Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by

Choices:
A. space.
B. rail.
C. sea.
D. road.

Prompt:
Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by
A. space.
B. rail.
C. sea.
D. road.
Answer:

Answer: 2

Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by

Choices:
A. road.
B. space.
C. rail.
D. sea.

Prompt:
Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by
A. road.
B. space.
C. rail.
D. sea.
Answer:

Answer: 3

Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by

Choices:
1. space.
2. rail.
3. sea.
4. road.

Prompt:
Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by
1. space.
2. rail.
3. sea.
4. road.
Answer:

Answer: 2

Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by

Choices:
S. space.
E. rail.
J. sea.
A. road.

Prompt:
Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by
S. space.
E. rail.
J. sea.
A. road.
Answer:

Answer: 2

Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by

Choices:
S. road.
E. space.
J. rail.
A. sea.

Prompt:
Question: All nations need to import and export goods for their economic survival. As a result, many island nations have developed advanced technology for transporting goods by
S. road.
E. space.
J. rail.
A. sea.
Answer:

Answer: 3


Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?

Choices:
A. rainforest
B. marine
C. desert
D. tundra

Prompt:
Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?
A. rainforest
B. marine
C. desert
D. tundra
Answer:

Answer: 2

Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?

Choices:
A. tundra
B. rainforest
C. marine
D. desert

Prompt:
Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?
A. tundra
B. rainforest
C. marine
D. desert
Answer:

Answer: 3

Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?

Choices:
1. rainforest
2. marine
3. desert
4. tundra

Prompt:
Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?
1. rainforest
2. marine
3. desert
4. tundra
Answer:

Answer: 2

Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?

Choices:
X. rainforest
M. marine
J. desert
V. tundra

Prompt:
Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?
X. rainforest
M. marine
J. desert
V. tundra
Answer:

Answer: 2

Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?

Choices:
X. tundra
M. rainforest
J. marine
V. desert

Prompt:
Question: A species of mouse spends the day sleeping in its burrow to avoid high daytime temperatures. It is processing what little water it needs from the seeds it collects. To which environment is this mouse best adapted?
X. tundra
M. rainforest
J. marine
V. desert
Answer:

Answer: 3


Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?

Choices:
A. nervous
B. digestive
C. lymphatic
D. integumentary

Prompt:
Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?
A. nervous
B. digestive
C. lymphatic
D. integumentary
Answer:

Answer: 2

Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?

Choices:
A. digestive
B. nervous
C. integumentary
D. lymphatic

Prompt:
Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?
A. digestive
B. nervous
C. integumentary
D. lymphatic
Answer:

Answer: 3

Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?

Choices:
1. nervous
2. digestive
3. lymphatic
4. integumentary

Prompt:
Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?
1. nervous
2. digestive
3. lymphatic
4. integumentary
Answer:

Answer: 2

Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?

Choices:
C. nervous
M. digestive
R. lymphatic
E. integumentary

Prompt:
Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?
C. nervous
M. digestive
R. lymphatic
E. integumentary
Answer:

Answer: 2

Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?

Choices:
C. digestive
M. nervous
R. integumentary
E. lymphatic

Prompt:
Question: What system helps the body defend itself against disease while maintaining the levels of body fluids?
C. digestive
M. nervous
R. integumentary
E. lymphatic
Answer:

Answer: 3


Question: After fossils are formed, which process is most likely to destroy them?

Choices:
A. the carbon cycle
B. the nitrogen cycle
C. the water cycle
D. the rock cycle

Prompt:
Question: After fossils are formed, which process is most likely to destroy them?
A. the carbon cycle
B. the nitrogen cycle
C. the water cycle
D. the rock cycle
Answer:

Answer: 3

Question: After fossils are formed, which process is most likely to destroy them?

Choices:
A. the rock cycle
B. the water cycle
C. the carbon cycle
D. the nitrogen cycle

Prompt:
Question: After fossils are formed, which process is most likely to destroy them?
A. the rock cycle
B. the water cycle
C. the carbon cycle
D. the nitrogen cycle
Answer:

Question: After fossils are formed, which process is most likely to destroy them?

Choices:
1. the carbon cycle
2. the nitrogen cycle
3. the water cycle
4. the rock cycle

Prompt:
Question: After fossils are formed, which process is most likely to destroy them?
1. the carbon cycle
2. the nitrogen cycle
3. the water cycle
4. the rock cycle
Answer:

Answer: 3

Question: After fossils are formed, which process is most likely to destroy them?

Choices:
C. the carbon cycle
V. the nitrogen cycle
N. the water cycle
J. the rock cycle

Prompt:
Question: After fossils are formed, which process is most likely to destroy them?
C. the carbon cycle
V. the nitrogen cycle
N. the water cycle
J. the rock cycle
Answer:

Answer: 3

Question: After fossils are formed, which process is most likely to destroy them?

Choices:
C. the rock cycle
V. the water cycle
N. the carbon cycle
J. the nitrogen cycle

Prompt:
Question: After fossils are formed, which process is most likely to destroy them?
C. the rock cycle
V. the water cycle
N. the carbon cycle
J. the nitrogen cycle
Answer:


Question: Which of these causes the MOST evaporation of water from a lake?

Choices:
A. Freezing of the lake
B. Heat from the Sun
C. Melting snow forming streams
D. Volcanic activity near the lake

Prompt:
Question: Which of these causes the MOST evaporation of water from a lake?
A. Freezing of the lake
B. Heat from the Sun
C. Melting snow forming streams
D. Volcanic activity near the lake
Answer:

Answer: 1

Question: Which of these causes the MOST evaporation of water from a lake?

Choices:
A. Volcanic activity near the lake
B. Freezing of the lake
C. Melting snow forming streams
D. Heat from the Sun

Prompt:
Question: Which of these causes the MOST evaporation of water from a lake?
A. Volcanic activity near the lake
B. Freezing of the lake
C. Melting snow forming streams
D. Heat from the Sun
Answer:

Answer: 3

Question: Which of these causes the MOST evaporation of water from a lake?

Choices:
1. Freezing of the lake
2. Heat from the Sun
3. Melting snow forming streams
4. Volcanic activity near the lake

Prompt:
Question: Which of these causes the MOST evaporation of water from a lake?
1. Freezing of the lake
2. Heat from the Sun
3. Melting snow forming streams
4. Volcanic activity near the lake
Answer:

Answer: 1

Question: Which of these causes the MOST evaporation of water from a lake?

Choices:
R. Freezing of the lake
G. Heat from the Sun
B. Melting snow forming streams
Y. Volcanic activity near the lake

Prompt:
Question: Which of these causes the MOST evaporation of water from a lake?
R. Freezing of the lake
G. Heat from the Sun
B. Melting snow forming streams
Y. Volcanic activity near the lake
Answer:

Answer: 1

Question: Which of these causes the MOST evaporation of water from a lake?

Choices:
R. Volcanic activity near the lake
G. Freezing of the lake
B. Melting snow forming streams
Y. Heat from the Sun

Prompt:
Question: Which of these causes the MOST evaporation of water from a lake?
R. Volcanic activity near the lake
G. Freezing of the lake
B. Melting snow forming streams
Y. Heat from the Sun
Answer:

Answer: 3


Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?

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

Prompt:
Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?
A. gravity
B. electricity
C. friction
D. magnetism
Answer:

Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?

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

Prompt:
Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?
A. friction
B. magnetism
C. electricity
D. gravity
Answer:

Answer: 3

Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?

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

Prompt:
Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?
1. gravity
2. electricity
3. friction
4. magnetism
Answer:

Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?

Choices:
K. gravity
C. electricity
V. friction
A. magnetism

Prompt:
Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?
K. gravity
C. electricity
V. friction
A. magnetism
Answer:

Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?

Choices:
K. friction
C. magnetism
V. electricity
A. gravity

Prompt:
Question: Jeannie put her soccer ball on the ground on the side of a hill. What force acted on the soccer ball to make it roll down the hill?
K. friction
C. magnetism
V. electricity
A. gravity
Answer:

Answer: 3


Question: Which tools are needed to measure the length and mass of a seashell?

