Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?

Choices:
A. mitochondrion
B. nucleus
C. ribosome
D. vacuole

Prompt:
Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?
A. mitochondrion
B. nucleus
C. ribosome
D. vacuole
Answer:

Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?

Choices:
A. vacuole
B. mitochondrion
C. nucleus
D. ribosome

Prompt:
Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?
A. vacuole
B. mitochondrion
C. nucleus
D. ribosome
Answer:

Answer: 1

Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?

Choices:
1. mitochondrion
2. nucleus
3. ribosome
4. vacuole

Prompt:
Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?
1. mitochondrion
2. nucleus
3. ribosome
4. vacuole
Answer:

Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?

Choices:
Q. mitochondrion
O. nucleus
L. ribosome
C. vacuole

Prompt:
Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?
Q. mitochondrion
O. nucleus
L. ribosome
C. vacuole
Answer:

Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?

Choices:
Q. vacuole
O. mitochondrion
L. nucleus
C. ribosome

Prompt:
Question: Which cellular organelle uses oxygen and glucose to provide energy to the cell?
Q. vacuole
O. mitochondrion
L. nucleus
C. ribosome
Answer:

Answer: 1


Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?

Choices:
A. a plant developing new leaves
B. a broken bone growing back together
C. a plant using sunlight to make its own food
D. an eight-pound baby growing into a 100-pound teenager

Prompt:
Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?
A. a plant developing new leaves
B. a broken bone growing back together
C. a plant using sunlight to make its own food
D. an eight-pound baby growing into a 100-pound teenager
Answer:

Answer: 2

Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?

Choices:
A. a plant using sunlight to make its own food
B. an eight-pound baby growing into a 100-pound teenager
C. a plant developing new leaves
D. a broken bone growing back together

Prompt:
Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?
A. a plant using sunlight to make its own food
B. an eight-pound baby growing into a 100-pound teenager
C. a plant developing new leaves
D. a broken bone growing back together
Answer:

Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?

Choices:
1. a plant developing new leaves
2. a broken bone growing back together
3. a plant using sunlight to make its own food
4. an eight-pound baby growing into a 100-pound teenager

Prompt:
Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?
1. a plant developing new leaves
2. a broken bone growing back together
3. a plant using sunlight to make its own food
4. an eight-pound baby growing into a 100-pound teenager
Answer:

Answer: 2

Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?

Choices:
U. a plant developing new leaves
F. a broken bone growing back together
V. a plant using sunlight to make its own food
K. an eight-pound baby growing into a 100-pound teenager

Prompt:
Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?
U. a plant developing new leaves
F. a broken bone growing back together
V. a plant using sunlight to make its own food
K. an eight-pound baby growing into a 100-pound teenager
Answer:

Answer: 2

Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?

Choices:
U. a plant using sunlight to make its own food
F. an eight-pound baby growing into a 100-pound teenager
V. a plant developing new leaves
K. a broken bone growing back together

Prompt:
Question: All living things are composed of cells. Which action is not accomplished by repeated cell division?
U. a plant using sunlight to make its own food
F. an eight-pound baby growing into a 100-pound teenager
V. a plant developing new leaves
K. a broken bone growing back together
Answer:


Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?

Choices:
A. The number of organelles doubles.
B. Chromosomes must be copied.
C. Four nuclei must be formed.
D. The membrane thickens.

Prompt:
Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?
A. The number of organelles doubles.
B. Chromosomes must be copied.
C. Four nuclei must be formed.
D. The membrane thickens.
Answer:

Answer: 1

Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?

Choices:
A. The membrane thickens.
B. Four nuclei must be formed.
C. The number of organelles doubles.
D. Chromosomes must be copied.

Prompt:
Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?
A. The membrane thickens.
B. Four nuclei must be formed.
C. The number of organelles doubles.
D. Chromosomes must be copied.
Answer:

Answer: 3

Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?

Choices:
1. The number of organelles doubles.
2. Chromosomes must be copied.
3. Four nuclei must be formed.
4. The membrane thickens.

Prompt:
Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?
1. The number of organelles doubles.
2. Chromosomes must be copied.
3. Four nuclei must be formed.
4. The membrane thickens.
Answer:

Answer: 1

Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?

Choices:
A. The number of organelles doubles.
Q. Chromosomes must be copied.
I. Four nuclei must be formed.
D. The membrane thickens.

Prompt:
Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?
A. The number of organelles doubles.
Q. Chromosomes must be copied.
I. Four nuclei must be formed.
D. The membrane thickens.
Answer:

Answer: 1

Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?

Choices:
A. The membrane thickens.
Q. Four nuclei must be formed.
I. The number of organelles doubles.
D. Chromosomes must be copied.

Prompt:
Question: At the end of the mitotic cell cycle, a cell divides into two cells. What must happen before the cell divides?
A. The membrane thickens.
Q. Four nuclei must be formed.
I. The number of organelles doubles.
D. Chromosomes must be copied.
Answer:

Answer: 3


Question: Which of the following best describes a scientific inference?

Choices:
A. the data collected during an experiment
B. an explanation based on facts but is not the direct observation
C. an opinion that is not based on logical thinking or material evidence
D. the results from experiments that can be reproduced through more experimentation

Prompt:
Question: Which of the following best describes a scientific inference?
A. the data collected during an experiment
B. an explanation based on facts but is not the direct observation
C. an opinion that is not based on logical thinking or material evidence
D. the results from experiments that can be reproduced through more experimentation
Answer:

Answer: 1

Question: Which of the following best describes a scientific inference?

Choices:
A. the data collected during an experiment
B. the results from experiments that can be reproduced through more experimentation
C. an opinion that is not based on logical thinking or material evidence
D. an explanation based on facts but is not the direct observation

Prompt:
Question: Which of the following best describes a scientific inference?
A. the data collected during an experiment
B. the results from experiments that can be reproduced through more experimentation
C. an opinion that is not based on logical thinking or material evidence
D. an explanation based on facts but is not the direct observation
Answer:

Answer: 3

Question: Which of the following best describes a scientific inference?

Choices:
1. the data collected during an experiment
2. an explanation based on facts but is not the direct observation
3. an opinion that is not based on logical thinking or material evidence
4. the results from experiments that can be reproduced through more experimentation

Prompt:
Question: Which of the following best describes a scientific inference?
1. the data collected during an experiment
2. an explanation based on facts but is not the direct observation
3. an opinion that is not based on logical thinking or material evidence
4. the results from experiments that can be reproduced through more experimentation
Answer:

Answer: 1

Question: Which of the following best describes a scientific inference?

Choices:
Z. the data collected during an experiment
T. an explanation based on facts but is not the direct observation
O. an opinion that is not based on logical thinking or material evidence
A. the results from experiments that can be reproduced through more experimentation

Prompt:
Question: Which of the following best describes a scientific inference?
Z. the data collected during an experiment
T. an explanation based on facts but is not the direct observation
O. an opinion that is not based on logical thinking or material evidence
A. the results from experiments that can be reproduced through more experimentation
Answer:

Answer: 1

Question: Which of the following best describes a scientific inference?

Choices:
Z. the data collected during an experiment
T. the results from experiments that can be reproduced through more experimentation
O. an opinion that is not based on logical thinking or material evidence
A. an explanation based on facts but is not the direct observation

Prompt:
Question: Which of the following best describes a scientific inference?
Z. the data collected during an experiment
T. the results from experiments that can be reproduced through more experimentation
O. an opinion that is not based on logical thinking or material evidence
A. an explanation based on facts but is not the direct observation
Answer:

Answer: 3


Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?

Choices:
A. 6.4 billion years
B. 4.5 billion years
C. 2.8 billion years
D. 1.7 billion years

Prompt:
Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?
A. 6.4 billion years
B. 4.5 billion years
C. 2.8 billion years
D. 1.7 billion years
Answer:

Answer: 1

Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?

Choices:
A. 4.5 billion years
B. 6.4 billion years
C. 2.8 billion years
D. 1.7 billion years

Prompt:
Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?
A. 4.5 billion years
B. 6.4 billion years
C. 2.8 billion years
D. 1.7 billion years
Answer:

Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?

Choices:
1. 6.4 billion years
2. 4.5 billion years
3. 2.8 billion years
4. 1.7 billion years

Prompt:
Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?
1. 6.4 billion years
2. 4.5 billion years
3. 2.8 billion years
4. 1.7 billion years
Answer:

Answer: 1

Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?

