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|---|---|---|---|---|---|---|---|---|---|---|---|---|
Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.
|
[
"true",
"false"
] | 1 |
Use the data to answer the question below.
|
true-or false
|
grade8
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
|
To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.
|
|
Is the following statement about our solar system true or false?
The volume of Mercury is less than one-tenth of the volume of Earth.
|
[
"false",
"true"
] | 1 |
Use the data to answer the question below.
|
true-or false
|
grade6
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
|
To determine if this statement is true, calculate the value of one-tenth the volume of Earth.
Then compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth.
|
|
What is the name of the colony shown?
|
[
"Maryland",
"Virginia",
"Washington, D.C.",
"Illinois"
] | 0 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Maryland.
|
|||
Not supported with pagination yet |
Complete the sentence.
Cutting an orange is a ().
|
[
"physical change",
"chemical change"
] | 0 |
closed choice
|
grade2
|
natural science
|
chemistry
|
Physical and chemical change
|
Identify physical and chemical changes
|
Chemical changes and physical changes are two ways matter can change.
In a chemical change, the type of matter changes.
Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
In a physical change, the type of matter stays the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state.
|
Cutting an orange is a physical change. The orange gets a different shape. But it is still made of the same type of matter as the uncut orange.
|
|
Not supported with pagination yet |
Using only these supplies, which question can Gavin investigate with an experiment?
|
[
"Which type of soil will cause a certain kind of tomato plant to grow the most fruit?",
"Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?",
"Which of the three types of tomato seeds sprouts the fastest?"
] | 2 |
Gavin and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
three different types of tomato seeds
one bag of potting soil
five identical clay pots
water
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
| |
What is the capital of Louisiana?
|
[
"New Orleans",
"Baton Rouge",
"Austin",
"Nashville"
] | 1 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Baton Rouge is the capital of Louisiana.
|
|||
What is the name of the colony shown?
|
[
"New Hampshire",
"Alabama",
"North Carolina",
"Delaware"
] | 3 |
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Delaware.
|
|||
What can Grayson and Perry trade to each get what they want?
|
[
"Grayson can trade his tomatoes for Perry's carrots.",
"Perry can trade his almonds for Grayson's tomatoes.",
"Perry can trade his broccoli for Grayson's oranges.",
"Grayson can trade his tomatoes for Perry's broccoli."
] | 3 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Grayson and Perry open their lunch boxes in the school cafeteria. Neither Grayson nor Perry got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Grayson's lunch Perry's lunch
|
closed choice
|
grade7
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Grayson wants broccoli. Perry wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 0 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.
|
The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.
|
|
What is the capital of North Dakota?
|
[
"Bismarck",
"Denver",
"Fargo",
"Springfield"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Bismarck is the capital of North Dakota.
|
|||
Not supported with pagination yet |
Does this passage describe the weather or the climate?
Megan put on an extra pair of socks this morning because it was so cold.
|
[
"climate",
"weather"
] | 1 |
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade3
|
natural science
|
earth-science
|
Weather and climate
|
What's the difference between weather and climate?
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the text carefully.
Megan put on an extra pair of socks this morning because it was so cold.
This passage tells you about the temperature this morning where Megan lives. It describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
Which of the following could Tommy's test show?
|
[
"whether an inexpensive filter would become clogged more often",
"the amount of bacteria in the water before it was filtered",
"whether the filter was clogged"
] | 2 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Tommy was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Tommy had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tommy checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
What can Mia and Edward trade to each get what they want?
|
[
"Mia can trade her tomatoes for Edward's broccoli.",
"Edward can trade his broccoli for Mia's oranges.",
"Mia can trade her tomatoes for Edward's carrots.",
"Edward can trade his almonds for Mia's tomatoes."
] | 0 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Mia and Edward open their lunch boxes in the school cafeteria. Neither Mia nor Edward got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Mia's lunch Edward's lunch
|
closed choice
|
grade7
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Mia wants broccoli. Edward wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
Not supported with pagination yet |
How long is a hammer?
|
[
"23 centimeters",
"23 meters"
] | 0 |
Select the better estimate.
|
closed choice
|
grade3
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.
|
The better estimate for the length of a hammer is 23 centimeters.
23 meters is too long.
|
Which better describes the Catoctin Mountain Park ecosystem?
|
[
"It has cold, wet winters. It also has only a few types of trees.",
"It has soil that is poor in nutrients. It also has only a few types of trees."
] | 0 |
Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.
|
closed choice
|
grade3
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there
|
A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has only a few types of trees.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
Don't ever get a ride from Alana. Her brother has been driving for only six months, and he's already gotten three speeding tickets.
|
[
"guilt by association: a negative association intended to discredit someone or something",
"false dichotomy: an argument that presents only two choices when more options exist"
] | 0 |
closed choice
|
grade6
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Alana must be a reckless driver, because her brother is a reckless driver. However, even though Alana's brother is reckless, that doesn't necessarily mean that Alana is, too. This illustrates a type of logical fallacy known as guilt by association.
|
|
Not supported with pagination yet |
What is the volume of a bathtub?
|
[
"315 milliliters",
"315 liters"
] | 1 |
Select the better estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.
|
The better estimate for the volume of a bathtub is 315 liters.
315 milliliters is too little.
|
Which property do these two objects have in common?
|
[
"breakable",
"colorful"
] | 1 |
Select the better answer.
|
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Different objects can have the same properties. You can use these properties to put objects into groups.
|
Look at each object.