Choices:
A. a ruler and a balance
B. a ruler and a microscope
C. a balance and a stopwatch
D. a microscope and a magnet

Prompt:
Question: Which tools are needed to measure the length and mass of a seashell?
A. a ruler and a balance
B. a ruler and a microscope
C. a balance and a stopwatch
D. a microscope and a magnet
Answer:

Question: Which tools are needed to measure the length and mass of a seashell?

Choices:
A. a microscope and a magnet
B. a ruler and a microscope
C. a balance and a stopwatch
D. a ruler and a balance

Prompt:
Question: Which tools are needed to measure the length and mass of a seashell?
A. a microscope and a magnet
B. a ruler and a microscope
C. a balance and a stopwatch
D. a ruler and a balance
Answer:

Answer: 3

Question: Which tools are needed to measure the length and mass of a seashell?

Choices:
1. a ruler and a balance
2. a ruler and a microscope
3. a balance and a stopwatch
4. a microscope and a magnet

Prompt:
Question: Which tools are needed to measure the length and mass of a seashell?
1. a ruler and a balance
2. a ruler and a microscope
3. a balance and a stopwatch
4. a microscope and a magnet
Answer:

Question: Which tools are needed to measure the length and mass of a seashell?

Choices:
Z. a ruler and a balance
J. a ruler and a microscope
N. a balance and a stopwatch
R. a microscope and a magnet

Prompt:
Question: Which tools are needed to measure the length and mass of a seashell?
Z. a ruler and a balance
J. a ruler and a microscope
N. a balance and a stopwatch
R. a microscope and a magnet
Answer:

Question: Which tools are needed to measure the length and mass of a seashell?

Choices:
Z. a microscope and a magnet
J. a ruler and a microscope
N. a balance and a stopwatch
R. a ruler and a balance

Prompt:
Question: Which tools are needed to measure the length and mass of a seashell?
Z. a microscope and a magnet
J. a ruler and a microscope
N. a balance and a stopwatch
R. a ruler and a balance
Answer:

Answer: 3


Question: Which statement about the genetic traits of humans is true?

Choices:
A. Recessive forms of genes are always visible in offspring.
B. Visible traits are the same for each member of a family.
C. Dominant forms of genes are always inherited from both parents.
D. Visible traits depend on the dominant and recessive forms of genes from each parent.

Prompt:
Question: Which statement about the genetic traits of humans is true?
A. Recessive forms of genes are always visible in offspring.
B. Visible traits are the same for each member of a family.
C. Dominant forms of genes are always inherited from both parents.
D. Visible traits depend on the dominant and recessive forms of genes from each parent.
Answer:

Answer: 3

Question: Which statement about the genetic traits of humans is true?

Choices:
A. Visible traits are the same for each member of a family.
B. Visible traits depend on the dominant and recessive forms of genes from each parent.
C. Dominant forms of genes are always inherited from both parents.
D. Recessive forms of genes are always visible in offspring.

Prompt:
Question: Which statement about the genetic traits of humans is true?
A. Visible traits are the same for each member of a family.
B. Visible traits depend on the dominant and recessive forms of genes from each parent.
C. Dominant forms of genes are always inherited from both parents.
D. Recessive forms of genes are always visible in offspring.
Answer:

Answer: 1

Question: Which statement about the genetic traits of humans is true?

Choices:
1. Recessive forms of genes are always visible in offspring.
2. Visible traits are the same for each member of a family.
3. Dominant forms of genes are always inherited from both parents.
4. Visible traits depend on the dominant and recessive forms of genes from each parent.

Prompt:
Question: Which statement about the genetic traits of humans is true?
1. Recessive forms of genes are always visible in offspring.
2. Visible traits are the same for each member of a family.
3. Dominant forms of genes are always inherited from both parents.
4. Visible traits depend on the dominant and recessive forms of genes from each parent.
Answer:

Answer: 3

Question: Which statement about the genetic traits of humans is true?

Choices:
R. Recessive forms of genes are always visible in offspring.
J. Visible traits are the same for each member of a family.
G. Dominant forms of genes are always inherited from both parents.
D. Visible traits depend on the dominant and recessive forms of genes from each parent.

Prompt:
Question: Which statement about the genetic traits of humans is true?
R. Recessive forms of genes are always visible in offspring.
J. Visible traits are the same for each member of a family.
G. Dominant forms of genes are always inherited from both parents.
D. Visible traits depend on the dominant and recessive forms of genes from each parent.
Answer:

Answer: 3

Question: Which statement about the genetic traits of humans is true?

Choices:
R. Visible traits are the same for each member of a family.
J. Visible traits depend on the dominant and recessive forms of genes from each parent.
G. Dominant forms of genes are always inherited from both parents.
D. Recessive forms of genes are always visible in offspring.

Prompt:
Question: Which statement about the genetic traits of humans is true?
R. Visible traits are the same for each member of a family.
J. Visible traits depend on the dominant and recessive forms of genes from each parent.
G. Dominant forms of genes are always inherited from both parents.
D. Recessive forms of genes are always visible in offspring.
Answer:

Answer: 1


Question: Geotropism is a response by plants to which force?

Choices:
A. gravity
B. friction
C. air pressure
D. Earth's magnetism

Prompt:
Question: Geotropism is a response by plants to which force?
A. gravity
B. friction
C. air pressure
D. Earth's magnetism
Answer:

Question: Geotropism is a response by plants to which force?

Choices:
A. friction
B. air pressure
C. gravity
D. Earth's magnetism

Prompt:
Question: Geotropism is a response by plants to which force?
A. friction
B. air pressure
C. gravity
D. Earth's magnetism
Answer:

Answer: 2

Question: Geotropism is a response by plants to which force?

Choices:
1. gravity
2. friction
3. air pressure
4. Earth's magnetism

Prompt:
Question: Geotropism is a response by plants to which force?
1. gravity
2. friction
3. air pressure
4. Earth's magnetism
Answer:

Question: Geotropism is a response by plants to which force?

Choices:
C. gravity
F. friction
P. air pressure
G. Earth's magnetism

Prompt:
Question: Geotropism is a response by plants to which force?
C. gravity
F. friction
P. air pressure
G. Earth's magnetism
Answer:

Question: Geotropism is a response by plants to which force?

Choices:
C. friction
F. air pressure
P. gravity
G. Earth's magnetism

Prompt:
Question: Geotropism is a response by plants to which force?
C. friction
F. air pressure
P. gravity
G. Earth's magnetism
Answer:

Answer: 2


Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?

Choices:
A. a decrease in air temperature
B. a decrease in water level
C. fertilizer runoff from the farm
D. exhaust gases from farm equipment

Prompt:
Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?
A. a decrease in air temperature
B. a decrease in water level
C. fertilizer runoff from the farm
D. exhaust gases from farm equipment
Answer:

Answer: 2

Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?

Choices:
A. fertilizer runoff from the farm
B. a decrease in water level
C. exhaust gases from farm equipment
D. a decrease in air temperature

Prompt:
Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?
A. fertilizer runoff from the farm
B. a decrease in water level
C. exhaust gases from farm equipment
D. a decrease in air temperature
Answer:

Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?

Choices:
1. a decrease in air temperature
2. a decrease in water level
3. fertilizer runoff from the farm
4. exhaust gases from farm equipment

Prompt:
Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?
1. a decrease in air temperature
2. a decrease in water level
3. fertilizer runoff from the farm
4. exhaust gases from farm equipment
Answer:

Answer: 2

Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?

Choices:
Z. a decrease in air temperature
W. a decrease in water level
U. fertilizer runoff from the farm
J. exhaust gases from farm equipment

Prompt:
Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?
Z. a decrease in air temperature
W. a decrease in water level
U. fertilizer runoff from the farm
J. exhaust gases from farm equipment
Answer:

Answer: 2

Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?