Choices:
S. 6.4 billion years
C. 4.5 billion years
N. 2.8 billion years
Z. 1.7 billion years

Prompt:
Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?
S. 6.4 billion years
C. 4.5 billion years
N. 2.8 billion years
Z. 1.7 billion years
Answer:

Answer: 1

Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?

Choices:
S. 4.5 billion years
C. 6.4 billion years
N. 2.8 billion years
Z. 1.7 billion years

Prompt:
Question: The oldest Moon rocks have been dated to a time shortly after the estimated date of the formation of our solar system. Approximately how old are these Moon rocks?
S. 4.5 billion years
C. 6.4 billion years
N. 2.8 billion years
Z. 1.7 billion years
Answer:


Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to

Choices:
A. electricity
B. conductivity
C. friction
D. magnetism

Prompt:
Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to
A. electricity
B. conductivity
C. friction
D. magnetism
Answer:

Answer: 2

Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to

Choices:
A. friction
B. electricity
C. conductivity
D. magnetism

Prompt:
Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to
A. friction
B. electricity
C. conductivity
D. magnetism
Answer:

Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to

Choices:
1. electricity
2. conductivity
3. friction
4. magnetism

Prompt:
Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to
1. electricity
2. conductivity
3. friction
4. magnetism
Answer:

Answer: 2

Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to

Choices:
H. electricity
P. conductivity
B. friction
G. magnetism

Prompt:
Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to
H. electricity
P. conductivity
B. friction
G. magnetism
Answer:

Answer: 2

Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to

Choices:
H. friction
P. electricity
B. conductivity
G. magnetism

Prompt:
Question: A rubber ball rolls across a level surface. The ball will eventually stop rolling due to
H. friction
P. electricity
B. conductivity
G. magnetism
Answer:


Question: Which resource is nonrenewable?

Choices:
A. petroleum
B. sand
C. wood
D. oxygen

Prompt:
Question: Which resource is nonrenewable?
A. petroleum
B. sand
C. wood
D. oxygen
Answer:

Question: Which resource is nonrenewable?

Choices:
A. sand
B. petroleum
C. oxygen
D. wood

Prompt:
Question: Which resource is nonrenewable?
A. sand
B. petroleum
C. oxygen
D. wood
Answer:

Answer: 1

Question: Which resource is nonrenewable?

Choices:
1. petroleum
2. sand
3. wood
4. oxygen

Prompt:
Question: Which resource is nonrenewable?
1. petroleum
2. sand
3. wood
4. oxygen
Answer:

Question: Which resource is nonrenewable?

Choices:
M. petroleum
B. sand
D. wood
J. oxygen

Prompt:
Question: Which resource is nonrenewable?
M. petroleum
B. sand
D. wood
J. oxygen
Answer:

Question: Which resource is nonrenewable?

Choices:
M. sand
B. petroleum
D. oxygen
J. wood

Prompt:
Question: Which resource is nonrenewable?
M. sand
B. petroleum
D. oxygen
J. wood
Answer:

Answer: 1


Question: Neutral atoms have an equal number of

Choices:
A. electrons and neutrons.
B. protons and neutrons.
C. protons and electrons.
D. protons, neutrons, and electrons.

Prompt:
Question: Neutral atoms have an equal number of
A. electrons and neutrons.
B. protons and neutrons.
C. protons and electrons.
D. protons, neutrons, and electrons.
Answer:

Answer: 2

Question: Neutral atoms have an equal number of

Choices:
A. protons and neutrons.
B. protons and electrons.
C. electrons and neutrons.
D. protons, neutrons, and electrons.

Prompt:
Question: Neutral atoms have an equal number of
A. protons and neutrons.
B. protons and electrons.
C. electrons and neutrons.
D. protons, neutrons, and electrons.
Answer:

Answer: 1

Question: Neutral atoms have an equal number of

Choices:
1. electrons and neutrons.
2. protons and neutrons.
3. protons and electrons.
4. protons, neutrons, and electrons.

Prompt:
Question: Neutral atoms have an equal number of
1. electrons and neutrons.
2. protons and neutrons.
3. protons and electrons.
4. protons, neutrons, and electrons.
Answer:

Answer: 2

Question: Neutral atoms have an equal number of

Choices:
S. electrons and neutrons.
B. protons and neutrons.
T. protons and electrons.
Y. protons, neutrons, and electrons.

Prompt:
Question: Neutral atoms have an equal number of
S. electrons and neutrons.
B. protons and neutrons.
T. protons and electrons.
Y. protons, neutrons, and electrons.
Answer:

Answer: 2

Question: Neutral atoms have an equal number of

Choices:
S. protons and neutrons.
B. protons and electrons.
T. electrons and neutrons.
Y. protons, neutrons, and electrons.

Prompt:
Question: Neutral atoms have an equal number of
S. protons and neutrons.
B. protons and electrons.
T. electrons and neutrons.
Y. protons, neutrons, and electrons.
Answer:

Answer: 1


Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?

Choices:
A. The species are both herbivores.
B. The species have similar bone structure.
C. The species live in the same environment.
D. The species both obtain oxygen from the air.

Prompt:
Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?
A. The species are both herbivores.
B. The species have similar bone structure.
C. The species live in the same environment.
D. The species both obtain oxygen from the air.
Answer:

Answer: 1

Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?

Choices:
A. The species have similar bone structure.
B. The species both obtain oxygen from the air.
C. The species live in the same environment.
D. The species are both herbivores.

Prompt:
Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?
A. The species have similar bone structure.
B. The species both obtain oxygen from the air.
C. The species live in the same environment.
D. The species are both herbivores.
Answer:

Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?

Choices:
1. The species are both herbivores.
2. The species have similar bone structure.
3. The species live in the same environment.
4. The species both obtain oxygen from the air.

Prompt:
Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?
1. The species are both herbivores.
2. The species have similar bone structure.
3. The species live in the same environment.
4. The species both obtain oxygen from the air.
Answer:

Answer: 1

Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?

Choices:
P. The species are both herbivores.
G. The species have similar bone structure.
Z. The species live in the same environment.
J. The species both obtain oxygen from the air.

Prompt:
Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?
P. The species are both herbivores.
G. The species have similar bone structure.
Z. The species live in the same environment.
J. The species both obtain oxygen from the air.
Answer:

Answer: 1

Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?

Choices:
P. The species have similar bone structure.
G. The species both obtain oxygen from the air.
Z. The species live in the same environment.
J. The species are both herbivores.

Prompt:
Question: Which of the following observations best supports the conclusion that two animal species evolved from a common ancestor in recent geological history?
P. The species have similar bone structure.
G. The species both obtain oxygen from the air.
Z. The species live in the same environment.
J. The species are both herbivores.
Answer:


Question: A body cell that is undergoing abnormal cell division is most likely

Choices:
A. producing sex cells
B. transporting nutrients
C. forming cancerous cells
D. developing an infection

Prompt:
Question: A body cell that is undergoing abnormal cell division is most likely
A. producing sex cells
B. transporting nutrients
C. forming cancerous cells
D. developing an infection
Answer:

Answer: 2

Question: A body cell that is undergoing abnormal cell division is most likely

Choices:
A. transporting nutrients
B. producing sex cells
C. developing an infection
D. forming cancerous cells

Prompt:
Question: A body cell that is undergoing abnormal cell division is most likely
A. transporting nutrients
B. producing sex cells
C. developing an infection
D. forming cancerous cells
Answer:

Answer: 3

Question: A body cell that is undergoing abnormal cell division is most likely

Choices:
1. producing sex cells
2. transporting nutrients
3. forming cancerous cells
4. developing an infection

Prompt:
Question: A body cell that is undergoing abnormal cell division is most likely
1. producing sex cells
2. transporting nutrients
3. forming cancerous cells
4. developing an infection
Answer:

Answer: 2

Question: A body cell that is undergoing abnormal cell division is most likely

Choices:
H. producing sex cells
P. transporting nutrients
M. forming cancerous cells
G. developing an infection

Prompt:
Question: A body cell that is undergoing abnormal cell division is most likely
H. producing sex cells
P. transporting nutrients
M. forming cancerous cells
G. developing an infection
Answer:

Answer: 2

Question: A body cell that is undergoing abnormal cell division is most likely

Choices:
H. transporting nutrients
P. producing sex cells
M. developing an infection
G. forming cancerous cells

Prompt:
Question: A body cell that is undergoing abnormal cell division is most likely
H. transporting nutrients
P. producing sex cells
M. developing an infection
G. forming cancerous cells
Answer:

Answer: 3


Question: Which observation indicates that a chemical reaction has taken place?