For each object, decide if it has that property.
A breakable object will break into pieces if you drop it. The silk tie is not breakable.
A colorful object has one or more bright colors. Both objects are colorful.
The property that both objects have in common is colorful.
|
|
Look at the picture. Which word best describes how this honey tastes?
|
[
"sweet",
"bitter",
"minty"
] | 0 |
closed choice
|
grade2
|
language science
|
writing-strategies
|
Descriptive details
|
Choose the sensory details that match the picture
|
When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
|
Look at the picture.
The word sweet describes how this honey tastes.
Bitter and minty can also describe how something tastes. But they do not describe this honey.
|
||
Not supported with pagination yet |
Which is a simple sentence?
|
[
"September has thirty days, and July has thirty-one.",
"After dinner I brush my teeth very carefully."
] | 1 |
closed choice
|
grade3
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple or compound?
|
A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.
|
The second sentence is the simple sentence. It has one subject and predicate.
After dinner I brush my teeth very carefully.
|
|
Not supported with pagination yet |
Which tense does the sentence use?
The friends collect old baseball cards.
|
[
"present tense",
"future tense",
"past tense"
] | 0 |
closed choice
|
grade5
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in present tense. You can tell because it uses a present-tense verb, collect. The verb tells you about something that is true or happening now.
|
|
Not supported with pagination yet |
Select the one substance that is not a mineral.
|
[
"Native gold is not made by living things. It is a pure substance.",
"Diamond is formed in nature. It is a solid.",
"Paper is made by humans. It is not a pure substance."
] | 2 |
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify minerals using properties
|
Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
|
Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
Paper is made by humans. But minerals are not made by living things.
Paper is not a pure substance. But all minerals are pure substances.
So, paper is not a mineral.
Diamond is a mineral.
Native gold is a mineral.
|
|
What can Sandra and Zoe trade to each get what they want?
|
[
"Zoe can trade her almonds for Sandra's tomatoes.",
"Sandra can trade her tomatoes for Zoe's broccoli.",
"Sandra can trade her tomatoes for Zoe's carrots.",
"Zoe can trade her broccoli for Sandra's oranges."
] | 1 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sandra and Zoe open their lunch boxes in the school cafeteria. Neither Sandra nor Zoe got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Sandra's lunch Zoe's lunch
|
closed choice
|
grade8
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Sandra wants broccoli. Zoe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
What is the capital of Oregon?
|
[
"Salem",
"Santa Fe",
"Raleigh",
"Portland"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Salem is the capital of Oregon.
|
|||
What is the name of the colony shown?
|
[
"Florida",
"Delaware",
"North Carolina",
"Pennsylvania"
] | 1 |
closed choice
|
grade5
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is Delaware.
|
|||
Which property matches this object?
|
[
"bouncy",
"hard"
] | 1 |
Select the better answer.
|
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Identify properties of an object
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
|
Look at the object.
Think about each property.
A hard object keeps its shape when you squeeze it. The robot is hard.
A bouncy object will bounce back from the floor if you drop it. The robot is not bouncy.
|
|
Not supported with pagination yet |
Which text uses the word disinterested in its traditional sense?
|
[
"The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Simon still finds it useful for finding new places to eat.",
"Simon is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind."
] | 0 |
closed choice
|
grade9
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The second text uses disinterested in its traditional sense: unbiased or impartial.
The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Simon still finds it useful for finding new places to eat.
The first text uses disinterested in its nontraditional sense: uninterested or indifferent.
Simon is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind.
Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard.
|
|
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What do these two changes have in common?
shaking up salad dressing
using a large magnet to remove pieces of iron from a junkyard
|
[
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes.",
"Both are caused by cooling."
] | 0 |
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
Not supported with pagination yet |
Select the vertebrate.
|
[
"coral snake",
"monarch butterfly",
"castor bean tick",
"black widow spider"
] | 0 |
Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
|
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify vertebrates and invertebrates
|
Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.
|
A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
A coral snake is a reptile. Like other reptiles, a coral snake is a vertebrate. It has a backbone.
A castor bean tick is an insect. Like other insects, a castor bean tick is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
|
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Would you find the word company on a dictionary page with the following guide words?
cross - cutting
|
[
"yes",
"no"
] | 1 |
yes or no
|
grade5
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since company is not between the guide words cross - cutting, it would not be found on that page.
|
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 1 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade2
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.
|
|
Which of the following fossils is older? Select the more likely answer.
|
[
"feather",
"insect"
] | 0 |
This diagram shows fossils in an undisturbed sedimentary rock sequence.
|
closed choice
|
grade8
|
natural science
|
earth-science
|
Fossils
|
Compare ages of fossils in a rock sequence
|
A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.
|
Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is older:
The feather fossil is in a deeper layer in the rock sequence than the insect fossil. So, the feather fossil is most likely older than the insect fossil.
|
|
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What is the source of the allusion in the sentence below?
Devon had her fifteen minutes when her video of kayaking with dolphins went viral.
|
[
"Greek history",
"modern history"
] | 1 |
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion fifteen minutes is modern history.
In a catalog that accompanied an exhibit of his work, pop artist Andy Warhol said, "In the future, everybody will be world-famous for fifteen minutes," meaning that fame would be briefly available even to those who did nothing spectacular.