Choices:
Z. fertilizer runoff from the farm
W. a decrease in water level
U. exhaust gases from farm equipment
J. a decrease in air temperature

Prompt:
Question: In a lake near a farm the growth of algae suddenly increased. This increase was most likely due to which of the following?
Z. fertilizer runoff from the farm
W. a decrease in water level
U. exhaust gases from farm equipment
J. a decrease in air temperature
Answer:


Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?

Choices:
A. young stars
B. neutron stars
C. the death of stars
D. the classification of stars

Prompt:
Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?
A. young stars
B. neutron stars
C. the death of stars
D. the classification of stars
Answer:

Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?

Choices:
A. neutron stars
B. the death of stars
C. the classification of stars
D. young stars

Prompt:
Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?
A. neutron stars
B. the death of stars
C. the classification of stars
D. young stars
Answer:

Answer: 3

Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?

Choices:
1. young stars
2. neutron stars
3. the death of stars
4. the classification of stars

Prompt:
Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?
1. young stars
2. neutron stars
3. the death of stars
4. the classification of stars
Answer:

Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?

Choices:
F. young stars
K. neutron stars
O. the death of stars
D. the classification of stars

Prompt:
Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?
F. young stars
K. neutron stars
O. the death of stars
D. the classification of stars
Answer:

Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?

Choices:
F. neutron stars
K. the death of stars
O. the classification of stars
D. young stars

Prompt:
Question: Jenna gave a report to her class about the Orion Nebula. She told the class that it was discovered in 1610. Which was most likely the topic of her paper?
F. neutron stars
K. the death of stars
O. the classification of stars
D. young stars
Answer:

Answer: 3


Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?

Choices:
A. identical bases in the same order
B. complementary bases in the same order
C. identical bases in the reverse order
D. complementary bases in the reverse order

Prompt:
Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?
A. identical bases in the same order
B. complementary bases in the same order
C. identical bases in the reverse order
D. complementary bases in the reverse order
Answer:

Answer: 1

Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?

Choices:
A. complementary bases in the same order
B. complementary bases in the reverse order
C. identical bases in the same order
D. identical bases in the reverse order

Prompt:
Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?
A. complementary bases in the same order
B. complementary bases in the reverse order
C. identical bases in the same order
D. identical bases in the reverse order
Answer:

Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?

Choices:
1. identical bases in the same order
2. complementary bases in the same order
3. identical bases in the reverse order
4. complementary bases in the reverse order

Prompt:
Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?
1. identical bases in the same order
2. complementary bases in the same order
3. identical bases in the reverse order
4. complementary bases in the reverse order
Answer:

Answer: 1

Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?

Choices:
P. identical bases in the same order
V. complementary bases in the same order
G. identical bases in the reverse order
J. complementary bases in the reverse order

Prompt:
Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?
P. identical bases in the same order
V. complementary bases in the same order
G. identical bases in the reverse order
J. complementary bases in the reverse order
Answer:

Answer: 1

Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?

Choices:
P. complementary bases in the same order
V. complementary bases in the reverse order
G. identical bases in the same order
J. identical bases in the reverse order

Prompt:
Question: Which statement best describes the semiconservative replication sequence of the DNA sequence CCGCAT?
P. complementary bases in the same order
V. complementary bases in the reverse order
G. identical bases in the same order
J. identical bases in the reverse order
Answer:


Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as

Choices:
A. evolution.
B. adaptation.
C. biological diversity.
D. ecological succession.

Prompt:
Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as
A. evolution.
B. adaptation.
C. biological diversity.
D. ecological succession.
Answer:

Answer: 3

Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as

Choices:
A. biological diversity.
B. ecological succession.
C. adaptation.
D. evolution.

Prompt:
Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as
A. biological diversity.
B. ecological succession.
C. adaptation.
D. evolution.
Answer:

Answer: 1

Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as

Choices:
1. evolution.
2. adaptation.
3. biological diversity.
4. ecological succession.

Prompt:
Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as
1. evolution.
2. adaptation.
3. biological diversity.
4. ecological succession.
Answer:

Answer: 3

Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as

Choices:
S. evolution.
T. adaptation.
X. biological diversity.
E. ecological succession.

Prompt:
Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as
S. evolution.
T. adaptation.
X. biological diversity.
E. ecological succession.
Answer:

Answer: 3

Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as

Choices:
S. biological diversity.
T. ecological succession.
X. adaptation.
E. evolution.

Prompt:
Question: If the environment in an area is destroyed, a new community of organisms sometimes takes the place of previous communities. The introduction of a new community of organisms is known as
S. biological diversity.
T. ecological succession.
X. adaptation.
E. evolution.
Answer:

Answer: 1


Question: The formula X + ZY -> XZ + Y shows that

Choices:
A. X and Y bonded into a more complex molecule.
B. ZY has decomposed into two smaller compounds.
C. X is a more reactive compound than Y.
D. Y has changed into a new compound.

Prompt:
Question: The formula X + ZY -> XZ + Y shows that
A. X and Y bonded into a more complex molecule.
B. ZY has decomposed into two smaller compounds.
C. X is a more reactive compound than Y.
D. Y has changed into a new compound.
Answer:

Answer: 2

Question: The formula X + ZY -> XZ + Y shows that

Choices:
A. X is a more reactive compound than Y.
B. Y has changed into a new compound.
C. X and Y bonded into a more complex molecule.
D. ZY has decomposed into two smaller compounds.

Prompt:
Question: The formula X + ZY -> XZ + Y shows that
A. X is a more reactive compound than Y.
B. Y has changed into a new compound.
C. X and Y bonded into a more complex molecule.
D. ZY has decomposed into two smaller compounds.
Answer:

Question: The formula X + ZY -> XZ + Y shows that

Choices:
1. X and Y bonded into a more complex molecule.
2. ZY has decomposed into two smaller compounds.
3. X is a more reactive compound than Y.
4. Y has changed into a new compound.

Prompt:
Question: The formula X + ZY -> XZ + Y shows that
1. X and Y bonded into a more complex molecule.
2. ZY has decomposed into two smaller compounds.
3. X is a more reactive compound than Y.
4. Y has changed into a new compound.
Answer:

Answer: 2

Question: The formula X + ZY -> XZ + Y shows that

Choices:
A. X and Y bonded into a more complex molecule.
M. ZY has decomposed into two smaller compounds.
N. X is a more reactive compound than Y.
G. Y has changed into a new compound.

Prompt:
Question: The formula X + ZY -> XZ + Y shows that
A. X and Y bonded into a more complex molecule.
M. ZY has decomposed into two smaller compounds.
N. X is a more reactive compound than Y.
G. Y has changed into a new compound.
Answer:

Answer: 2

Question: The formula X + ZY -> XZ + Y shows that

Choices:
A. X is a more reactive compound than Y.
M. Y has changed into a new compound.
N. X and Y bonded into a more complex molecule.
G. ZY has decomposed into two smaller compounds.

Prompt:
Question: The formula X + ZY -> XZ + Y shows that
A. X is a more reactive compound than Y.
M. Y has changed into a new compound.
N. X and Y bonded into a more complex molecule.
G. ZY has decomposed into two smaller compounds.
Answer:


Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?

Choices:
A. The cork must also have been magnetized.
B. The magnetic field of Earth affected the needle.
C. The magnetic current in the bowl of water affected the needle.
D. The teacher must have placed the magnet to the south of the bowl.

Prompt:
Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?
A. The cork must also have been magnetized.
B. The magnetic field of Earth affected the needle.
C. The magnetic current in the bowl of water affected the needle.
D. The teacher must have placed the magnet to the south of the bowl.
Answer:

Answer: 1

Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?

Choices:
A. The magnetic field of Earth affected the needle.
B. The magnetic current in the bowl of water affected the needle.
C. The teacher must have placed the magnet to the south of the bowl.
D. The cork must also have been magnetized.