Choices:
A. A substance becomes warmer.
B. A material changes from a solid to liquid.
C. Bubbles form when a liquid is heated.
D. A new chemical substance is formed.

Prompt:
Question: Which observation indicates that a chemical reaction has taken place?
A. A substance becomes warmer.
B. A material changes from a solid to liquid.
C. Bubbles form when a liquid is heated.
D. A new chemical substance is formed.
Answer:

Answer: 3

Question: Which observation indicates that a chemical reaction has taken place?

Choices:
A. A new chemical substance is formed.
B. Bubbles form when a liquid is heated.
C. A material changes from a solid to liquid.
D. A substance becomes warmer.

Prompt:
Question: Which observation indicates that a chemical reaction has taken place?
A. A new chemical substance is formed.
B. Bubbles form when a liquid is heated.
C. A material changes from a solid to liquid.
D. A substance becomes warmer.
Answer:

Question: Which observation indicates that a chemical reaction has taken place?

Choices:
1. A substance becomes warmer.
2. A material changes from a solid to liquid.
3. Bubbles form when a liquid is heated.
4. A new chemical substance is formed.

Prompt:
Question: Which observation indicates that a chemical reaction has taken place?
1. A substance becomes warmer.
2. A material changes from a solid to liquid.
3. Bubbles form when a liquid is heated.
4. A new chemical substance is formed.
Answer:

Answer: 3

Question: Which observation indicates that a chemical reaction has taken place?

Choices:
M. A substance becomes warmer.
Q. A material changes from a solid to liquid.
R. Bubbles form when a liquid is heated.
P. A new chemical substance is formed.

Prompt:
Question: Which observation indicates that a chemical reaction has taken place?
M. A substance becomes warmer.
Q. A material changes from a solid to liquid.
R. Bubbles form when a liquid is heated.
P. A new chemical substance is formed.
Answer:

Answer: 3

Question: Which observation indicates that a chemical reaction has taken place?

Choices:
M. A new chemical substance is formed.
Q. Bubbles form when a liquid is heated.
R. A material changes from a solid to liquid.
P. A substance becomes warmer.

Prompt:
Question: Which observation indicates that a chemical reaction has taken place?
M. A new chemical substance is formed.
Q. Bubbles form when a liquid is heated.
R. A material changes from a solid to liquid.
P. A substance becomes warmer.
Answer:


Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?

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

Prompt:
Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?
A. a compound
B. an element
C. a mixture
D. a solution
Answer:

Answer: 2

Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?

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

Prompt:
Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?
A. an element
B. a mixture
C. a compound
D. a solution
Answer:

Answer: 1

Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?

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

Prompt:
Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?
1. a compound
2. an element
3. a mixture
4. a solution
Answer:

Answer: 2

Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?

Choices:
B. a compound
S. an element
K. a mixture
I. a solution

Prompt:
Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?
B. a compound
S. an element
K. a mixture
I. a solution
Answer:

Answer: 2

Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?

Choices:
B. an element
S. a mixture
K. a compound
I. a solution

Prompt:
Question: Beth and Juan made dough by combining sugar, butter, flour, and salt. Which term best describes the dough?
B. an element
S. a mixture
K. a compound
I. a solution
Answer:

Answer: 1


Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?

Choices:
A. toss it into a fire pit and burn it
B. throw it in the trash to be taken to a landfill
C. put it in a compost pile to use for plant food
D. take it back to the grocery store and try to get their money back

Prompt:
Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?
A. toss it into a fire pit and burn it
B. throw it in the trash to be taken to a landfill
C. put it in a compost pile to use for plant food
D. take it back to the grocery store and try to get their money back
Answer:

Answer: 2

Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?

Choices:
A. throw it in the trash to be taken to a landfill
B. put it in a compost pile to use for plant food
C. take it back to the grocery store and try to get their money back
D. toss it into a fire pit and burn it

Prompt:
Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?
A. throw it in the trash to be taken to a landfill
B. put it in a compost pile to use for plant food
C. take it back to the grocery store and try to get their money back
D. toss it into a fire pit and burn it
Answer:

Answer: 1

Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?

Choices:
1. toss it into a fire pit and burn it
2. throw it in the trash to be taken to a landfill
3. put it in a compost pile to use for plant food
4. take it back to the grocery store and try to get their money back

Prompt:
Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?
1. toss it into a fire pit and burn it
2. throw it in the trash to be taken to a landfill
3. put it in a compost pile to use for plant food
4. take it back to the grocery store and try to get their money back
Answer:

Answer: 2

Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?

Choices:
G. toss it into a fire pit and burn it
M. throw it in the trash to be taken to a landfill
W. put it in a compost pile to use for plant food
L. take it back to the grocery store and try to get their money back

Prompt:
Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?
G. toss it into a fire pit and burn it
M. throw it in the trash to be taken to a landfill
W. put it in a compost pile to use for plant food
L. take it back to the grocery store and try to get their money back
Answer:

Answer: 2

Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?

Choices:
G. throw it in the trash to be taken to a landfill
M. put it in a compost pile to use for plant food
W. take it back to the grocery store and try to get their money back
L. toss it into a fire pit and burn it

Prompt:
Question: A family goes on vacation for a week. When they return home they discover that some vegetables in their refrigerator have gone bad. What is the most environmentally responsible thing for them to do with the rotten food?
G. throw it in the trash to be taken to a landfill
M. put it in a compost pile to use for plant food
W. take it back to the grocery store and try to get their money back
L. toss it into a fire pit and burn it
Answer:

Answer: 1


Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as

Choices:
A. an atom.
B. a molecule.
C. a nucleus.
D. an electron.

Prompt:
Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as
A. an atom.
B. a molecule.
C. a nucleus.
D. an electron.
Answer:

Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as

Choices:
A. an electron.
B. a nucleus.
C. a molecule.
D. an atom.

Prompt:
Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as
A. an electron.
B. a nucleus.
C. a molecule.
D. an atom.
Answer:

Answer: 3

Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as

Choices:
1. an atom.
2. a molecule.
3. a nucleus.
4. an electron.

Prompt:
Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as
1. an atom.
2. a molecule.
3. a nucleus.
4. an electron.
Answer:

Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as

Choices:
E. an atom.
R. a molecule.
Q. a nucleus.
C. an electron.

Prompt:
Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as
E. an atom.
R. a molecule.
Q. a nucleus.
C. an electron.
Answer:

Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as

Choices:
E. an electron.
R. a nucleus.
Q. a molecule.
C. an atom.

Prompt:
Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as
E. an electron.
R. a nucleus.
Q. a molecule.
C. an atom.
Answer:

Answer: 3


Question: Which term best describes the movement of water through cell membranes?

Choices:
A. respiration
B. osmosis
C. mitosis
D. condensation

Prompt:
Question: Which term best describes the movement of water through cell membranes?
A. respiration
B. osmosis
C. mitosis
D. condensation
Answer:

Answer: 1

Question: Which term best describes the movement of water through cell membranes?

Choices:
A. osmosis
B. respiration
C. mitosis
D. condensation

Prompt:
Question: Which term best describes the movement of water through cell membranes?
A. osmosis
B. respiration
C. mitosis
D. condensation
Answer:

Question: Which term best describes the movement of water through cell membranes?

Choices:
1. respiration
2. osmosis
3. mitosis
4. condensation

Prompt:
Question: Which term best describes the movement of water through cell membranes?
1. respiration
2. osmosis
3. mitosis
4. condensation
Answer:

Answer: 1

Question: Which term best describes the movement of water through cell membranes?

Choices:
P. respiration
D. osmosis
V. mitosis
N. condensation

Prompt:
Question: Which term best describes the movement of water through cell membranes?
P. respiration
D. osmosis
V. mitosis
N. condensation
Answer:

Answer: 1

Question: Which term best describes the movement of water through cell membranes?

Choices:
P. osmosis
D. respiration
V. mitosis
N. condensation

Prompt:
Question: Which term best describes the movement of water through cell membranes?
P. osmosis
D. respiration
V. mitosis
N. condensation
Answer:


Question: Which generates waves that are capable of traveling through a vacuum?

Choices:
A. a light bulb
B. a speaker
C. earthquake activity
D. volcanic eruption

Prompt:
Question: Which generates waves that are capable of traveling through a vacuum?
A. a light bulb
B. a speaker
C. earthquake activity
D. volcanic eruption
Answer:

Question: Which generates waves that are capable of traveling through a vacuum?

