
B. It will reduce the insect population.
C. It will prevent bacteria from invading the lawn.
D. It will provide the lawn with needed nutrients.

Prompt:
Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?
A. It will eventually cause the grass to stop growing.
B. It will reduce the insect population.
C. It will prevent bacteria from invading the lawn.
D. It will provide the lawn with needed nutrients.
Answer:

Answer: 3

Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?

Choices:
1. It will eventually cause the grass to stop growing.
2. It will prevent bacteria from invading the lawn.
3. It will provide the lawn with needed nutrients.
4. It will reduce the insect population.

Prompt:
Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?
1. It will eventually cause the grass to stop growing.
2. It will prevent bacteria from invading the lawn.
3. It will provide the lawn with needed nutrients.
4. It will reduce the insect population.
Answer:

Answer: 2

Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?

Choices:
U. It will eventually cause the grass to stop growing.
X. It will prevent bacteria from invading the lawn.
H. It will provide the lawn with needed nutrients.
P. It will reduce the insect population.

Prompt:
Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?
U. It will eventually cause the grass to stop growing.
X. It will prevent bacteria from invading the lawn.
H. It will provide the lawn with needed nutrients.
P. It will reduce the insect population.
Answer:

Answer: 2

Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?

Choices:
U. It will eventually cause the grass to stop growing.
X. It will reduce the insect population.
H. It will prevent bacteria from invading the lawn.
P. It will provide the lawn with needed nutrients.

Prompt:
Question: Mr. Harris mows his lawn twice each month. He claims that it is better to leave the clippings on the ground. Which long term effect will this most likely have on his lawn?
U. It will eventually cause the grass to stop growing.
X. It will reduce the insect population.
H. It will prevent bacteria from invading the lawn.
P. It will provide the lawn with needed nutrients.
Answer:

Answer: 3