The allusion fifteen minutes means a temporary moment of celebrity status.
|
|
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What do these two changes have in common?
burning a marshmallow over a campfire
rust forming on a bicycle frame
|
[
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes.",
"Both are caused by cooling."
] | 2 |
closed choice
|
grade4
|
natural science
|
chemistry
|
Physical and chemical change
|
Compare physical and chemical changes
|
Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Burning is caused by heating. But rust forming on a bicycle frame is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
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Suppose Dwayne decides to go as a ghost. Which result would be a cost?
|
[
"Dwayne will spend some time and money to get the costume.",
"Dwayne will get to wear the costume he is more excited about."
] | 0 |
Dwayne is deciding whether to go as a ghost or a superhero to a costume party. He would rather go as a ghost. But he already has a superhero costume.
|
closed choice
|
grade5
|
social science
|
economics
|
Basic economic principles
|
Costs and benefits
|
Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
|
This result is a cost. It involves giving up or spending something that Dwayne wants or needs:
Dwayne will spend some time and money to get the costume.
|
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What is the temperature of the air on a cold, snowy day?
|
[
"24°F",
"24°C"
] | 0 |
Select the better estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Estimate temperatures
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
|
The better estimate for the temperature of the air on a cold, snowy day is 24°F.
24°C is too hot.
|
Which solution has a higher concentration of yellow particles?
|
[
"Solution A",
"neither; their concentrations are the same",
"Solution B"
] | 1 |
The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.
|
|
Not supported with pagination yet |
Select the plant.
|
[
"Sheep eat plants.",
"Octopuses eat animals that live underwater.",
"Raspberry bushes have green leaves.",
"Bumble bees drink nectar from flowers."
] | 2 |
closed choice
|
grade3
|
natural science
|
biology
|
Classification
|
Identify plants and animals
|
Plants and animals are living things. Living things are called organisms.
Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.
|
A bumble bee is an animal. It drinks nectar from flowers.
A bumble bee is an insect. Bumble bees have soft hairs that make them look fuzzy.
An octopus is an animal. It eats animals that live underwater.
An octopus has two eyes and eight arms.
A sheep is an animal. It eats plants.
People raise sheep for their fur, meat, and milk.
A raspberry bush is a plant. It has green leaves.
Most raspberries are red. But raspberries can also be purple or yellow.
|
|
Not supported with pagination yet |
Which is a compound sentence?
|
[
"Rumors about Mayor Wilkinson were spreading like wildfire, so she set the record straight at a press conference.",
"Madison Chock and Gracie Gold were two American figure skaters in the Sochi 2014 Olympics."
] | 0 |
closed choice
|
grade6
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
Rumors about Mayor Wilkinson were spreading like wildfire, so she set the record straight at a press conference.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
Mr. Silva argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety.
|
[
"ad hominem: a personal attack against one's opponent",
"false dichotomy: an argument that presents only two choices when more options exist"
] | 0 |
closed choice
|
grade8
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Silva's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem.
|
|
Not supported with pagination yet |
Would you find the word serious on a dictionary page with the following guide words?
slack - split
|
[
"yes",
"no"
] | 1 |
yes or no
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since serious is not between the guide words slack - split, it would not be found on that page.
|
|
Not supported with pagination yet |
Which correctly shows the title of a magazine?
|
[
"where It's At",
"Where It's At"
] | 1 |
closed choice
|
grade4
|
language science
|
capitalization
|
Formatting
|
Capitalizing titles
|
In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach
These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or
|
Capitalize the first word, the last word, and every important word in between.
The correct title is Where It's At.
|
|
Not supported with pagination yet |
Which word does not rhyme?
|
[
"pat",
"tie",
"pie"
] | 0 |
closed choice
|
grade1
|
language science
|
phonological-awareness
|
Rhyming
|
Which word does not rhyme?
|
Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the ip sound.
The words lake and make rhyme. They both end with the ake sound.
The words tip and lake don't rhyme. They end with different sounds.
|
The words pie and tie rhyme. They both end with the ie sound.
The word pat does not rhyme. It ends with a different sound.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"each vial . . . the surroundings",
"the surroundings . . . each vial"
] | 1 |
Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.
|
|
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 0 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade3
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.
|
|
Not supported with pagination yet |
Look at the word. Does it have a closed syllable or an open syllable?
drip
|
[
"closed",
"open"
] | 0 |
closed choice
|
grade2
|
language science
|
word-study
|
Short and long vowels
|
Is the syllable open or closed?
|
Words are made up of syllables. Two kinds of syllables are closed and open.
A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
desk: short e
kit / ten: short i / short e
An open syllable ends with one vowel. It usually has a long vowel sound.
go: long o
he / ro: long e / long o
Some open syllables end with y. The y makes a long e sound or a long i sound.
sky: long i
ba / by: long a / long e
|
The word drip ends with a consonant and has a short vowel sound. So, it has a closed syllable.
|
|
Not supported with pagination yet |
Would you find the word fault on a dictionary page with the following guide words?
fifteen - flashlight
|
[
"yes",
"no"
] | 1 |
yes or no
|
grade7
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since fault is not between the guide words fifteen - flashlight, it would not be found on that page.
|
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"neither; the samples have the same temperature",
"sample A",
"sample B"
] | 1 |
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade6
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
There was a clear consensus in the Vance family that they should put their dog to sleep, rather than let him continue to suffer.
|
[
"euphemism",
"paradox"
] | 0 |
closed choice
|
grade11
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Put their dog to sleep is a more indirect way of saying have the veterinarian kill their dog.
|
|
Not supported with pagination yet |
Select the one animal that has all of the reptile traits listed above.
|
[
"Burmese pythons hatch from eggs with shells. They can grow to over 12 feet long! Their scaly, waterproof skin is brown and black.",
"California newts have moist, smooth skin that is brown and orange. Their eggs have no shells, but they are protected by a poisonous gel. Young California newts live in shallow pools or streams. Adult newts live mostly on land."