Choices:
A. a speaker
B. a light bulb
C. volcanic eruption
D. earthquake activity

Prompt:
Question: Which generates waves that are capable of traveling through a vacuum?
A. a speaker
B. a light bulb
C. volcanic eruption
D. earthquake activity
Answer:

Answer: 1

Question: Which generates waves that are capable of traveling through a vacuum?

Choices:
1. a light bulb
2. a speaker
3. earthquake activity
4. volcanic eruption

Prompt:
Question: Which generates waves that are capable of traveling through a vacuum?
1. a light bulb
2. a speaker
3. earthquake activity
4. volcanic eruption
Answer:

Question: Which generates waves that are capable of traveling through a vacuum?

Choices:
I. a light bulb
R. a speaker
W. earthquake activity
K. volcanic eruption

Prompt:
Question: Which generates waves that are capable of traveling through a vacuum?
I. a light bulb
R. a speaker
W. earthquake activity
K. volcanic eruption
Answer:

Question: Which generates waves that are capable of traveling through a vacuum?

Choices:
I. a speaker
R. a light bulb
W. volcanic eruption
K. earthquake activity

Prompt:
Question: Which generates waves that are capable of traveling through a vacuum?
I. a speaker
R. a light bulb
W. volcanic eruption
K. earthquake activity
Answer:

Answer: 1


Question: Which tool would best separate sand and clay mixed in soil?

Choices:
A. sifter
B. ruler
C. thermometer
D. magnet

Prompt:
Question: Which tool would best separate sand and clay mixed in soil?
A. sifter
B. ruler
C. thermometer
D. magnet
Answer:

Question: Which tool would best separate sand and clay mixed in soil?

Choices:
A. magnet
B. thermometer
C. ruler
D. sifter

Prompt:
Question: Which tool would best separate sand and clay mixed in soil?
A. magnet
B. thermometer
C. ruler
D. sifter
Answer:

Answer: 3

Question: Which tool would best separate sand and clay mixed in soil?

Choices:
1. sifter
2. ruler
3. thermometer
4. magnet

Prompt:
Question: Which tool would best separate sand and clay mixed in soil?
1. sifter
2. ruler
3. thermometer
4. magnet
Answer:

Question: Which tool would best separate sand and clay mixed in soil?

Choices:
T. sifter
C. ruler
Z. thermometer
X. magnet

Prompt:
Question: Which tool would best separate sand and clay mixed in soil?
T. sifter
C. ruler
Z. thermometer
X. magnet
Answer:

Question: Which tool would best separate sand and clay mixed in soil?

Choices:
T. magnet
C. thermometer
Z. ruler
X. sifter

Prompt:
Question: Which tool would best separate sand and clay mixed in soil?
T. magnet
C. thermometer
Z. ruler
X. sifter
Answer:

Answer: 3


Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?

Choices:
A. strong earthquake
B. activity at a hot spot
C. pressure in thick sediments that produces heat
D. unusually excessive erosion that wears away bedrock

Prompt:
Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?
A. strong earthquake
B. activity at a hot spot
C. pressure in thick sediments that produces heat
D. unusually excessive erosion that wears away bedrock
Answer:

Answer: 1

Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?

Choices:
A. pressure in thick sediments that produces heat
B. strong earthquake
C. activity at a hot spot
D. unusually excessive erosion that wears away bedrock

Prompt:
Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?
A. pressure in thick sediments that produces heat
B. strong earthquake
C. activity at a hot spot
D. unusually excessive erosion that wears away bedrock
Answer:

Answer: 2

Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?

Choices:
1. strong earthquake
2. activity at a hot spot
3. pressure in thick sediments that produces heat
4. unusually excessive erosion that wears away bedrock

Prompt:
Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?
1. strong earthquake
2. activity at a hot spot
3. pressure in thick sediments that produces heat
4. unusually excessive erosion that wears away bedrock
Answer:

Answer: 1

Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?

Choices:
L. strong earthquake
K. activity at a hot spot
H. pressure in thick sediments that produces heat
Q. unusually excessive erosion that wears away bedrock

Prompt:
Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?
L. strong earthquake
K. activity at a hot spot
H. pressure in thick sediments that produces heat
Q. unusually excessive erosion that wears away bedrock
Answer:

Answer: 1

Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?

Choices:
L. pressure in thick sediments that produces heat
K. strong earthquake
H. activity at a hot spot
Q. unusually excessive erosion that wears away bedrock

Prompt:
Question: A volcano found in the center of a tectonic plate tends to be a result of which phenomenon?
L. pressure in thick sediments that produces heat
K. strong earthquake
H. activity at a hot spot
Q. unusually excessive erosion that wears away bedrock
Answer:

Answer: 2


Question: A single human body cell typically contains thousands of

Choices:
A. genes
B. nuclei
C. chloroplasts
D. bacteria

Prompt:
Question: A single human body cell typically contains thousands of
A. genes
B. nuclei
C. chloroplasts
D. bacteria
Answer:

Question: A single human body cell typically contains thousands of

Choices:
A. bacteria
B. chloroplasts
C. nuclei
D. genes

Prompt:
Question: A single human body cell typically contains thousands of
A. bacteria
B. chloroplasts
C. nuclei
D. genes
Answer:

Answer: 3

Question: A single human body cell typically contains thousands of

Choices:
1. genes
2. nuclei
3. chloroplasts
4. bacteria

Prompt:
Question: A single human body cell typically contains thousands of
1. genes
2. nuclei
3. chloroplasts
4. bacteria
Answer:

Question: A single human body cell typically contains thousands of

Choices:
C. genes
M. nuclei
B. chloroplasts
E. bacteria

Prompt:
Question: A single human body cell typically contains thousands of
C. genes
M. nuclei
B. chloroplasts
E. bacteria
Answer:

Question: A single human body cell typically contains thousands of

Choices:
C. bacteria
M. chloroplasts
B. nuclei
E. genes

Prompt:
Question: A single human body cell typically contains thousands of
C. bacteria
M. chloroplasts
B. nuclei
E. genes
Answer:

Answer: 3


Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?

Choices:
A. gene shuffling
B. directional selection
C. natural selection
D. genetic drift

Prompt:
Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?
A. gene shuffling
B. directional selection
C. natural selection
D. genetic drift
Answer:

Answer: 3

Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?

Choices:
A. genetic drift
B. natural selection
C. directional selection
D. gene shuffling

Prompt:
Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?
A. genetic drift
B. natural selection
C. directional selection
D. gene shuffling
Answer:

Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?

Choices:
1. gene shuffling
2. directional selection
3. natural selection
4. genetic drift

Prompt:
Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?
1. gene shuffling
2. directional selection
3. natural selection
4. genetic drift
Answer:

Answer: 3

Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?

Choices:
Q. gene shuffling
N. directional selection
P. natural selection
G. genetic drift

Prompt:
Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?
Q. gene shuffling
N. directional selection
P. natural selection
G. genetic drift
Answer:

Answer: 3

Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?

Choices:
Q. genetic drift
N. natural selection
P. directional selection
G. gene shuffling

Prompt:
Question: Individuals that carry a particular allele may have more descendants than other individuals, resulting in the allele becoming more common. Which process causes random alleles to become more common within a population?
Q. genetic drift
N. natural selection
P. directional selection
G. gene shuffling
Answer:


Question: Which statement about the electromagnetic spectrum is accurate?

Choices:
A. Gamma waves travel faster than radio waves.
B. Ultraviolet waves make up most of the spectrum.
C. X-rays travel slower than infrared waves.
D. Visible light waves are a small part of the spectrum.

Prompt:
Question: Which statement about the electromagnetic spectrum is accurate?
A. Gamma waves travel faster than radio waves.
B. Ultraviolet waves make up most of the spectrum.
C. X-rays travel slower than infrared waves.
D. Visible light waves are a small part of the spectrum.
Answer:

Answer: 3

Question: Which statement about the electromagnetic spectrum is accurate?

Choices:
A. Gamma waves travel faster than radio waves.
B. Visible light waves are a small part of the spectrum.
C. X-rays travel slower than infrared waves.
D. Ultraviolet waves make up most of the spectrum.

Prompt:
Question: Which statement about the electromagnetic spectrum is accurate?
A. Gamma waves travel faster than radio waves.
B. Visible light waves are a small part of the spectrum.
C. X-rays travel slower than infrared waves.
D. Ultraviolet waves make up most of the spectrum.
Answer:

Answer: 1

Question: Which statement about the electromagnetic spectrum is accurate?