Prompt:
Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?
A. The magnetic field of Earth affected the needle.
B. The magnetic current in the bowl of water affected the needle.
C. The teacher must have placed the magnet to the south of the bowl.
D. The cork must also have been magnetized.
Answer:

Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?

Choices:
1. The cork must also have been magnetized.
2. The magnetic field of Earth affected the needle.
3. The magnetic current in the bowl of water affected the needle.
4. The teacher must have placed the magnet to the south of the bowl.

Prompt:
Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?
1. The cork must also have been magnetized.
2. The magnetic field of Earth affected the needle.
3. The magnetic current in the bowl of water affected the needle.
4. The teacher must have placed the magnet to the south of the bowl.
Answer:

Answer: 1

Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?

Choices:
B. The cork must also have been magnetized.
F. The magnetic field of Earth affected the needle.
S. The magnetic current in the bowl of water affected the needle.
U. The teacher must have placed the magnet to the south of the bowl.

Prompt:
Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?
B. The cork must also have been magnetized.
F. The magnetic field of Earth affected the needle.
S. The magnetic current in the bowl of water affected the needle.
U. The teacher must have placed the magnet to the south of the bowl.
Answer:

Answer: 1

Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?

Choices:
B. The magnetic field of Earth affected the needle.
F. The magnetic current in the bowl of water affected the needle.
S. The teacher must have placed the magnet to the south of the bowl.
U. The cork must also have been magnetized.

Prompt:
Question: Alisha's teacher glued a needle to a piece of cork so that the needle would float. Then he used a magnet to magnetize the needle. When the needle was placed in a bowl of water, it turned to point north. Which best describes the reason that the needle pointed north?
B. The magnetic field of Earth affected the needle.
F. The magnetic current in the bowl of water affected the needle.
S. The teacher must have placed the magnet to the south of the bowl.
U. The cork must also have been magnetized.
Answer:


Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?

Choices:
A. gene flow
B. genetic drift
C. natural selection
D. random mutation

Prompt:
Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?
A. gene flow
B. genetic drift
C. natural selection
D. random mutation
Answer:

Answer: 2

Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?

Choices:
A. natural selection
B. random mutation
C. gene flow
D. genetic drift

Prompt:
Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?
A. natural selection
B. random mutation
C. gene flow
D. genetic drift
Answer:

Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?

Choices:
1. gene flow
2. genetic drift
3. natural selection
4. random mutation

Prompt:
Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?
1. gene flow
2. genetic drift
3. natural selection
4. random mutation
Answer:

Answer: 2

Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?

Choices:
M. gene flow
B. genetic drift
X. natural selection
R. random mutation

Prompt:
Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?
M. gene flow
B. genetic drift
X. natural selection
R. random mutation
Answer:

Answer: 2

Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?

Choices:
M. natural selection
B. random mutation
X. gene flow
R. genetic drift

Prompt:
Question: A population of plants growing on an island consisted of two varieties, one with thorns and the other without. Over a period of many years, the variety with thorns gradually disappeared. Which process most likely brought about this change in the plant population?
M. natural selection
B. random mutation
X. gene flow
R. genetic drift
Answer:


Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?

Choices:
A. shaking from high winds
B. pressure from flowing water
C. erosion due to falling rain and snow
D. weathering due to freezing and thawing

Prompt:
Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?
A. shaking from high winds
B. pressure from flowing water
C. erosion due to falling rain and snow
D. weathering due to freezing and thawing
Answer:

Answer: 3

Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?

Choices:
A. weathering due to freezing and thawing
B. erosion due to falling rain and snow
C. shaking from high winds
D. pressure from flowing water

Prompt:
Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?
A. weathering due to freezing and thawing
B. erosion due to falling rain and snow
C. shaking from high winds
D. pressure from flowing water
Answer:

Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?

Choices:
1. shaking from high winds
2. pressure from flowing water
3. erosion due to falling rain and snow
4. weathering due to freezing and thawing

Prompt:
Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?
1. shaking from high winds
2. pressure from flowing water
3. erosion due to falling rain and snow
4. weathering due to freezing and thawing
Answer:

Answer: 3

Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?

Choices:
Q. shaking from high winds
S. pressure from flowing water
G. erosion due to falling rain and snow
B. weathering due to freezing and thawing

Prompt:
Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?
Q. shaking from high winds
S. pressure from flowing water
G. erosion due to falling rain and snow
B. weathering due to freezing and thawing
Answer:

Answer: 3

Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?

Choices:
Q. weathering due to freezing and thawing
S. erosion due to falling rain and snow
G. shaking from high winds
B. pressure from flowing water

Prompt:
Question: While hiking last year, Mike saw a large boulder next to a mountain trail. The boulder had no cracks. While hiking on the trail this year, he saw two large cracks in the boulder. Which of the following most likely caused these cracks to form?
Q. weathering due to freezing and thawing
S. erosion due to falling rain and snow
G. shaking from high winds
B. pressure from flowing water
Answer:


Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?

Choices:
A. communicating
B. hibernating
C. migrating
D. camouflaging

Prompt:
Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?
A. communicating
B. hibernating
C. migrating
D. camouflaging
Answer:

Answer: 3

Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?

Choices:
A. camouflaging
B. migrating
C. communicating
D. hibernating

Prompt:
Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?
A. camouflaging
B. migrating
C. communicating
D. hibernating
Answer:

Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?

Choices:
1. communicating
2. hibernating
3. migrating
4. camouflaging

Prompt:
Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?
1. communicating
2. hibernating
3. migrating
4. camouflaging
Answer:

Answer: 3

Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?

Choices:
E. communicating
R. hibernating
N. migrating
X. camouflaging

Prompt:
Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?
E. communicating
R. hibernating
N. migrating
X. camouflaging
Answer:

Answer: 3

Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?

Choices:
E. camouflaging
R. migrating
N. communicating
X. hibernating

Prompt:
Question: Many animals blend in with their environment and can not be easily seen by predators. This is an example of which adaptation?
E. camouflaging
R. migrating
N. communicating
X. hibernating
Answer:


Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?

Choices:
A. speciation
B. an adaptation
C. natural selection
D. a genetic mutation

Prompt:
Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?
A. speciation
B. an adaptation
C. natural selection
D. a genetic mutation
Answer:

Answer: 3

Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?

Choices:
A. a genetic mutation
B. natural selection
C. an adaptation
D. speciation

Prompt:
Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?
A. a genetic mutation
B. natural selection
C. an adaptation
D. speciation
Answer:

Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?

Choices:
1. speciation
2. an adaptation
3. natural selection
4. a genetic mutation

Prompt:
Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?
1. speciation
2. an adaptation
3. natural selection
4. a genetic mutation
Answer:

Answer: 3

Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?

Choices:
X. speciation
K. an adaptation
T. natural selection
P. a genetic mutation

Prompt:
Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?
X. speciation
K. an adaptation
T. natural selection
P. a genetic mutation
Answer:

Answer: 3

Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?

Choices:
X. a genetic mutation
K. natural selection
T. an adaptation
P. speciation

Prompt:
Question: Two parent butterflies with normal wings have offspring with altered wing shapes. What most likely caused this change?
X. a genetic mutation
K. natural selection
T. an adaptation
P. speciation
Answer:


Question: Which is most responsible for reflecting incoming solar heat back to space?

Choices:
A. clouds
B. mountains
C. ozone layers
D. trade winds

Prompt:
Question: Which is most responsible for reflecting incoming solar heat back to space?
A. clouds
B. mountains
C. ozone layers
D. trade winds
Answer:

Question: Which is most responsible for reflecting incoming solar heat back to space?

Choices:
A. mountains
B. ozone layers
C. clouds
D. trade winds

Prompt:
Question: Which is most responsible for reflecting incoming solar heat back to space?
A. mountains
B. ozone layers
C. clouds
D. trade winds
Answer:

Answer: 2

Question: Which is most responsible for reflecting incoming solar heat back to space?

Choices:
1. clouds
2. mountains
3. ozone layers
4. trade winds

Prompt:
Question: Which is most responsible for reflecting incoming solar heat back to space?
1. clouds
2. mountains
3. ozone layers
4. trade winds
Answer:

Question: Which is most responsible for reflecting incoming solar heat back to space?