] | 0 |
Reptiles are a group of animals with similar traits. The following traits can be used to identify reptiles:
They have scaly, waterproof skin.
They make eggs with shells. Observe the animals and read the descriptions.
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Use evidence to classify mammals, birds, fish, reptiles, and amphibians
|
Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.
|
To decide if an animal is part of a group, look at the traits of the group.
Reptiles have the following traits:
They have scaly, waterproof skin.
They make eggs with shells.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A Burmese python has the following traits:
It has scaly, waterproof skin.
It makes eggs with shells.
A Burmese python has the traits of a reptile. A Burmese python is a reptile.
A California newt has the following traits:
It spends part of its life in water and part on land.
It has moist skin.
It makes eggs with no shells.
A California newt does not have all of the traits of a reptile. A California newt is an amphibian.
|
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Complete the sentence.
Soaking cucumbers in vinegar to make pickles is a ().
|
[
"chemical change",
"physical change"
] | 0 |
closed choice
|
grade5
|
natural science
|
chemistry
|
Physical and chemical change
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.
|
Soaking cucumbers in vinegar to make pickles is a chemical change. The vinegar causes the type of matter in the cucumbers to change. The new matter is sour and salty.
|
|
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Select the solid.
|
[
"caramel sauce",
"coffee",
"air from a hair dryer",
"ring"
] | 3 |
closed choice
|
grade3
|
natural science
|
physics
|
States of matter
|
Identify solids, liquids, and gases
|
Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
|
Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.
Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
A ring is a solid. A solid has a size and shape of its own. A ring keeps its shape, even when you take it off your finger.
The air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.
|
|
Which statement is true about the average monthly temperature in Riyadh?
|
[
"June, July, and August are hotter than the other months of the year.",
"Each month of the year has about the same monthly temperature.",
"December, January, and February are the hottest months of the year."
] | 0 |
Use the graph to answer the question below.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Use climate data to make predictions
|
Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.
|
To describe the average temperature trends in Riyadh, look at the graph.
Choice "Feb" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "Dec" is incorrect.
Choice "Jan" is incorrect.
Choice "Each month of the year has about the same monthly temperature." is incorrect.
Some months of the year have much higher temperatures than others. So, each month does not have the same temperature.
Choice "June, July, and August are hotter than the other months of the year." is incorrect.
The average temperatures in June, July, and August are around 35°C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months.
Choice "December, January, and February are the hottest months of the year." is incorrect.
The average temperatures in December, January, and February are around 15°C. These months have the lowest average temperatures of all of the months. So, they are colder, not hotter, than the other months.
|
|
What is the capital of Nebraska?
|
[
"Jefferson City",
"Omaha",
"Lincoln",
"Minneapolis"
] | 2 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Lincoln is the capital of Nebraska.
|
|||
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Last year, 50,000 people lived in the city of Burlington. But since then, 8,000 people have moved away. What probably happened to the overall supply of houses for sale in Burlington?
|
[
"The supply probably went down.",
"The supply probably went up."
] | 1 |
closed choice
|
grade7
|
social science
|
economics
|
Supply and demand
|
Understand overall supply and demand
|
Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.
|
The population of Burlington fell by 8,000 people. Many of the people who have left are probably trying to sell their houses. Since more people are trying to sell their houses, the number of suppliers of houses for sale in Burlington has gone up. So, the supply of houses for sale probably went up, too.
|
|
What can Jon and Dakota trade to each get what they want?
|
[
"Jon can trade his tomatoes for Dakota's carrots.",
"Dakota can trade her broccoli for Jon's oranges.",
"Jon can trade his tomatoes for Dakota's broccoli.",
"Dakota can trade her almonds for Jon's tomatoes."
] | 2 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jon and Dakota open their lunch boxes in the school cafeteria. Neither Jon nor Dakota got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Jon's lunch Dakota's lunch
|
closed choice
|
grade8
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Jon wants broccoli. Dakota wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
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Complete the statement. Assume that Pedro's mass did not change.
The gravitational potential energy stored between Pedro and Earth () as he hiked toward the summit.
|
[
"stayed the same",
"increased",
"decreased"
] | 1 |
Read the text about a person in motion.
Pedro hiked up a tall mountain. He followed a trail all the way to the summit.
|
closed choice
|
grade7
|
natural science
|
physics
|
Kinetic and potential energy
|
Identify changes in gravitational potential energy
|
Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same
|
Think about how the distance between Pedro and the center of Earth changed.