Choices:
1. Gamma waves travel faster than radio waves.
2. Ultraviolet waves make up most of the spectrum.
3. X-rays travel slower than infrared waves.
4. Visible light waves are a small part of the spectrum.

Prompt:
Question: Which statement about the electromagnetic spectrum is accurate?
1. Gamma waves travel faster than radio waves.
2. Ultraviolet waves make up most of the spectrum.
3. X-rays travel slower than infrared waves.
4. Visible light waves are a small part of the spectrum.
Answer:

Answer: 3

Question: Which statement about the electromagnetic spectrum is accurate?

Choices:
Q. Gamma waves travel faster than radio waves.
F. Ultraviolet waves make up most of the spectrum.
H. X-rays travel slower than infrared waves.
Z. Visible light waves are a small part of the spectrum.

Prompt:
Question: Which statement about the electromagnetic spectrum is accurate?
Q. Gamma waves travel faster than radio waves.
F. Ultraviolet waves make up most of the spectrum.
H. X-rays travel slower than infrared waves.
Z. Visible light waves are a small part of the spectrum.
Answer:

Answer: 3

Question: Which statement about the electromagnetic spectrum is accurate?

Choices:
Q. Gamma waves travel faster than radio waves.
F. Visible light waves are a small part of the spectrum.
H. X-rays travel slower than infrared waves.
Z. Ultraviolet waves make up most of the spectrum.

Prompt:
Question: Which statement about the electromagnetic spectrum is accurate?
Q. Gamma waves travel faster than radio waves.
F. Visible light waves are a small part of the spectrum.
H. X-rays travel slower than infrared waves.
Z. Ultraviolet waves make up most of the spectrum.
Answer:

Answer: 1


Question: Which gas could cause rust to form on a metal can?

Choices:
A. Hydrogen
B. Oxygen
C. Nitrogen
D. Helium

Prompt:
Question: Which gas could cause rust to form on a metal can?
A. Hydrogen
B. Oxygen
C. Nitrogen
D. Helium
Answer:

Answer: 1

Question: Which gas could cause rust to form on a metal can?

Choices:
A. Hydrogen
B. Nitrogen
C. Helium
D. Oxygen

Prompt:
Question: Which gas could cause rust to form on a metal can?
A. Hydrogen
B. Nitrogen
C. Helium
D. Oxygen
Answer:

Answer: 3

Question: Which gas could cause rust to form on a metal can?

Choices:
1. Hydrogen
2. Oxygen
3. Nitrogen
4. Helium

Prompt:
Question: Which gas could cause rust to form on a metal can?
1. Hydrogen
2. Oxygen
3. Nitrogen
4. Helium
Answer:

Answer: 1

Question: Which gas could cause rust to form on a metal can?

Choices:
F. Hydrogen
N. Oxygen
S. Nitrogen
B. Helium

Prompt:
Question: Which gas could cause rust to form on a metal can?
F. Hydrogen
N. Oxygen
S. Nitrogen
B. Helium
Answer:

Answer: 1

Question: Which gas could cause rust to form on a metal can?

Choices:
F. Hydrogen
N. Nitrogen
S. Helium
B. Oxygen

Prompt:
Question: Which gas could cause rust to form on a metal can?
F. Hydrogen
N. Nitrogen
S. Helium
B. Oxygen
Answer:

Answer: 3


Question: What causes a change in the speed of a moving object?

Choices:
A. force
B. temperature
C. change in mass
D. change in location

Prompt:
Question: What causes a change in the speed of a moving object?
A. force
B. temperature
C. change in mass
D. change in location
Answer:

Question: What causes a change in the speed of a moving object?

Choices:
A. temperature
B. force
C. change in mass
D. change in location

Prompt:
Question: What causes a change in the speed of a moving object?
A. temperature
B. force
C. change in mass
D. change in location
Answer:

Answer: 1

Question: What causes a change in the speed of a moving object?

Choices:
1. force
2. temperature
3. change in mass
4. change in location

Prompt:
Question: What causes a change in the speed of a moving object?
1. force
2. temperature
3. change in mass
4. change in location
Answer:

Question: What causes a change in the speed of a moving object?

Choices:
W. force
N. temperature
R. change in mass
O. change in location

Prompt:
Question: What causes a change in the speed of a moving object?
W. force
N. temperature
R. change in mass
O. change in location
Answer:

Question: What causes a change in the speed of a moving object?

Choices:
W. temperature
N. force
R. change in mass
O. change in location

Prompt:
Question: What causes a change in the speed of a moving object?
W. temperature
N. force
R. change in mass
O. change in location
Answer:

Answer: 1


Question: Which process releases energy from digested food?

Choices:
A. photosynthesis
B. cellular respiration
C. vitamin production
D. fertilization

Prompt:
Question: Which process releases energy from digested food?
A. photosynthesis
B. cellular respiration
C. vitamin production
D. fertilization
Answer:

Answer: 1

Question: Which process releases energy from digested food?

Choices:
A. vitamin production
B. photosynthesis
C. fertilization
D. cellular respiration

Prompt:
Question: Which process releases energy from digested food?
A. vitamin production
B. photosynthesis
C. fertilization
D. cellular respiration
Answer:

Answer: 3

Question: Which process releases energy from digested food?

Choices:
1. photosynthesis
2. cellular respiration
3. vitamin production
4. fertilization

Prompt:
Question: Which process releases energy from digested food?
1. photosynthesis
2. cellular respiration
3. vitamin production
4. fertilization
Answer:

Answer: 1

Question: Which process releases energy from digested food?

Choices:
X. photosynthesis
L. cellular respiration
K. vitamin production
Q. fertilization

Prompt:
Question: Which process releases energy from digested food?
X. photosynthesis
L. cellular respiration
K. vitamin production
Q. fertilization
Answer:

Answer: 1

Question: Which process releases energy from digested food?

Choices:
X. vitamin production
L. photosynthesis
K. fertilization
Q. cellular respiration

Prompt:
Question: Which process releases energy from digested food?
X. vitamin production
L. photosynthesis
K. fertilization
Q. cellular respiration
Answer:

Answer: 3


Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?

Choices:
A. fall
B. spring
C. summer
D. winter

Prompt:
Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?
A. fall
B. spring
C. summer
D. winter
Answer:

Answer: 2

Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?

Choices:
A. fall
B. winter
C. spring
D. summer

Prompt:
Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?
A. fall
B. winter
C. spring
D. summer
Answer:

Answer: 3

Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?

Choices:
1. fall
2. spring
3. summer
4. winter

Prompt:
Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?
1. fall
2. spring
3. summer
4. winter
Answer:

Answer: 2

Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?

Choices:
P. fall
A. spring
H. summer
X. winter

Prompt:
Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?
P. fall
A. spring
H. summer
X. winter
Answer:

Answer: 2

Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?

Choices:
P. fall
A. winter
H. spring
X. summer

Prompt:
Question: Melinda learned that days in some seasons have more daylight hours than in other seasons. Which season receives the most hours of sunlight in the Northern Hemisphere?
P. fall
A. winter
H. spring
X. summer
Answer:

Answer: 3


Question: In which of the following taxonomic groups would organisms have the least number of similarities?

Choices:
A. kingdom
B. class
C. family
D. genus

Prompt:
Question: In which of the following taxonomic groups would organisms have the least number of similarities?
A. kingdom
B. class
C. family
D. genus
Answer:

Question: In which of the following taxonomic groups would organisms have the least number of similarities?

Choices:
A. class
B. genus
C. family
D. kingdom

Prompt:
Question: In which of the following taxonomic groups would organisms have the least number of similarities?
A. class
B. genus
C. family
D. kingdom
Answer:

Answer: 3

Question: In which of the following taxonomic groups would organisms have the least number of similarities?

Choices:
1. kingdom
2. class
3. family
4. genus

Prompt:
Question: In which of the following taxonomic groups would organisms have the least number of similarities?
1. kingdom
2. class
3. family
4. genus
Answer:

Question: In which of the following taxonomic groups would organisms have the least number of similarities?

Choices:
P. kingdom
M. class
R. family
T. genus

Prompt:
Question: In which of the following taxonomic groups would organisms have the least number of similarities?
P. kingdom
M. class
R. family
T. genus
Answer:

Question: In which of the following taxonomic groups would organisms have the least number of similarities?

Choices:
P. class
M. genus
R. family
T. kingdom

Prompt:
Question: In which of the following taxonomic groups would organisms have the least number of similarities?
P. class
M. genus
R. family
T. kingdom
Answer:

Answer: 3


Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?