Choices:
P. clouds
X. mountains
S. ozone layers
R. trade winds

Prompt:
Question: Which is most responsible for reflecting incoming solar heat back to space?
P. clouds
X. mountains
S. ozone layers
R. trade winds
Answer:

Question: Which is most responsible for reflecting incoming solar heat back to space?

Choices:
P. mountains
X. ozone layers
S. clouds
R. trade winds

Prompt:
Question: Which is most responsible for reflecting incoming solar heat back to space?
P. mountains
X. ozone layers
S. clouds
R. trade winds
Answer:

Answer: 2


Question: Which of these is a characteristic of the metal gold?

Choices:
A. malleable
B. lighter than water
C. magnetic
D. harder than a diamond

Prompt:
Question: Which of these is a characteristic of the metal gold?
A. malleable
B. lighter than water
C. magnetic
D. harder than a diamond
Answer:

Question: Which of these is a characteristic of the metal gold?

Choices:
A. magnetic
B. harder than a diamond
C. lighter than water
D. malleable

Prompt:
Question: Which of these is a characteristic of the metal gold?
A. magnetic
B. harder than a diamond
C. lighter than water
D. malleable
Answer:

Answer: 3

Question: Which of these is a characteristic of the metal gold?

Choices:
1. malleable
2. lighter than water
3. magnetic
4. harder than a diamond

Prompt:
Question: Which of these is a characteristic of the metal gold?
1. malleable
2. lighter than water
3. magnetic
4. harder than a diamond
Answer:

Question: Which of these is a characteristic of the metal gold?

Choices:
M. malleable
T. lighter than water
J. magnetic
B. harder than a diamond

Prompt:
Question: Which of these is a characteristic of the metal gold?
M. malleable
T. lighter than water
J. magnetic
B. harder than a diamond
Answer:

Question: Which of these is a characteristic of the metal gold?

Choices:
M. magnetic
T. harder than a diamond
J. lighter than water
B. malleable

Prompt:
Question: Which of these is a characteristic of the metal gold?
M. magnetic
T. harder than a diamond
J. lighter than water
B. malleable
Answer:

Answer: 3


Question: Which model can be used to trace genetic inheritance?

Choices:
A. life cycle
B. pedigree chart
C. food web
D. energy pyramid

Prompt:
Question: Which model can be used to trace genetic inheritance?
A. life cycle
B. pedigree chart
C. food web
D. energy pyramid
Answer:

Answer: 1

Question: Which model can be used to trace genetic inheritance?

Choices:
A. pedigree chart
B. energy pyramid
C. food web
D. life cycle

Prompt:
Question: Which model can be used to trace genetic inheritance?
A. pedigree chart
B. energy pyramid
C. food web
D. life cycle
Answer:

Question: Which model can be used to trace genetic inheritance?

Choices:
1. life cycle
2. pedigree chart
3. food web
4. energy pyramid

Prompt:
Question: Which model can be used to trace genetic inheritance?
1. life cycle
2. pedigree chart
3. food web
4. energy pyramid
Answer:

Answer: 1

Question: Which model can be used to trace genetic inheritance?

Choices:
F. life cycle
C. pedigree chart
N. food web
J. energy pyramid

Prompt:
Question: Which model can be used to trace genetic inheritance?
F. life cycle
C. pedigree chart
N. food web
J. energy pyramid
Answer:

Answer: 1

Question: Which model can be used to trace genetic inheritance?

Choices:
F. pedigree chart
C. energy pyramid
N. food web
J. life cycle

Prompt:
Question: Which model can be used to trace genetic inheritance?
F. pedigree chart
C. energy pyramid
N. food web
J. life cycle
Answer:


Question: Which statement best describes an atom with an atomic number of 20?

Choices:
A. The atom has 20 protons.
B. The atom has 20 neutrons.
C. The sum of the number of protons and electrons is 20.
D. The sum of the number of protons and neutrons is 20.

Prompt:
Question: Which statement best describes an atom with an atomic number of 20?
A. The atom has 20 protons.
B. The atom has 20 neutrons.
C. The sum of the number of protons and electrons is 20.
D. The sum of the number of protons and neutrons is 20.
Answer:

Question: Which statement best describes an atom with an atomic number of 20?

Choices:
A. The atom has 20 neutrons.
B. The sum of the number of protons and electrons is 20.
C. The atom has 20 protons.
D. The sum of the number of protons and neutrons is 20.

Prompt:
Question: Which statement best describes an atom with an atomic number of 20?
A. The atom has 20 neutrons.
B. The sum of the number of protons and electrons is 20.
C. The atom has 20 protons.
D. The sum of the number of protons and neutrons is 20.
Answer:

Answer: 2

Question: Which statement best describes an atom with an atomic number of 20?

Choices:
1. The atom has 20 protons.
2. The atom has 20 neutrons.
3. The sum of the number of protons and electrons is 20.
4. The sum of the number of protons and neutrons is 20.

Prompt:
Question: Which statement best describes an atom with an atomic number of 20?
1. The atom has 20 protons.
2. The atom has 20 neutrons.
3. The sum of the number of protons and electrons is 20.
4. The sum of the number of protons and neutrons is 20.
Answer:

Question: Which statement best describes an atom with an atomic number of 20?

Choices:
S. The atom has 20 protons.
V. The atom has 20 neutrons.
C. The sum of the number of protons and electrons is 20.
O. The sum of the number of protons and neutrons is 20.

Prompt:
Question: Which statement best describes an atom with an atomic number of 20?
S. The atom has 20 protons.
V. The atom has 20 neutrons.
C. The sum of the number of protons and electrons is 20.
O. The sum of the number of protons and neutrons is 20.
Answer:

Question: Which statement best describes an atom with an atomic number of 20?

Choices:
S. The atom has 20 neutrons.
V. The sum of the number of protons and electrons is 20.
C. The atom has 20 protons.
O. The sum of the number of protons and neutrons is 20.

Prompt:
Question: Which statement best describes an atom with an atomic number of 20?
S. The atom has 20 neutrons.
V. The sum of the number of protons and electrons is 20.
C. The atom has 20 protons.
O. The sum of the number of protons and neutrons is 20.
Answer:

Answer: 2


Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?

Choices:
A. overproduction of the medication
B. increase in allergies in rainforest wildlife
C. lack of patients to test the new medication
D. decrease in a food source to rainforest wildlife

Prompt:
Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?
A. overproduction of the medication
B. increase in allergies in rainforest wildlife
C. lack of patients to test the new medication
D. decrease in a food source to rainforest wildlife
Answer:

Answer: 3

Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?

Choices:
A. overproduction of the medication
B. lack of patients to test the new medication
C. decrease in a food source to rainforest wildlife
D. increase in allergies in rainforest wildlife

Prompt:
Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?
A. overproduction of the medication
B. lack of patients to test the new medication
C. decrease in a food source to rainforest wildlife
D. increase in allergies in rainforest wildlife
Answer:

Answer: 2

Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?

Choices:
1. overproduction of the medication
2. increase in allergies in rainforest wildlife
3. lack of patients to test the new medication
4. decrease in a food source to rainforest wildlife

Prompt:
Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?
1. overproduction of the medication
2. increase in allergies in rainforest wildlife
3. lack of patients to test the new medication
4. decrease in a food source to rainforest wildlife
Answer:

Answer: 3

Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?

Choices:
Y. overproduction of the medication
F. increase in allergies in rainforest wildlife
M. lack of patients to test the new medication
O. decrease in a food source to rainforest wildlife

Prompt:
Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?
Y. overproduction of the medication
F. increase in allergies in rainforest wildlife
M. lack of patients to test the new medication
O. decrease in a food source to rainforest wildlife
Answer:

Answer: 3

Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?