The summit of the mountain was higher than the point where Pedro started hiking. As he hiked toward the summit, the distance between Pedro and the center of Earth increased. So, the gravitational potential energy stored between Pedro and Earth increased as he hiked toward the summit.
|
Which is this organism's common name?
|
[
"nurse shark",
"Ginglymostoma cirratum"
] | 0 |
This organism is a nurse shark. It is also called Ginglymostoma cirratum.
|
closed choice
|
grade7
|
natural science
|
biology
|
Classification and scientific names
|
Identify common and scientific names
|
An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
|
Ginglymostoma cirratum is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Ginglymostoma cirratum is the organism's scientific name. So, you know that nurse shark is the common name.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
My opponent claims that testing products on animals is cruel. But I, for one, cannot support exposing humans to harmful chemicals!
|
[
"circular reasoning: an argument that supports a claim with the claim itself",
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences"
] | 1 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that the speaker's opponent supports exposing humans to harmful chemicals. However, the speaker's opponent only argued against testing products on animals. This illustrates a type of logical fallacy known as a straw man.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
At twenty-one, Kenji felt overwhelmed with adult responsibilities and wished he could fly off to Neverland.
|
[
"simile",
"allusion"
] | 1 |
closed choice
|
grade8
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses an allusion, a brief reference to someone or something well known.
Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up.
|
|
Not supported with pagination yet |
Which is a simple sentence?
|
[
"Mr. Keller's afternoon lecture was about art and culture in Germany before World War II.",
"I can review the draft of your story unless you're still editing it."
] | 0 |
closed choice
|
grade6
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the simple sentence. It is a single independent clause.
Mr. Keller's afternoon lecture was about art and culture in Germany before World War II.
|
|
Identify the question that Irma's experiment can best answer.
|
[
"Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?",
"Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"
] | 0 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Irma prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Irma soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Irma scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
| ||
Not supported with pagination yet |
Which figure of speech is used in this text?
Caleb remarked that the new book on anti-gravity was impossible to put down.
|
[
"pun",
"allusion"
] | 0 |
closed choice
|
grade6
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses a pun, a word or phrase that humorously suggests more than one meaning.
Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down.
|
|
Not supported with pagination yet |
Which type of sentence is this?
Bryan always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor.
|
[
"complex",
"compound",
"compound-complex",
"simple"
] | 1 |
closed choice
|
grade7
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
Bryan always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor.
|
|
Which country is highlighted?
|
[
"the Federated States of Micronesia",
"Samoa",
"Nauru",
"Tonga"
] | 1 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Samoa.
|
|||
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
clown - crocodile
|
[
"cobbler",
"customer"
] | 0 |
closed choice
|
grade2
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
|
Put the words in alphabetical order.
Since cobbler is between the guide words clown - crocodile, it would be found on that page.
|
|
Which is this organism's common name?
|
[
"Cyanocitta cristata",
"blue jay"
] | 1 |
This organism is a blue jay. It is also called Cyanocitta cristata.
|
closed choice
|
grade7
|
natural science
|
biology
|
Classification and scientific names
|
Identify common and scientific names
|
An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
|
Cyanocitta cristata is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Cyanocitta cristata is the organism's scientific name. So, you know that blue jay is the common name.
|
|
What is the name of the colony shown?
|
[
"Georgia",
"South Carolina",
"Iowa",
"Ohio"
] | 1 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is South Carolina.
|
|||
Not supported with pagination yet |
What does this Works Cited entry indicate about the cited work?
Taylor, David A. "Homestay among the Ruins in Cambodia." The Washington Post 23 Apr. 2015: n. pag. Web. 23 Apr. 2015.
|
[
"Taylor is the author's first name.",
"It doesn't have page numbers.",
"It is a short story."
] | 1 |
closed choice
|
grade11
|
language science
|
reference-skills
|
Research skills
|
Understand a Works Cited entry (MLA 7th edition)
|
When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
Books:
Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
Essays, short stories, or poems in an anthology or book:
Format | Author(s). "Essay, Poem, or Short Story Title." Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
Example | James, Henry. "The Middle Years." The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
Magazine and newspaper articles:
Format | Author(s). "Article Title." Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
Example | Hayes, David J., and James H. Stock. "The Real Cost of Coal." New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
Journal articles:
Format | Author(s). "Article Title." Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
Example | Gillette, Jane, et al. "Human Simulations of Vocabulary Learning." Cognition 73.2 (1999): 135-176. Print.
Web pages:
Format | Author(s). "Page Title." Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
Example | Gunn, Janelle P., and Lauren E. Owens. "How to Slash Sodium from Your Diet." Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
Additional guidelines:
Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by "et al.," which stands for and others (e.g., Smith, Jane, et al.).
Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are "Print" and "Web," but other possibilities include "Film," "E-mail," and "Lecture." Whenever the Medium of Publication is "Web," the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. "Ed." stands for edited by. "Trans." stands for translated by.
Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation "n. pag." is used instead. If a work has no available publication date, the abbreviation "n.d." is used instead. If a work has no available publisher or no available city of publication, the abbreviation "n.p." is used instead.
|
Look closely at the Works Cited entry:
Taylor, David A. "Homestay among the Ruins in Cambodia." The Washington Post 23 Apr. 2015: n. pag. Web. 23 Apr. 2015.
You can tell that the cited work has no available page numbers because the entry contains the abbreviation n. pag, which means no pages.
|
|
Not supported with pagination yet |
Based on this information, what is Kevin's phenotype for the Marfan syndrome trait?
|
[
"having Marfan syndrome",
"not having Marfan syndrome"
] | 1 |
This passage describes the Marfan syndrome trait in humans:
In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for not having Marfan syndrome (m) is recessive to the allele for having Marfan syndrome (M).
Kevin is a human from this group. Kevin has the homozygous genotype mm for the Marfan syndrome gene.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
Kevin's genotype for the Marfan syndrome gene is mm. Kevin's genotype of mm has only m alleles. The m allele is for not having Marfan syndrome. So, Kevin's phenotype for the Marfan syndrome trait must be not having Marfan syndrome.
To check this answer, consider whether Kevin's alleles are dominant or recessive. The allele for not having Marfan syndrome (m) is recessive to the allele for having Marfan syndrome (M). This means M is a dominant allele, and m is a recessive allele.
Kevin's genotype of mm has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Kevin's phenotype for the Marfan syndrome trait must be not having Marfan syndrome.
|
Complete the statement.
Hydrogen bromide is ().
|
[
"an elementary substance",
"a compound"
] | 1 |
The model below represents a molecule of hydrogen bromide. Hydrogen bromide can be used to speed up certain types of chemical reactions.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using models
|
There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
|
Use the model to determine whether hydrogen bromide is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.
You can see from the model that a molecule of hydrogen bromide is composed of one hydrogen atom and one bromine atom bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that hydrogen bromide is composed of two chemical elements: hydrogen and bromine. Since hydrogen bromide is composed of multiple chemical elements bonded together, hydrogen bromide is a compound.
|
|
Not supported with pagination yet |
What information supports the conclusion that Bill acquired this trait?
|
[
"Bill likes to look at butterflies and beetles.",
"Bill learned to identify insects by reading many books about insects."
] | 1 |
Read the description of a trait.
Bill is good at identifying insects.
|
closed choice
|
grade3
|
natural science
|
biology
|
Heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
| |
Which animal is also adapted for flight?
|
[
"flying fox",
"Galapagos sea lion"
] | 0 |
Great blue herons fly long distances each year to find food. They have wings instead of arms. Herons are adapted for flight.
Figure: great blue heron.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.
|
Look at the picture of the great blue heron.
The great blue heron has large, powerful wings. It is adapted for flight. Long, powerful wings help the great blue heron travel long distances by air.
Now look at each animal. Figure out which animal has a similar adaptation.
The flying fox has large, powerful wings. It is adapted for flight.
The Galapagos sea lion has flippers. It is not adapted for flight. The Galapagos sea lion uses its flippers to swim.
|
|
Look at the picture. Which word best describes how these marbles feel to the touch?
|
[
"hairy",
"rough",
"smooth"
] | 2 |
closed choice
|
grade2
|
language science
|
writing-strategies
|
Descriptive details
|
Choose the sensory details that match the picture
|
When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
|
Look at the picture.
The word smooth describes how these marbles feel to the touch.
Rough and hairy can also describe how something feels to the touch. But they do not describe these marbles.
|
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Not supported with pagination yet |
Which is a complete sentence?
|
[
"Deb fell asleep, Mom put a blanket on her.",
"The conductor took tickets from everyone on the train."
] | 1 |
closed choice
|
grade3
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Is it a complete sentence or a run-on?
|
A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside.
|
The conductor took tickets from everyone on the train is a complete sentence. The subject is the conductor, and the verb is took.
|
|
Not supported with pagination yet |
Select the mammal.
|
[
"human",
"American toad",
"alpine newt",
"green frog"
] | 0 |
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Mammals have hair or fur and feed their young milk.
|
An American toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
An alpine newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.
A green frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
Linda claims that the Newberg Ferrets' new quarterback is better than their old one. I think Linda is being unfair: the Ferrets' old quarterback wasn't a terrible player.
|
[
"circular reasoning: an argument that supports a claim with the claim itself",
"guilt by association: a negative association intended to discredit someone or something",
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against"
] | 2 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Linda thinks the Ferrets' old quarterback was a terrible player. But this misrepresents Linda's argument. Linda only claims that the Ferrets' new quarterback is better. This argument doesn't necessarily imply that the old quarterback was a bad player. This illustrates a type of logical fallacy known as a straw man.
|
|
Not supported with pagination yet |
Use the evidence in the text to select the photosynthetic organism.
|
[
"Strelitzia reginae, also called bird of paradise, is a flowering plant from South Africa. This plant uses carbon dioxide and water to make sugars, which it uses as food.",
"Wilson's bird of paradise is a type of bird that has two curved tail feathers. This bird relies on fruits and insects for food."
] | 0 |
closed choice
|
grade7
|
natural science
|
biology
|
Photosynthesis
|
Identify the photosynthetic organism
|
Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
Photosynthetic organisms also often have the following characteristics:
They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce.
|
This organism is photosynthetic:
The text tells you that Strelitzia reginae plants use carbon dioxide and water to make sugars, which they use as food. This is evidence that the Strelitzia reginae plant is a photosynthetic organism.
This organism is not photosynthetic:
The text does not provide evidence that the Wilson's bird of paradise is photosynthetic.
|
|
Which solution has a higher concentration of blue particles?
|
[
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 1 |
The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.
|
|
Not supported with pagination yet |
Which type of sentence is this?
An avid reader, Will attends weekly book club meetings, and he finishes several novels every month.
|
[
"simple",
"compound",
"compound-complex",
"complex"
] | 1 |
closed choice
|
grade11
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
An avid reader, Will attends weekly book club meetings, and he finishes several novels every month.
|
|
Not supported with pagination yet |
What is the mass of a vacuum cleaner?
|
[
"8 grams",
"8 kilograms"
] | 1 |
Select the better estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of mass
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.
|
The better estimate for the mass of a vacuum cleaner is 8 kilograms.
8 grams is too light.
|
What is the capital of Tennessee?
|
[
"Nashville",
"Cheyenne",
"Memphis",
"Providence"
] | 0 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Nashville is the capital of Tennessee.
|
|||
What can Erin and Vivian trade to each get what they want?
|
[
"Erin can trade her tomatoes for Vivian's broccoli.",
"Vivian can trade her almonds for Erin's tomatoes.",
"Erin can trade her tomatoes for Vivian's carrots.",
"Vivian can trade her broccoli for Erin's oranges."
] | 0 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Erin and Vivian open their lunch boxes in the school cafeteria. Neither Erin nor Vivian got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Erin's lunch Vivian's lunch
|
closed choice
|
grade8
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Erin wants broccoli. Vivian wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
What is the capital of Hawaii?
|
[
"Hilo",
"Portland",
"Phoenix",
"Honolulu"
] | 3 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Honolulu is the capital of Hawaii.
|
|||
Not supported with pagination yet |
What does this Works Cited entry indicate about the cited work?
Ulin, David L. "The Magic Is Missing in Toni Morrison's 'God Help the Child.'" Rev. of God Help the Child, by Toni Morrison. Los Angeles Times 23 Apr. 2015: n. pag. Web. 30 Apr. 2015.
|
[
"It is a magazine article.",
"The author's first name is Toni.",
"It is a review."
] | 2 |
closed choice
|
grade11
|
language science
|
reference-skills
|
Research skills
|
Understand a Works Cited entry (MLA 7th edition)
|
When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
Books:
Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
Essays, short stories, or poems in an anthology or book:
Format | Author(s). "Essay, Poem, or Short Story Title." Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
Example | James, Henry. "The Middle Years." The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
Magazine and newspaper articles:
Format | Author(s). "Article Title." Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
Example | Hayes, David J., and James H. Stock. "The Real Cost of Coal." New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
Journal articles:
Format | Author(s). "Article Title." Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
Example | Gillette, Jane, et al. "Human Simulations of Vocabulary Learning." Cognition 73.2 (1999): 135-176. Print.
Web pages:
Format | Author(s). "Page Title." Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
Example | Gunn, Janelle P., and Lauren E. Owens. "How to Slash Sodium from Your Diet." Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
Additional guidelines:
Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by "et al.," which stands for and others (e.g., Smith, Jane, et al.).
Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are "Print" and "Web," but other possibilities include "Film," "E-mail," and "Lecture." Whenever the Medium of Publication is "Web," the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. "Ed." stands for edited by. "Trans." stands for translated by.
Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation "n. pag." is used instead. If a work has no available publication date, the abbreviation "n.d." is used instead. If a work has no available publisher or no available city of publication, the abbreviation "n.p." is used instead.
|
Look closely at the Works Cited entry:
Ulin, David L. "The Magic Is Missing in Toni Morrison's 'God Help the Child.'" Rev. of God Help the Child, by Toni Morrison. Los Angeles Times 23 Apr. 2015: n. pag. Web. 30 Apr. 2015.
You can tell that the cited work is a review because the entry contains the term Rev. of, which means review of.
|
|
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
|
[
"to the left than to the right",
"to the right than to the left"
] | 1 |
The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
|
closed choice
|
grade6
|
natural science
|
chemistry
|
Solutions
|
Diffusion across membranes
|
In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
|
Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.
|
|
Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.
|
[
"true",
"false"
] | 0 |
Use the data to answer the question below.
|
true-or false
|
grade8
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
|
To determine if this statement is true, calculate the value of ten times the volume of Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.
|
|
Not supported with pagination yet |
What kind of sentence is this?
Don't overlook Jayla when choosing the new principal.
|
[
"exclamatory",
"imperative",
"interrogative"
] | 1 |
closed choice
|
grade8
|
language science
|
punctuation
|
Sentences, fragments, and run-ons
|
Is the sentence declarative, interrogative, imperative, or exclamatory?
|
There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer!
|
The sentence makes a request, so it is an imperative sentence. Here, it ends with a period.
|
|
Select the organism in the same species as the spot-billed pelican.
|
[
"Falco novaeseelandiae",
"Bubo scandiacus",
"Pelecanus philippensis"
] | 2 |
This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis.
|
closed choice
|
grade5
|
natural science
|
biology
|
Scientific names
|
Use scientific names to classify organisms
|
Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
|
A spot-billed pelican's scientific name is Pelecanus philippensis.
Falco novaeseelandiae does not have the same scientific name as a spot-billed pelican. So, Pelecanus philippensis and Falco novaeseelandiae are not in the same species.
Bubo scandiacus does not have the same scientific name as a spot-billed pelican. So, Pelecanus philippensis and Bubo scandiacus are not in the same species.
Pelecanus philippensis has the same scientific name as a spot-billed pelican. So, these organisms are in the same species.
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|
Not supported with pagination yet |
Which correctly shows the title of a book?
|
[
"Let's Go for a Drive!",
"let's Go for a drive!"
] | 0 |
closed choice
|
grade4
|
language science
|
capitalization
|
Formatting
|
Capitalizing titles
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In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach
These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or
|
Capitalize the first word, the last word, and every important word in between. The words for and a are not important, so they should not be capitalized.