Choices:
A. by promoting detrimental genes
B. by stimulating beneficial DNA mutations
C. by preventing the introduction of other predator species
D. by increasing the reproductive success of healthy prey animals

Prompt:
Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?
A. by promoting detrimental genes
B. by stimulating beneficial DNA mutations
C. by preventing the introduction of other predator species
D. by increasing the reproductive success of healthy prey animals
Answer:

Answer: 3

Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?

Choices:
A. by preventing the introduction of other predator species
B. by stimulating beneficial DNA mutations
C. by increasing the reproductive success of healthy prey animals
D. by promoting detrimental genes

Prompt:
Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?
A. by preventing the introduction of other predator species
B. by stimulating beneficial DNA mutations
C. by increasing the reproductive success of healthy prey animals
D. by promoting detrimental genes
Answer:

Answer: 2

Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?

Choices:
1. by promoting detrimental genes
2. by stimulating beneficial DNA mutations
3. by preventing the introduction of other predator species
4. by increasing the reproductive success of healthy prey animals

Prompt:
Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?
1. by promoting detrimental genes
2. by stimulating beneficial DNA mutations
3. by preventing the introduction of other predator species
4. by increasing the reproductive success of healthy prey animals
Answer:

Answer: 3

Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?

Choices:
L. by promoting detrimental genes
E. by stimulating beneficial DNA mutations
T. by preventing the introduction of other predator species
K. by increasing the reproductive success of healthy prey animals

Prompt:
Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?
L. by promoting detrimental genes
E. by stimulating beneficial DNA mutations
T. by preventing the introduction of other predator species
K. by increasing the reproductive success of healthy prey animals
Answer:

Answer: 3

Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?

Choices:
L. by preventing the introduction of other predator species
E. by stimulating beneficial DNA mutations
T. by increasing the reproductive success of healthy prey animals
K. by promoting detrimental genes

Prompt:
Question: Wolves have adapted skills for hunting large hoofed animals such as elk, deer, or moose. Wolves tend to target prey animals that are sick or weak. The wolf benefits from this strategy because it uses less energy to hunt. How would the prey animal population also benefit from this strategy?
L. by preventing the introduction of other predator species
E. by stimulating beneficial DNA mutations
T. by increasing the reproductive success of healthy prey animals
K. by promoting detrimental genes
Answer:

Answer: 2


Question: Which is an example of metamorphosis?

Choices:
A. A caterpillar changes into a butterfly.
B. An earthworm tunnels through the soil.
C. A lizard lays eggs in the sand.
D. A giraffe eats leaves from a tree.

Prompt:
Question: Which is an example of metamorphosis?
A. A caterpillar changes into a butterfly.
B. An earthworm tunnels through the soil.
C. A lizard lays eggs in the sand.
D. A giraffe eats leaves from a tree.
Answer:

Question: Which is an example of metamorphosis?

Choices:
A. An earthworm tunnels through the soil.
B. A lizard lays eggs in the sand.
C. A caterpillar changes into a butterfly.
D. A giraffe eats leaves from a tree.

Prompt:
Question: Which is an example of metamorphosis?
A. An earthworm tunnels through the soil.
B. A lizard lays eggs in the sand.
C. A caterpillar changes into a butterfly.
D. A giraffe eats leaves from a tree.
Answer:

Answer: 2

Question: Which is an example of metamorphosis?

Choices:
1. A caterpillar changes into a butterfly.
2. An earthworm tunnels through the soil.
3. A lizard lays eggs in the sand.
4. A giraffe eats leaves from a tree.

Prompt:
Question: Which is an example of metamorphosis?
1. A caterpillar changes into a butterfly.
2. An earthworm tunnels through the soil.
3. A lizard lays eggs in the sand.
4. A giraffe eats leaves from a tree.
Answer:

Question: Which is an example of metamorphosis?

Choices:
M. A caterpillar changes into a butterfly.
S. An earthworm tunnels through the soil.
B. A lizard lays eggs in the sand.
A. A giraffe eats leaves from a tree.

Prompt:
Question: Which is an example of metamorphosis?
M. A caterpillar changes into a butterfly.
S. An earthworm tunnels through the soil.
B. A lizard lays eggs in the sand.
A. A giraffe eats leaves from a tree.
Answer:

Question: Which is an example of metamorphosis?

Choices:
M. An earthworm tunnels through the soil.
S. A lizard lays eggs in the sand.
B. A caterpillar changes into a butterfly.
A. A giraffe eats leaves from a tree.

Prompt:
Question: Which is an example of metamorphosis?
M. An earthworm tunnels through the soil.
S. A lizard lays eggs in the sand.
B. A caterpillar changes into a butterfly.
A. A giraffe eats leaves from a tree.
Answer:

Answer: 2


Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?

Choices:
A. secondary consumers
B. primary consumers
C. decomposers
D. producers

Prompt:
Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?
A. secondary consumers
B. primary consumers
C. decomposers
D. producers
Answer:

Answer: 2

Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?

Choices:
A. decomposers
B. secondary consumers
C. producers
D. primary consumers

Prompt:
Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?
A. decomposers
B. secondary consumers
C. producers
D. primary consumers
Answer:

Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?

Choices:
1. secondary consumers
2. primary consumers
3. decomposers
4. producers

Prompt:
Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?
1. secondary consumers
2. primary consumers
3. decomposers
4. producers
Answer:

Answer: 2

Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?

Choices:
C. secondary consumers
M. primary consumers
X. decomposers
W. producers

Prompt:
Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?
C. secondary consumers
M. primary consumers
X. decomposers
W. producers
Answer:

Answer: 2

Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?

Choices:
C. decomposers
M. secondary consumers
X. producers
W. primary consumers

Prompt:
Question: Bracket fungi grow and feed on the dead wood inside of trees. What is the role of bracket fungi in an ecosystem?
C. decomposers
M. secondary consumers
X. producers
W. primary consumers
Answer:


Question: A bicycle is considered a complex machine because it is

Choices:
A. used to perform a task.
B. made from natural materials.
C. made up of more than one simple machine.
D. complicated to build and repair.

Prompt:
Question: A bicycle is considered a complex machine because it is
A. used to perform a task.
B. made from natural materials.
C. made up of more than one simple machine.
D. complicated to build and repair.
Answer:

Answer: 2

Question: A bicycle is considered a complex machine because it is

Choices:
A. made up of more than one simple machine.
B. used to perform a task.
C. made from natural materials.
D. complicated to build and repair.

Prompt:
Question: A bicycle is considered a complex machine because it is
A. made up of more than one simple machine.
B. used to perform a task.
C. made from natural materials.
D. complicated to build and repair.
Answer:

Question: A bicycle is considered a complex machine because it is

Choices:
1. used to perform a task.
2. made from natural materials.
3. made up of more than one simple machine.
4. complicated to build and repair.

Prompt:
Question: A bicycle is considered a complex machine because it is
1. used to perform a task.
2. made from natural materials.
3. made up of more than one simple machine.
4. complicated to build and repair.
Answer:

Answer: 2

Question: A bicycle is considered a complex machine because it is

Choices:
X. used to perform a task.
A. made from natural materials.
P. made up of more than one simple machine.
R. complicated to build and repair.

Prompt:
Question: A bicycle is considered a complex machine because it is
X. used to perform a task.
A. made from natural materials.
P. made up of more than one simple machine.
R. complicated to build and repair.
Answer:

Answer: 2

Question: A bicycle is considered a complex machine because it is

Choices:
X. made up of more than one simple machine.
A. used to perform a task.
P. made from natural materials.
R. complicated to build and repair.

Prompt:
Question: A bicycle is considered a complex machine because it is
X. made up of more than one simple machine.
A. used to perform a task.
P. made from natural materials.
R. complicated to build and repair.
Answer:


Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?

Choices:
A. A lens
B. A mirror
C. A prism
D. A telescope

Prompt:
Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?
A. A lens
B. A mirror
C. A prism
D. A telescope
Answer:

Answer: 2

Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?

Choices:
A. A telescope
B. A prism
C. A lens
D. A mirror

Prompt:
Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?
A. A telescope
B. A prism
C. A lens
D. A mirror
Answer:

Answer: 1

Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?

Choices:
1. A lens
2. A mirror
3. A prism
4. A telescope

Prompt:
Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?
1. A lens
2. A mirror
3. A prism
4. A telescope
Answer:

Answer: 2

Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?