Choices:
Y. overproduction of the medication
F. lack of patients to test the new medication
M. decrease in a food source to rainforest wildlife
O. increase in allergies in rainforest wildlife

Prompt:
Question: Scientists have developed an allergy medication from a plant that is part of the rainforest food chain. What concern might develop when producing this medication from the plant?
Y. overproduction of the medication
F. lack of patients to test the new medication
M. decrease in a food source to rainforest wildlife
O. increase in allergies in rainforest wildlife
Answer:

Answer: 2


Question: Granite is a hard material and forms from cooling magma. Granite is a type of

Choices:
A. lava stone
B. igneous rock
C. volcanic dust
D. sedimentary rock

Prompt:
Question: Granite is a hard material and forms from cooling magma. Granite is a type of
A. lava stone
B. igneous rock
C. volcanic dust
D. sedimentary rock
Answer:

Answer: 1

Question: Granite is a hard material and forms from cooling magma. Granite is a type of

Choices:
A. lava stone
B. sedimentary rock
C. volcanic dust
D. igneous rock

Prompt:
Question: Granite is a hard material and forms from cooling magma. Granite is a type of
A. lava stone
B. sedimentary rock
C. volcanic dust
D. igneous rock
Answer:

Answer: 3

Question: Granite is a hard material and forms from cooling magma. Granite is a type of

Choices:
1. lava stone
2. igneous rock
3. volcanic dust
4. sedimentary rock

Prompt:
Question: Granite is a hard material and forms from cooling magma. Granite is a type of
1. lava stone
2. igneous rock
3. volcanic dust
4. sedimentary rock
Answer:

Answer: 1

Question: Granite is a hard material and forms from cooling magma. Granite is a type of

Choices:
P. lava stone
V. igneous rock
W. volcanic dust
X. sedimentary rock

Prompt:
Question: Granite is a hard material and forms from cooling magma. Granite is a type of
P. lava stone
V. igneous rock
W. volcanic dust
X. sedimentary rock
Answer:

Answer: 1

Question: Granite is a hard material and forms from cooling magma. Granite is a type of

Choices:
P. lava stone
V. sedimentary rock
W. volcanic dust
X. igneous rock

Prompt:
Question: Granite is a hard material and forms from cooling magma. Granite is a type of
P. lava stone
V. sedimentary rock
W. volcanic dust
X. igneous rock
Answer:

Answer: 3


Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?

Choices:
A. The wavelength of a wave is measured from crest to crest.
B. Waves travel uniformly outward from the wave source.
C. The frequency of waves varies in different mediums.
D. Waves move at the same speed in different materials.

Prompt:
Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?
A. The wavelength of a wave is measured from crest to crest.
B. Waves travel uniformly outward from the wave source.
C. The frequency of waves varies in different mediums.
D. Waves move at the same speed in different materials.
Answer:

Answer: 1

Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?

Choices:
A. Waves travel uniformly outward from the wave source.
B. The frequency of waves varies in different mediums.
C. Waves move at the same speed in different materials.
D. The wavelength of a wave is measured from crest to crest.

Prompt:
Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?
A. Waves travel uniformly outward from the wave source.
B. The frequency of waves varies in different mediums.
C. Waves move at the same speed in different materials.
D. The wavelength of a wave is measured from crest to crest.
Answer:

Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?

Choices:
1. The wavelength of a wave is measured from crest to crest.
2. Waves travel uniformly outward from the wave source.
3. The frequency of waves varies in different mediums.
4. Waves move at the same speed in different materials.

Prompt:
Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?
1. The wavelength of a wave is measured from crest to crest.
2. Waves travel uniformly outward from the wave source.
3. The frequency of waves varies in different mediums.
4. Waves move at the same speed in different materials.
Answer:

Answer: 1

Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?

Choices:
X. The wavelength of a wave is measured from crest to crest.
J. Waves travel uniformly outward from the wave source.
I. The frequency of waves varies in different mediums.
S. Waves move at the same speed in different materials.

Prompt:
Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?
X. The wavelength of a wave is measured from crest to crest.
J. Waves travel uniformly outward from the wave source.
I. The frequency of waves varies in different mediums.
S. Waves move at the same speed in different materials.
Answer:

Answer: 1

Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?

Choices:
X. Waves travel uniformly outward from the wave source.
J. The frequency of waves varies in different mediums.
I. Waves move at the same speed in different materials.
S. The wavelength of a wave is measured from crest to crest.

Prompt:
Question: Seismic waves occur as a result of an earthquake. Which statement describes a wave property that makes it possible for scientists to locate the source of an earthquake?
X. Waves travel uniformly outward from the wave source.
J. The frequency of waves varies in different mediums.
I. Waves move at the same speed in different materials.
S. The wavelength of a wave is measured from crest to crest.
Answer:


Question: Which is most important to do when making directions for an experiment?

Choices:
A. Name how many experiments have been done.
B. Tell how to do a different experiment.
C. Show the results of the experiment.
D. Write the experiment in order.

Prompt:
Question: Which is most important to do when making directions for an experiment?
A. Name how many experiments have been done.
B. Tell how to do a different experiment.
C. Show the results of the experiment.
D. Write the experiment in order.
Answer:

Answer: 3

Question: Which is most important to do when making directions for an experiment?

Choices:
A. Tell how to do a different experiment.
B. Name how many experiments have been done.
C. Write the experiment in order.
D. Show the results of the experiment.

Prompt:
Question: Which is most important to do when making directions for an experiment?
A. Tell how to do a different experiment.
B. Name how many experiments have been done.
C. Write the experiment in order.
D. Show the results of the experiment.
Answer:

Answer: 2

Question: Which is most important to do when making directions for an experiment?

Choices:
1. Name how many experiments have been done.
2. Tell how to do a different experiment.
3. Show the results of the experiment.
4. Write the experiment in order.

Prompt:
Question: Which is most important to do when making directions for an experiment?
1. Name how many experiments have been done.
2. Tell how to do a different experiment.
3. Show the results of the experiment.
4. Write the experiment in order.
Answer:

Answer: 3

Question: Which is most important to do when making directions for an experiment?

Choices:
S. Name how many experiments have been done.
H. Tell how to do a different experiment.
P. Show the results of the experiment.
D. Write the experiment in order.

Prompt:
Question: Which is most important to do when making directions for an experiment?
S. Name how many experiments have been done.
H. Tell how to do a different experiment.
P. Show the results of the experiment.
D. Write the experiment in order.
Answer:

Answer: 3

Question: Which is most important to do when making directions for an experiment?

Choices:
S. Tell how to do a different experiment.
H. Name how many experiments have been done.
P. Write the experiment in order.
D. Show the results of the experiment.

Prompt:
Question: Which is most important to do when making directions for an experiment?
S. Tell how to do a different experiment.
H. Name how many experiments have been done.
P. Write the experiment in order.
D. Show the results of the experiment.
Answer:

Answer: 2


Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?

Choices:
A. size of the cells of the organism
B. what the organism eats
C. how many types of cells are in the organism
D. how fast the organism grows

Prompt:
Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?
A. size of the cells of the organism
B. what the organism eats
C. how many types of cells are in the organism
D. how fast the organism grows
Answer:

Answer: 2

Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?

Choices:
A. what the organism eats
B. how many types of cells are in the organism
C. size of the cells of the organism
D. how fast the organism grows

Prompt:
Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?
A. what the organism eats
B. how many types of cells are in the organism
C. size of the cells of the organism
D. how fast the organism grows
Answer:

Answer: 1

Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?

Choices:
1. size of the cells of the organism
2. what the organism eats
3. how many types of cells are in the organism
4. how fast the organism grows

Prompt:
Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?
1. size of the cells of the organism
2. what the organism eats
3. how many types of cells are in the organism
4. how fast the organism grows
Answer:

Answer: 2

Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?

Choices:
E. size of the cells of the organism
I. what the organism eats
W. how many types of cells are in the organism
S. how fast the organism grows

Prompt:
Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?
E. size of the cells of the organism
I. what the organism eats
W. how many types of cells are in the organism
S. how fast the organism grows
Answer:

Answer: 2

Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?

Choices:
E. what the organism eats
I. how many types of cells are in the organism
W. size of the cells of the organism
S. how fast the organism grows

Prompt:
Question: A scientist is trying to decide whether an organism is unicellular or multicellular. Which information would help the scientist most to make her decision?
E. what the organism eats
I. how many types of cells are in the organism
W. size of the cells of the organism
S. how fast the organism grows
Answer:

Answer: 1


Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?

Choices:
A. small intestine
B. large intestine
C. gallbladder
D. stomach

Prompt:
Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?
A. small intestine
B. large intestine
C. gallbladder
D. stomach
Answer:

Answer: 3

Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?

Choices:
A. stomach
B. gallbladder
C. small intestine
D. large intestine

Prompt:
Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?
A. stomach
B. gallbladder
C. small intestine
D. large intestine
Answer:

Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?

Choices:
1. small intestine
2. large intestine
3. gallbladder
4. stomach

Prompt:
Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?
1. small intestine
2. large intestine
3. gallbladder
4. stomach
Answer:

Answer: 3

Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?

Choices:
B. small intestine
V. large intestine
D. gallbladder
Y. stomach

Prompt:
Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?
B. small intestine
V. large intestine
D. gallbladder
Y. stomach
Answer:

Answer: 3

Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?

Choices:
B. stomach
V. gallbladder
D. small intestine
Y. large intestine

Prompt:
Question: During digestion, strong acids are added to food to help break down the food chemically. Into which organ are most of these acids added?
B. stomach
V. gallbladder
D. small intestine
Y. large intestine
Answer:


Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?

Choices:
A. electrical
B. frictional
C. gravitational
D. magnetic

Prompt:
Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?
A. electrical
B. frictional
C. gravitational
D. magnetic
Answer:

Answer: 2

Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?

Choices:
A. gravitational
B. frictional
C. electrical
D. magnetic

Prompt:
Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?
A. gravitational
B. frictional
C. electrical
D. magnetic
Answer:

Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?

Choices:
1. electrical
2. frictional
3. gravitational
4. magnetic

Prompt:
Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?
1. electrical
2. frictional
3. gravitational
4. magnetic
Answer:

Answer: 2

Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?

Choices:
W. electrical
Q. frictional
V. gravitational
G. magnetic

Prompt:
Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?
W. electrical
Q. frictional
V. gravitational
G. magnetic
Answer:

Answer: 2

Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?

Choices:
W. gravitational
Q. frictional
V. electrical
G. magnetic

Prompt:
Question: Earth, along with the other planets, revolves around the Sun. The planets revolve in a counterclockwise direction. The cause of the revolution is mostly due to which force?
W. gravitational
Q. frictional
V. electrical
G. magnetic
Answer:


Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?

Choices:
A. chemosynthesis
B. photosynthesis
C. respiration
D. transpiration

Prompt:
Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?
A. chemosynthesis
B. photosynthesis
C. respiration
D. transpiration
Answer:

Answer: 2

Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?

Choices:
A. transpiration
B. respiration
C. photosynthesis
D. chemosynthesis

Prompt:
Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?
A. transpiration
B. respiration
C. photosynthesis
D. chemosynthesis
Answer:

Answer: 1

Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?

Choices:
1. chemosynthesis
2. photosynthesis
3. respiration
4. transpiration

Prompt:
Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?
1. chemosynthesis
2. photosynthesis
3. respiration
4. transpiration
Answer:

Answer: 2

Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?

Choices:
M. chemosynthesis
B. photosynthesis
S. respiration
A. transpiration

Prompt:
Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?
M. chemosynthesis
B. photosynthesis
S. respiration
A. transpiration
Answer:

Answer: 2

Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?

Choices:
M. transpiration
B. respiration
S. photosynthesis
A. chemosynthesis

Prompt:
Question: When placed in a glucose solution, yeast cells will produce bubbles. Which process are the yeast cells carrying out?
M. transpiration
B. respiration
S. photosynthesis
A. chemosynthesis
Answer:

Answer: 1


Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in

Choices:
A. seconds.
B. minutes.
C. hours.
D. days.

Prompt:
Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in
A. seconds.
B. minutes.
C. hours.
D. days.
Answer:

Answer: 3

Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in

Choices:
A. minutes.
B. days.
C. hours.
D. seconds.

Prompt:
Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in
A. minutes.
B. days.
C. hours.
D. seconds.
Answer:

Answer: 1

Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in

Choices:
1. seconds.
2. minutes.
3. hours.
4. days.

Prompt:
Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in
1. seconds.
2. minutes.
3. hours.
4. days.
Answer:

Answer: 3

Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in

Choices:
I. seconds.
D. minutes.
H. hours.
O. days.

Prompt:
Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in
I. seconds.
D. minutes.
H. hours.
O. days.
Answer:

Answer: 3

Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in

Choices:
I. minutes.
D. days.
H. hours.
O. seconds.

Prompt:
Question: In order to make a line graph showing the rate of erosion on the banks of a river during a week-long flood, the y-axis should be labeled as the width of the river bank, in meters. The best label for the x-axis is time, in
I. minutes.
D. days.
H. hours.
O. seconds.
Answer:

Answer: 1


Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?

Choices:
A. water
B. sunlight
C. soil nutrients
D. seedling plants

Prompt:
Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?
A. water
B. sunlight
C. soil nutrients
D. seedling plants
Answer:

Answer: 2

Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?

Choices:
A. soil nutrients
B. sunlight
C. water
D. seedling plants

Prompt:
Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?
A. soil nutrients
B. sunlight
C. water
D. seedling plants
Answer:

Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?

Choices:
1. water
2. sunlight
3. soil nutrients
4. seedling plants

Prompt:
Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?
1. water
2. sunlight
3. soil nutrients
4. seedling plants
Answer:

Answer: 2

Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?

Choices:
T. water
D. sunlight
J. soil nutrients
I. seedling plants

Prompt:
Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?
T. water
D. sunlight
J. soil nutrients
I. seedling plants
Answer:

Answer: 2

Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?

Choices:
T. soil nutrients
D. sunlight
J. water
I. seedling plants

Prompt:
Question: A student is investigating the effect of different nutrients on the growth of seedling plants. Which of these would be an independent (manipulated) variable in the investigation?
T. soil nutrients
D. sunlight
J. water
I. seedling plants
Answer:


Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?

Choices:
A. amphibians
B. birds
C. mammals
D. reptiles

Prompt:
Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?
A. amphibians
B. birds
C. mammals
D. reptiles
Answer:

Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?

Choices:
A. birds
B. reptiles
C. amphibians
D. mammals

Prompt:
Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?
A. birds
B. reptiles
C. amphibians
D. mammals
Answer:

Answer: 2

Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?

Choices:
1. amphibians
2. birds
3. mammals
4. reptiles

Prompt:
Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?
1. amphibians
2. birds
3. mammals
4. reptiles
Answer:

Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?

Choices:
H. amphibians
F. birds
W. mammals
D. reptiles

Prompt:
Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?
H. amphibians
F. birds
W. mammals
D. reptiles
Answer:

Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?

Choices:
H. birds
F. reptiles
W. amphibians
D. mammals

Prompt:
Question: One type of animal hatches from an egg, breathes through gills when it is young, and mainly lives on land as an adult. Into which group is this animal classified?
H. birds
F. reptiles
W. amphibians
D. mammals
Answer:

Answer: 2


Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?

Choices:
A. It produces new cells to carry oxygen.
B. It produces chemicals to regulate growth.
C. It produces antibodies to fight bacteria.
D. It produces electrical signals to control the body.

Prompt:
Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?
A. It produces new cells to carry oxygen.
B. It produces chemicals to regulate growth.
C. It produces antibodies to fight bacteria.
D. It produces electrical signals to control the body.
Answer:

Answer: 2

Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?

Choices:
A. It produces antibodies to fight bacteria.
B. It produces chemicals to regulate growth.
C. It produces electrical signals to control the body.
D. It produces new cells to carry oxygen.

Prompt:
Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?
A. It produces antibodies to fight bacteria.
B. It produces chemicals to regulate growth.
C. It produces electrical signals to control the body.
D. It produces new cells to carry oxygen.
Answer:

Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?

Choices:
1. It produces new cells to carry oxygen.
2. It produces chemicals to regulate growth.
3. It produces antibodies to fight bacteria.
4. It produces electrical signals to control the body.

Prompt:
Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?
1. It produces new cells to carry oxygen.
2. It produces chemicals to regulate growth.
3. It produces antibodies to fight bacteria.
4. It produces electrical signals to control the body.
Answer:

Answer: 2

Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?

Choices:
S. It produces new cells to carry oxygen.
D. It produces chemicals to regulate growth.
F. It produces antibodies to fight bacteria.
Y. It produces electrical signals to control the body.

Prompt:
Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?
S. It produces new cells to carry oxygen.
D. It produces chemicals to regulate growth.
F. It produces antibodies to fight bacteria.
Y. It produces electrical signals to control the body.
Answer:

Answer: 2

Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?

Choices:
S. It produces antibodies to fight bacteria.
D. It produces chemicals to regulate growth.
F. It produces electrical signals to control the body.
Y. It produces new cells to carry oxygen.

Prompt:
Question: A science teacher is discussing the immune system with his class. Which statement should the teacher make about this system?
S. It produces antibodies to fight bacteria.
D. It produces chemicals to regulate growth.
F. It produces electrical signals to control the body.
Y. It produces new cells to carry oxygen.
Answer:


Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?

Choices:
A. large fields of gravel
B. a tall mountain chain
C. large freshwater lakes linked by rivers
D. an uneven thickness of sedimentary layers

Prompt:
Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?
A. large fields of gravel
B. a tall mountain chain
C. large freshwater lakes linked by rivers
D. an uneven thickness of sedimentary layers
Answer:

Answer: 1

Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?

Choices:
A. large fields of gravel
B. an uneven thickness of sedimentary layers
C. large freshwater lakes linked by rivers
D. a tall mountain chain

Prompt:
Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?
A. large fields of gravel
B. an uneven thickness of sedimentary layers
C. large freshwater lakes linked by rivers
D. a tall mountain chain
Answer:

Answer: 3

Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?

Choices:
1. large fields of gravel
2. a tall mountain chain
3. large freshwater lakes linked by rivers
4. an uneven thickness of sedimentary layers

Prompt:
Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?
1. large fields of gravel
2. a tall mountain chain
3. large freshwater lakes linked by rivers
4. an uneven thickness of sedimentary layers
Answer:

Answer: 1

Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?

Choices:
A. large fields of gravel
P. a tall mountain chain
H. large freshwater lakes linked by rivers
Z. an uneven thickness of sedimentary layers

Prompt:
Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?
A. large fields of gravel
P. a tall mountain chain
H. large freshwater lakes linked by rivers
Z. an uneven thickness of sedimentary layers
Answer:

Answer: 1

Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?

Choices:
A. large fields of gravel
P. an uneven thickness of sedimentary layers
H. large freshwater lakes linked by rivers
Z. a tall mountain chain

Prompt:
Question: Which of the following has been formed on the Asian continent by two continental plates that have been pressing together for millions of years?
A. large fields of gravel
P. an uneven thickness of sedimentary layers
H. large freshwater lakes linked by rivers
Z. a tall mountain chain
Answer:

Answer: 3


Question: Before large trees could grow on Earth, what had to happen first?

Choices:
A. Rocks were eroded to form soil.
B. Molten rock warmed Earth's interior.
C. Earth's gravity accumulated to modern levels.
D. Volcanoes exploded to form mountaintop lakes.

Prompt:
Question: Before large trees could grow on Earth, what had to happen first?
A. Rocks were eroded to form soil.
B. Molten rock warmed Earth's interior.
C. Earth's gravity accumulated to modern levels.
D. Volcanoes exploded to form mountaintop lakes.
Answer:

Question: Before large trees could grow on Earth, what had to happen first?

Choices:
A. Volcanoes exploded to form mountaintop lakes.
B. Earth's gravity accumulated to modern levels.
C. Rocks were eroded to form soil.
D. Molten rock warmed Earth's interior.

Prompt:
Question: Before large trees could grow on Earth, what had to happen first?
A. Volcanoes exploded to form mountaintop lakes.
B. Earth's gravity accumulated to modern levels.
C. Rocks were eroded to form soil.
D. Molten rock warmed Earth's interior.
Answer:

Answer: 2

Question: Before large trees could grow on Earth, what had to happen first?

Choices:
1. Rocks were eroded to form soil.
2. Molten rock warmed Earth's interior.
3. Earth's gravity accumulated to modern levels.
4. Volcanoes exploded to form mountaintop lakes.

Prompt:
Question: Before large trees could grow on Earth, what had to happen first?
1. Rocks were eroded to form soil.
2. Molten rock warmed Earth's interior.
3. Earth's gravity accumulated to modern levels.
4. Volcanoes exploded to form mountaintop lakes.
Answer:

Question: Before large trees could grow on Earth, what had to happen first?

Choices:
U. Rocks were eroded to form soil.
C. Molten rock warmed Earth's interior.
E. Earth's gravity accumulated to modern levels.
F. Volcanoes exploded to form mountaintop lakes.

Prompt:
Question: Before large trees could grow on Earth, what had to happen first?
U. Rocks were eroded to form soil.
C. Molten rock warmed Earth's interior.
E. Earth's gravity accumulated to modern levels.
F. Volcanoes exploded to form mountaintop lakes.
Answer:

Question: Before large trees could grow on Earth, what had to happen first?

Choices:
U. Volcanoes exploded to form mountaintop lakes.
C. Earth's gravity accumulated to modern levels.
E. Rocks were eroded to form soil.
F. Molten rock warmed Earth's interior.

Prompt:
Question: Before large trees could grow on Earth, what had to happen first?
U. Volcanoes exploded to form mountaintop lakes.
C. Earth's gravity accumulated to modern levels.
E. Rocks were eroded to form soil.
F. Molten rock warmed Earth's interior.
Answer:

Answer: 2


Question: Which is most likely a direct cause of an ear infection?

Choices:
A. loud noises
B. foreign bacteria
C. wearing tight hats
D. dirty ear canals

Prompt:
Question: Which is most likely a direct cause of an ear infection?
A. loud noises
B. foreign bacteria
C. wearing tight hats
D. dirty ear canals
Answer:

Answer: 1

Question: Which is most likely a direct cause of an ear infection?

Choices:
A. loud noises
B. dirty ear canals
C. wearing tight hats
D. foreign bacteria

Prompt:
Question: Which is most likely a direct cause of an ear infection?
A. loud noises
B. dirty ear canals
C. wearing tight hats
D. foreign bacteria
Answer:

Answer: 3

Question: Which is most likely a direct cause of an ear infection?

Choices:
1. loud noises
2. foreign bacteria
3. wearing tight hats
4. dirty ear canals

Prompt:
Question: Which is most likely a direct cause of an ear infection?
1. loud noises
2. foreign bacteria
3. wearing tight hats
4. dirty ear canals
Answer:

Answer: 1

Question: Which is most likely a direct cause of an ear infection?

Choices:
R. loud noises
V. foreign bacteria
D. wearing tight hats
G. dirty ear canals

Prompt:
Question: Which is most likely a direct cause of an ear infection?
R. loud noises
V. foreign bacteria
D. wearing tight hats
G. dirty ear canals
Answer:

Answer: 1

Question: Which is most likely a direct cause of an ear infection?

Choices:
R. loud noises
V. dirty ear canals
D. wearing tight hats
G. foreign bacteria

Prompt:
Question: Which is most likely a direct cause of an ear infection?
R. loud noises
V. dirty ear canals
D. wearing tight hats
G. foreign bacteria
Answer:

Answer: 3