The correct title is Let's Go for a Drive!
|
|
Which of the following was a dependent variable in this experiment?
|
[
"the amount of time it took to reach the bottom of the hill",
"the weight of the wheels"
] | 0 |
The passage below describes an experiment. Read the passage and think about the variables that are described.
Jackie was building a wooden race car. She could choose between two types of wheels for the car. Each of these wheels was ten inches in diameter, but one type was heavier than the other. Jackie was curious if the weight of the wheels would affect how fast her race car could go down the race hill.
Jackie put the lighter set of wheels on the car and rolled down the hill three times. She measured how long it took her to get to the bottom each time. Then, she put the heavier set of wheels on the car and rolled down the hill three more times. Once again, she measured how long it took to reach the bottom of the hill each time.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: wooden race cars.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify independent and dependent variables
|
Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.
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Not supported with pagination yet |
What do these two changes have in common?
a puddle freezing into ice on a cold night
sewing an apron
|
[
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] | 0 |
closed choice
|
grade8
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
A puddle freezing is caused by cooling. But sewing an apron is not.
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Not supported with pagination yet |
Which logical fallacy is used in the text?
Did you really vote for Jim as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million?
|
[
"guilt by association: a negative association intended to discredit someone or something",
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against"
] | 0 |
closed choice
|
grade7
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Jim can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jim can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association.
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Not supported with pagination yet |
Select the vertebrate.
|
[
"monarch butterfly",
"atlantic salmon",
"red-kneed tarantula",
"hissing cockroach"
] | 1 |
Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify vertebrates and invertebrates
|
Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.
|
Like other tarantulas, a red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.
A monarch butterfly is an insect. Like other insects, a monarch butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
An atlantic salmon is a fish. Like other fish, an atlantic salmon is a vertebrate. It has a backbone.
A hissing cockroach is an insect. Like other insects, a hissing cockroach is an invertebrate. It does not have a backbone. It has an exoskeleton.
|
Not supported with pagination yet |
Which object has the least thermal energy?
|
[
"a watermelon at a temperature of 75°F",
"a watermelon at a temperature of 85°F",
"a watermelon at a temperature of 83°F"
] | 0 |
The objects are identical except for their temperatures.
|
closed choice
|
grade4
|
natural science
|
physics
|
Heat and thermal energy
|
How is temperature related to thermal energy?
|
All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
|
All three watermelons have the same mass but different temperatures. Since the 75°F watermelon is the coldest, it has the least thermal energy.
|
Not supported with pagination yet |
Select the amphibian.
|
[
"olive toad",
"emu",
"rabbit",
"anchovy"
] | 0 |
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Amphibians have moist skin and begin their lives in water.
|
An anchovy is a fish. It lives underwater. It has fins, not limbs.
An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
A rabbit is a mammal. It has fur and feeds its young milk.
Rabbits live underground in burrows. A group of rabbit burrows is called a warren.
An olive toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
An emu is a bird. It has feathers, two wings, and a beak.
Emus cannot fly, but they can run very fast. They run to avoid predators.
|
|
Which of the following could Cora and Ashley's test show?
|
[
"if a new batch of concrete was firm enough to use",
"if the concrete from each batch took the same amount of time to dry"
] | 0 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Cora and Ashley were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Complete the sentence.
A redwood seed can grow into ().
|
[
"a new plant",
"a male cone",
"pollen"
] | 0 |
Redwood seeds grow inside of cones.
|
closed choice
|
grade4
|
natural science
|
biology
|
Plants
|
Describe and construct conifer life cycles
|
Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.
|
A seed can germinate and grow into a new plant.
The new plant can grow male cones and pollen. But a seed does not grow into a male cone or pollen.
|
|
What can Katie and Jerry trade to each get what they want?
|
[
"Katie can trade her tomatoes for Jerry's sandwich.",
"Katie can trade her tomatoes for Jerry's broccoli.",
"Jerry can trade his almonds for Katie's tomatoes.",
"Jerry can trade his broccoli for Katie's oranges."
] | 1 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Katie and Jerry open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Katie wanted broccoli in her lunch and Jerry was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.
|
closed choice
|
grade6
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Katie wanted broccoli in her lunch and Jerry was hoping for tomatoes. Look at the labeled part of the images.
Katie has tomatoes. Jerry has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.
|
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Not supported with pagination yet |
Would you find the word never on a dictionary page with the following guide words?
navy - not
|
[
"yes",
"no"
] | 0 |
yes or no
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since never is between the guide words navy - not, it would be found on that page.
|
Subsets and Splits
Topic Counts by Grade
Provides a breakdown of the number of questions by topic (physics, chemistry, biology, geography) for each grade level, revealing the distribution of question types.
Train Data with Numeric Choices
This query identifies distinct rows in the dataset where one of the elements in the choices column contains a number and the image column is null, providing insight into data completeness and specific patterns in the choices.
Select Test Rows With Images
The query retrieves all records from the 'test' table where the 'image' column is not null, providing basic filtering without deep analytical value.
Test Images Query
This query retrieves a limited sample of rows where the image column is not null, providing basic filtering but minimal analytical value.
Test Data with Images
The query filters out rows where the image column is not null, providing a basic subset of the data but without much analytical insight.
Select Test Entries With Images
The query retrieves all records from the 'test' table where the 'image' column is not null, providing basic filtering but no deeper analytical insight.