Choices:
R. A lens
I. A mirror
A. A prism
H. A telescope

Prompt:
Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?
R. A lens
I. A mirror
A. A prism
H. A telescope
Answer:

Answer: 2

Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?

Choices:
R. A telescope
I. A prism
A. A lens
H. A mirror

Prompt:
Question: In the 1600s Sir Isaac Newton discovered that sunlight is made up of all the colors of the rainbow. What tool did Sir Isaac Newton most likely use to make his discovery?
R. A telescope
I. A prism
A. A lens
H. A mirror
Answer:

Answer: 1


Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?

Choices:
A. The noise in the room was too loud.
B. There was too much space for the plant to grow.
C. The plant did not receive enough water.
D. There was too much carbon dioxide in the room.

Prompt:
Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?
A. The noise in the room was too loud.
B. There was too much space for the plant to grow.
C. The plant did not receive enough water.
D. There was too much carbon dioxide in the room.
Answer:

Answer: 2

Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?

Choices:
A. There was too much carbon dioxide in the room.
B. The plant did not receive enough water.
C. There was too much space for the plant to grow.
D. The noise in the room was too loud.

Prompt:
Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?
A. There was too much carbon dioxide in the room.
B. The plant did not receive enough water.
C. There was too much space for the plant to grow.
D. The noise in the room was too loud.
Answer:

Answer: 1

Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?

Choices:
1. The noise in the room was too loud.
2. There was too much space for the plant to grow.
3. The plant did not receive enough water.
4. There was too much carbon dioxide in the room.

Prompt:
Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?
1. The noise in the room was too loud.
2. There was too much space for the plant to grow.
3. The plant did not receive enough water.
4. There was too much carbon dioxide in the room.
Answer:

Answer: 2

Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?

Choices:
T. The noise in the room was too loud.
C. There was too much space for the plant to grow.
Y. The plant did not receive enough water.
F. There was too much carbon dioxide in the room.

Prompt:
Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?
T. The noise in the room was too loud.
C. There was too much space for the plant to grow.
Y. The plant did not receive enough water.
F. There was too much carbon dioxide in the room.
Answer:

Answer: 2

Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?

Choices:
T. There was too much carbon dioxide in the room.
C. The plant did not receive enough water.
Y. There was too much space for the plant to grow.
F. The noise in the room was too loud.

Prompt:
Question: A plant sitting on a windowsill has wilted. A student explained that the plant wilted because it is in direct sunlight. What is another possible reason the plant wilted?
T. There was too much carbon dioxide in the room.
C. The plant did not receive enough water.
Y. There was too much space for the plant to grow.
F. The noise in the room was too loud.
Answer:

Answer: 1


Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?

Choices:
A. The E. coli benefit and humans are harmed.
B. There is only a benefit for the humans.
C. There is only a benefit for the E. coli.
D. The E. coli and humans both benefit.

Prompt:
Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?
A. The E. coli benefit and humans are harmed.
B. There is only a benefit for the humans.
C. There is only a benefit for the E. coli.
D. The E. coli and humans both benefit.
Answer:

Answer: 3

Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?

Choices:
A. The E. coli benefit and humans are harmed.
B. There is only a benefit for the E. coli.
C. The E. coli and humans both benefit.
D. There is only a benefit for the humans.

Prompt:
Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?
A. The E. coli benefit and humans are harmed.
B. There is only a benefit for the E. coli.
C. The E. coli and humans both benefit.
D. There is only a benefit for the humans.
Answer:

Answer: 2

Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?

Choices:
1. The E. coli benefit and humans are harmed.
2. There is only a benefit for the humans.
3. There is only a benefit for the E. coli.
4. The E. coli and humans both benefit.

Prompt:
Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?
1. The E. coli benefit and humans are harmed.
2. There is only a benefit for the humans.
3. There is only a benefit for the E. coli.
4. The E. coli and humans both benefit.
Answer:

Answer: 3

Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?

Choices:
C. The E. coli benefit and humans are harmed.
Z. There is only a benefit for the humans.
S. There is only a benefit for the E. coli.
H. The E. coli and humans both benefit.

Prompt:
Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?
C. The E. coli benefit and humans are harmed.
Z. There is only a benefit for the humans.
S. There is only a benefit for the E. coli.
H. The E. coli and humans both benefit.
Answer:

Answer: 3

Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?

Choices:
C. The E. coli benefit and humans are harmed.
Z. There is only a benefit for the E. coli.
S. The E. coli and humans both benefit.
H. There is only a benefit for the humans.

Prompt:
Question: The bacteria Escherichia coli (E. coli) live in the intestines of humans and make vitamins such as vitamin K and B-complex vitamins. Which would best describe the relationship between E. coli and humans?
C. The E. coli benefit and humans are harmed.
Z. There is only a benefit for the E. coli.
S. The E. coli and humans both benefit.
H. There is only a benefit for the humans.
Answer:

Answer: 2


Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?

Choices:
A. limestone
B. granite
C. basalt
D. gypsum

Prompt:
Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?
A. limestone
B. granite
C. basalt
D. gypsum
Answer:

Answer: 2

Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?

Choices:
A. basalt
B. granite
C. limestone
D. gypsum

Prompt:
Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?
A. basalt
B. granite
C. limestone
D. gypsum
Answer:

Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?

Choices:
1. limestone
2. granite
3. basalt
4. gypsum

Prompt:
Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?
1. limestone
2. granite
3. basalt
4. gypsum
Answer:

Answer: 2

Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?

Choices:
A. limestone
E. granite
R. basalt
P. gypsum

Prompt:
Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?
A. limestone
E. granite
R. basalt
P. gypsum
Answer:

Answer: 2

Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?

Choices:
A. basalt
E. granite
R. limestone
P. gypsum

Prompt:
Question: Most sand is made of quartz and has a white or brownish color. A student walking on a beach in Hawaii notices the sand is black in color. This sand most likely came from which type of rock?
A. basalt
E. granite
R. limestone
P. gypsum
Answer:


Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?

Choices:
A. They restrict cell cycle progression in bone cells.
B. They promote the rapid development of bone cells.
C. They limit the number of bones in the human body.
D. They enable phosphorus and calcium to enter bone cells.

Prompt:
Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?
A. They restrict cell cycle progression in bone cells.
B. They promote the rapid development of bone cells.
C. They limit the number of bones in the human body.
D. They enable phosphorus and calcium to enter bone cells.
Answer:

Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?

Choices:
A. They enable phosphorus and calcium to enter bone cells.
B. They limit the number of bones in the human body.
C. They promote the rapid development of bone cells.
D. They restrict cell cycle progression in bone cells.

Prompt:
Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?
A. They enable phosphorus and calcium to enter bone cells.
B. They limit the number of bones in the human body.
C. They promote the rapid development of bone cells.
D. They restrict cell cycle progression in bone cells.
Answer:

Answer: 3

Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?

Choices:
1. They restrict cell cycle progression in bone cells.
2. They promote the rapid development of bone cells.
3. They limit the number of bones in the human body.
4. They enable phosphorus and calcium to enter bone cells.

Prompt:
Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?
1. They restrict cell cycle progression in bone cells.
2. They promote the rapid development of bone cells.
3. They limit the number of bones in the human body.
4. They enable phosphorus and calcium to enter bone cells.
Answer:

Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?

Choices:
U. They restrict cell cycle progression in bone cells.
Y. They promote the rapid development of bone cells.
A. They limit the number of bones in the human body.
T. They enable phosphorus and calcium to enter bone cells.

Prompt:
Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?
U. They restrict cell cycle progression in bone cells.
Y. They promote the rapid development of bone cells.
A. They limit the number of bones in the human body.
T. They enable phosphorus and calcium to enter bone cells.
Answer:

Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?

Choices:
U. They enable phosphorus and calcium to enter bone cells.
Y. They limit the number of bones in the human body.
A. They promote the rapid development of bone cells.
T. They restrict cell cycle progression in bone cells.

Prompt:
Question: Human DNA includes a class of genes called "tumor suppressors." What do these genes do in bone cells?
U. They enable phosphorus and calcium to enter bone cells.
Y. They limit the number of bones in the human body.
A. They promote the rapid development of bone cells.
T. They restrict cell cycle progression in bone cells.
Answer:

Answer: 3


Question: Which is a good practice to help conserve energy?

Choices:
A. washing all clothes in warm water
B. turning off the lights when not in use
C. letting the water run when brushing teeth
D. using bags made of plastic instead of paper

Prompt:
Question: Which is a good practice to help conserve energy?
A. washing all clothes in warm water
B. turning off the lights when not in use
C. letting the water run when brushing teeth
D. using bags made of plastic instead of paper
Answer:

Answer: 1

Question: Which is a good practice to help conserve energy?

Choices:
A. letting the water run when brushing teeth
B. using bags made of plastic instead of paper
C. washing all clothes in warm water
D. turning off the lights when not in use

Prompt:
Question: Which is a good practice to help conserve energy?
A. letting the water run when brushing teeth
B. using bags made of plastic instead of paper
C. washing all clothes in warm water
D. turning off the lights when not in use
Answer:

Answer: 3

Question: Which is a good practice to help conserve energy?

Choices:
1. washing all clothes in warm water
2. turning off the lights when not in use
3. letting the water run when brushing teeth
4. using bags made of plastic instead of paper

Prompt:
Question: Which is a good practice to help conserve energy?
1. washing all clothes in warm water
2. turning off the lights when not in use
3. letting the water run when brushing teeth
4. using bags made of plastic instead of paper
Answer:

Answer: 1

Question: Which is a good practice to help conserve energy?

Choices:
D. washing all clothes in warm water
K. turning off the lights when not in use
V. letting the water run when brushing teeth
Y. using bags made of plastic instead of paper

Prompt:
Question: Which is a good practice to help conserve energy?
D. washing all clothes in warm water
K. turning off the lights when not in use
V. letting the water run when brushing teeth
Y. using bags made of plastic instead of paper
Answer:

Answer: 1

Question: Which is a good practice to help conserve energy?

Choices:
D. letting the water run when brushing teeth
K. using bags made of plastic instead of paper
V. washing all clothes in warm water
Y. turning off the lights when not in use

Prompt:
Question: Which is a good practice to help conserve energy?
D. letting the water run when brushing teeth
K. using bags made of plastic instead of paper
V. washing all clothes in warm water
Y. turning off the lights when not in use
Answer:

Answer: 3


Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will

Choices:
A. grow in size.
B. produce less energy.
C. divide repeatedly.
D. generate more waste.

Prompt:
Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will
A. grow in size.
B. produce less energy.
C. divide repeatedly.
D. generate more waste.
Answer:

Answer: 1

Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will

Choices:
A. divide repeatedly.
B. grow in size.
C. generate more waste.
D. produce less energy.

Prompt:
Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will
A. divide repeatedly.
B. grow in size.
C. generate more waste.
D. produce less energy.
Answer:

Answer: 3

Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will

Choices:
1. grow in size.
2. produce less energy.
3. divide repeatedly.
4. generate more waste.

Prompt:
Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will
1. grow in size.
2. produce less energy.
3. divide repeatedly.
4. generate more waste.
Answer:

Answer: 1

Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will

Choices:
H. grow in size.
S. produce less energy.
U. divide repeatedly.
A. generate more waste.

Prompt:
Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will
H. grow in size.
S. produce less energy.
U. divide repeatedly.
A. generate more waste.
Answer:

Answer: 1

Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will

Choices:
H. divide repeatedly.
S. grow in size.
U. generate more waste.
A. produce less energy.

Prompt:
Question: If a single-celled organism that uses photosynthesis has its source of light removed, it will
H. divide repeatedly.
S. grow in size.
U. generate more waste.
A. produce less energy.
Answer:

Answer: 3


Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?

Choices:
A. The water condensed on the plants around the house.
B. Energy from the sun caused the water to evaporate.
C. The water cooled enough to turn into water vapor.
D. Wind blowing on the window turned the water into vapor.

Prompt:
Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?
A. The water condensed on the plants around the house.
B. Energy from the sun caused the water to evaporate.
C. The water cooled enough to turn into water vapor.
D. Wind blowing on the window turned the water into vapor.
Answer:

Answer: 1

Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?

Choices:
A. Wind blowing on the window turned the water into vapor.
B. The water condensed on the plants around the house.
C. Energy from the sun caused the water to evaporate.
D. The water cooled enough to turn into water vapor.

Prompt:
Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?
A. Wind blowing on the window turned the water into vapor.
B. The water condensed on the plants around the house.
C. Energy from the sun caused the water to evaporate.
D. The water cooled enough to turn into water vapor.
Answer:

Answer: 2

Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?

Choices:
1. The water condensed on the plants around the house.
2. Energy from the sun caused the water to evaporate.
3. The water cooled enough to turn into water vapor.
4. Wind blowing on the window turned the water into vapor.

Prompt:
Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?
1. The water condensed on the plants around the house.
2. Energy from the sun caused the water to evaporate.
3. The water cooled enough to turn into water vapor.
4. Wind blowing on the window turned the water into vapor.
Answer:

Answer: 1

Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?

Choices:
H. The water condensed on the plants around the house.
T. Energy from the sun caused the water to evaporate.
O. The water cooled enough to turn into water vapor.
E. Wind blowing on the window turned the water into vapor.

Prompt:
Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?
H. The water condensed on the plants around the house.
T. Energy from the sun caused the water to evaporate.
O. The water cooled enough to turn into water vapor.
E. Wind blowing on the window turned the water into vapor.
Answer:

Answer: 1

Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?

Choices:
H. Wind blowing on the window turned the water into vapor.
T. The water condensed on the plants around the house.
O. Energy from the sun caused the water to evaporate.
E. The water cooled enough to turn into water vapor.

Prompt:
Question: One morning, Jane notices drops of water on the outside of a window. Later in the day, she notices that the drops have disappeared. What most likely caused the drops to disappear?
H. Wind blowing on the window turned the water into vapor.
T. The water condensed on the plants around the house.
O. Energy from the sun caused the water to evaporate.
E. The water cooled enough to turn into water vapor.
Answer:

Answer: 2


Question: Which plant cell structures capture sunlight to produce sugars?

Choices:
A. vacuoles
B. ribosomes
C. mitochondria
D. chloroplasts

Prompt:
Question: Which plant cell structures capture sunlight to produce sugars?
A. vacuoles
B. ribosomes
C. mitochondria
D. chloroplasts
Answer:

Answer: 3

Question: Which plant cell structures capture sunlight to produce sugars?

Choices:
A. mitochondria
B. chloroplasts
C. ribosomes
D. vacuoles

Prompt:
Question: Which plant cell structures capture sunlight to produce sugars?
A. mitochondria
B. chloroplasts
C. ribosomes
D. vacuoles
Answer:

Answer: 1

Question: Which plant cell structures capture sunlight to produce sugars?

Choices:
1. vacuoles
2. ribosomes
3. mitochondria
4. chloroplasts

Prompt:
Question: Which plant cell structures capture sunlight to produce sugars?
1. vacuoles
2. ribosomes
3. mitochondria
4. chloroplasts
Answer:

Answer: 3

Question: Which plant cell structures capture sunlight to produce sugars?

Choices:
N. vacuoles
J. ribosomes
O. mitochondria
R. chloroplasts

Prompt:
Question: Which plant cell structures capture sunlight to produce sugars?
N. vacuoles
J. ribosomes
O. mitochondria
R. chloroplasts
Answer:

Answer: 3

Question: Which plant cell structures capture sunlight to produce sugars?

Choices:
N. mitochondria
J. chloroplasts
O. ribosomes
R. vacuoles

Prompt:
Question: Which plant cell structures capture sunlight to produce sugars?
N. mitochondria
J. chloroplasts
O. ribosomes
R. vacuoles
Answer:

Answer: 1


Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?

Choices:
A. energy
B. matter
C. temperature
D. specific heat capacity

Prompt:
Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?
A. energy
B. matter
C. temperature
D. specific heat capacity
Answer:

Answer: 3

Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?

Choices:
A. specific heat capacity
B. energy
C. temperature
D. matter

Prompt:
Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?
A. specific heat capacity
B. energy
C. temperature
D. matter
Answer:

Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?

Choices:
1. energy
2. matter
3. temperature
4. specific heat capacity

Prompt:
Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?
1. energy
2. matter
3. temperature
4. specific heat capacity
Answer:

Answer: 3

Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?

Choices:
C. energy
X. matter
R. temperature
E. specific heat capacity

Prompt:
Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?
C. energy
X. matter
R. temperature
E. specific heat capacity
Answer:

Answer: 3

Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?

Choices:
C. specific heat capacity
X. energy
R. temperature
E. matter

Prompt:
Question: What is the term for the amount of heat per unit mass required to raise the temperature of a material by one degree Celsius?
C. specific heat capacity
X. energy
R. temperature
E. matter
Answer: