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|---|---|---|---|---|---|---|---|---|---|---|---|---|
Which property do these three objects have in common?
|
[
"bouncy",
"colorful",
"scratchy"
] | 0 |
Select the best answer.
|
closed choice
|
grade4
|
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. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
|
Look at each object.
For each object, decide if it has that property.
A bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.
A colorful object has one or more bright colors. The rubber ball and the pogo stick are colorful, but the spring is not.
A scratchy object is rough and itchy against your skin. The rubber ball is not scratchy.
The property that all three objects have in common is bouncy.
|
|
Which animal's legs are also adapted for wading?
|
[
"demoiselle crane",
"white tern"
] | 0 |
Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.
The 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.
Figure: flamingo.
|
closed choice
|
grade3
|
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 flamingo.
Long legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The demoiselle crane has long, thin legs. Its legs are adapted for wading.
The white tern has short legs. Its legs are not adapted for wading. The white tern uses its legs to walk, perch, and swim.
|
|
Which of these states is farthest north?
|
[
"Maryland",
"Idaho",
"Nebraska",
"Arizona"
] | 1 |
closed choice
|
grade3
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.
|
||
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Which body part tells other body parts what to do?
|
[
"heart",
"brain",
"stomach"
] | 1 |
closed choice
|
grade2
|
natural science
|
biology
|
Animals
|
Body parts and their functions
| |||
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Which object has the most thermal energy?
|
[
"a 175-gram glass of milk at a temperature of 63°F",
"a 175-gram glass of milk at a temperature of 42°F",
"a 175-gram glass of milk at a temperature of 51°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 move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
|
All three glasses of milk have the same mass but different temperatures. Since the 63°F glass of milk is the hottest, it has the most thermal energy.
|
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Is the following trait inherited or acquired?
Isaiah knows how to type.
|
[
"inherited",
"acquired"
] | 1 |
closed choice
|
grade5
|
natural science
|
biology
|
Traits and heredity
|
Identify inherited and acquired traits
|
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. Children do not inherit their parents' acquired traits.
|
People are not born knowing how to type. Instead, many people learn how to type. So, typing is an acquired trait.
|
|
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Based on this information, what is Asgore's phenotype for the coat color trait?
|
[
"a reddish-brown coat",
"a black coat"
] | 1 |
In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
Asgore is a horse from this group. Asgore has the heterozygous genotype Ll for the coat color 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.
|
You need to determine Asgore's phenotype for the coat color trait. First, consider the alleles in Asgore's genotype for the coat color gene. Then, decide whether these alleles are dominant or recessive.
The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.
Asgore's genotype of Ll has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Asgore's phenotype for the coat color trait must be a black coat.
|
Identify the question that Shivani and Paul's experiment can best answer.
|
[
"Does Shivani's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?",
"Does Shivani's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"
] | 1 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Shivani applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Paul timed each ride. Shivani and Paul calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.
|
closed choice
|
grade8
|
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?
| ||
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Which figure of speech is used in this text?
Dr. Jefferson is unhappy with her new assistant because simple tasks, like fetching coffee, take him years to finish.
|
[
"anaphora",
"hyperbole"
] | 1 |
closed choice
|
grade11
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
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.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic.
|
The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
Take him years to finish is an exaggeration, since it probably does not take him entire years to fetch coffee.
|
|
Is phyllite a mineral?
|
[
"yes",
"no"
] | 1 |
Phyllite has the following properties:
found in nature
not a pure substance
no fixed crystal structure
solid
not made by organisms
|
yes or no
|
grade6
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is 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.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
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 or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Phyllite does not have all the properties of a mineral. So, phyllite is not a mineral.
|
|
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Does the sentence use a simile or a metaphor?
The colorful, blooming flowers of spring are nature's grandest artwork.
|
[
"simile",
"metaphor"
] | 1 |
closed choice
|
grade4
|
language science
|
figurative-language
|
Literary devices
|
Identify similes and metaphors
|
Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader.
|
The colorful, blooming flowers of spring are nature's grandest artwork.
The words flowers and artwork are compared without the word like or as. So, the sentence uses a metaphor.
|
|
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What is the temperature of a cool glass of milk?
|
[
"45°C",
"45°F"
] | 1 |
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 a cool glass of milk is 45°F.
45°C is too hot.
|
Which better describes the Gunung Leuser National Park ecosystem?
|
[
"It has year-round warm temperatures. It also has many different types of organisms.",
"It has soil that is poor in nutrients. It also has only a few types of organisms."
] | 0 |
Figure: Gunung Leuser National Park.
Gunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia.
|
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 tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round warm temperatures. It also has many different types of organisms.
|
|
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What information supports the conclusion that Sidney inherited this trait?
|
[
"Sidney's biological mother often wears her straight hair in a ponytail.",
"Sidney's biological parents have red hair. Sidney also has red hair.",
"Sidney's neighbor also has straight hair."
] | 0 |
Read the description of a trait.
Sidney has straight hair.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
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 from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological 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. Parents do not pass acquired traits down to their offspring.
| |
Which animal is also adapted to be camouflaged in the snow?
|
[
"lion",
"snowy owl"
] | 1 |
Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
|
Look at the picture of the short-tailed weasel.
During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The snowy owl has white feathers covering its body. It is adapted to be camouflaged in the snow.
The lion has yellow-brown fur. It is not adapted to be camouflaged in the snow.
|
|
In this experiment, which were part of an experimental group?
|
[
"the containers that got worms",
"the containers that did not get worms"
] | 0 |
The passage below describes an experiment.
Barbara wanted to set up a compost bin, where food could decompose, or break down, into soil fertilizer. She knew that worms can break down food. She wondered if adding worms to her compost bin would cause food to decompose faster.
Barbara set up four small compost containers. She added the same amounts of fruit peels, vegetable scraps, and eggshells to each container. Then, she added worms to two of the containers but not to the other two. After one month, Barbara weighed the amount of undecomposed food left in each container.
Figure: food decomposing in a compost bin.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify control and experimental groups
|
Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.
|
In this experiment, Barbara investigated whether adding worms to compost containers affects how well food breaks down. So, the containers that got worms were part of an experimental group.
There were no worms in the containers that did not get worms. So, they were not part of an experimental group.
|
|
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Compare the motion of three ships. Which ship was moving at the lowest speed?
|
[
"a ship that moved 175kilometers south in 5hours",
"a ship that moved 215kilometers west in 5hours",
"a ship that moved 355kilometers north in 5hours"
] | 0 |
closed choice
|
grade3
|
natural science
|
physics
|
Force and motion
|
Compare the speeds of moving objects
|
An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.
|
Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
Notice that each ship moved for 5 hours. The ship that moved 175 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed.
|
|
What is the name of the colony shown?
|
[
"Pennsylvania",
"Tennessee",
"North Carolina",
"Maine"
] | 2 |
closed choice
|
grade5
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is North Carolina.
|
|||
Which label marks the Mauryan Empire?
|
[
"C",
"A",
"B"
] | 2 |
The Mauryan (MAU-ree-uhn) Empire was an ancient empire that lasted from about 321 BCE to 185 BCE. At its largest, the leader of the Mauryan Empire controlled almost all of South Asia. The following map shows some ancient empires. Look at the map. Then answer the question below.
|
closed choice
|
grade7
|
social science
|
world-history
|
Ancient South Asia
|
The Mauryan Empire
|
The Mauryan Empire was an ancient empire that controlled most of South Asia. Look back at the map and find the region labeled "South Asia." It is marked with the letter B.
"South Asia" includes the present-day countries of India, Pakistan, Afghanistan, Nepal, Bhutan, Bangladesh, Sri Lanka, and the Maldives.
|
||
Which property matches this object?
|
[
"sticky",
"rough"
] | 0 |
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 sticky object can stick to other things. The cake batter is sticky.
A rough object feels scratchy when you touch it. The cake batter is not rough.
|
|
Not supported with pagination yet |
Select the invertebrate.
|
[
"wolf spider",
"red kangaroo"
] | 0 |
Hint: Insects, spiders, and worms are invertebrates.
|
closed choice
|
grade3
|
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 a hard outer cover on their body. Other invertebrates have a soft body.
|
A red kangaroo is a mammal. Like other mammals, a red kangaroo is a vertebrate. It has a backbone.
Like other spiders, a wolf spider is an invertebrate. It does not have a backbone. It has a hard outer cover.
|
Not supported with pagination yet |
Select the vertebrate.
|
[
"redback spider",
"human",
"grasshopper",
"saturn butterfly"
] | 1 |
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 saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has an exoskeleton.
A human is a mammal. Like other mammals, a human is a vertebrate. It has a backbone.
|
Which solution has a higher concentration of purple particles?
|
[
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 0 |
The diagram below is a model of two solutions. Each purple 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 purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.
|
|
Which statement describes the Tallgrass Prairie National Preserve ecosystem?
|
[
"It has hot summers and cool winters.",
"It has soil that is poor in nutrients."
] | 0 |
Figure: Tallgrass Prairie National Preserve.
Tallgrass Prairie National Preserve is a prairie grassland ecosystem in eastern Kansas. The preserve is named for its grass, which can grow over five feet tall. This type of grass once covered large parts of North America, but it is now rare. Most of the tallgrass in North America was destroyed to create farmland.
|
closed choice
|
grade8
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
|
A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statements describe the Tallgrass Prairie National Preserve ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. It has hot summers and cool winters. The following statement does not describe Tallgrass Prairie National Preserve: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has soil that is poor in nutrients.
|
|
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How long is a road from one end of a city to the other?
|
[
"7 meters",
"7 kilometers",
"7 centimeters"
] | 1 |
Select the best estimate.
|
closed choice
|
grade4
|
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.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.
|
The best estimate for the length of a road from one end of a city to the other is 7 kilometers.
7 centimeters and 7 meters are both too short.
|
Is limestone a mineral?
|
[
"no",
"yes"
] | 0 |
Limestone has the following properties:
no fixed crystal structure
not made by organisms
naturally occurring
made mostly of calcite
solid
|
yes or no
|
grade6
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is 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.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
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 or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Limestone is a rock that forms from ocean sediment. The sediment in limestone is made mostly of the shells of marine organisms. But the rock itself is not made by organisms. It forms deep below Earth's surface when layers of sediment are pressed together to form rock.
|
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 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
|
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 north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.
|
||
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What is the source of the allusion in the sentence below?
Despite Dana's insistence that she would raise Cain if we ever got lost, we decided to try taking a shortcut.
|
[
"U.S. history",
"the Bible"
] | 1 |
closed choice
|
grade11
|
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.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.
|
The source of the allusion raise Cain is the Bible.
In the Bible, Adam and Eve's son Cain murders his brother in a jealous rage.
The allusion raise Cain means to resort to violence.
|
|
Which country is highlighted?
|
[
"Saint Vincent and the Grenadines",
"Barbados",
"Grenada",
"Saint Lucia"
] | 0 |
closed choice
|
grade6
|
social science
|
geography
|
The Americas: geography
|
Identify and select countries of the Caribbean
|
This country is Saint Vincent and the Grenadines.
|
|||
Identify the question that Hazel's experiment can best answer.
|
[
"Are eggs more likely to float in fresh water or salty water?",
"Does the amount of water in a glass affect whether eggs sink or float in the water?"
] | 0 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Hazel poured four ounces of water into each of six glasses. Hazel dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Hazel placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Hazel repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.
|
closed choice
|
grade6
|
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?
| ||
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Suppose Pam decides to bake bran muffins. Which result would be a cost?
|
[
"Pam will get to eat more muffins. She can make more bran muffins than apple muffins.",
"Pam will give up the chance to eat apple muffins. She thinks apple muffins are tastier than bran muffins."
] | 1 |
Pam is deciding whether to bake apple muffins or bran muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins.
|
closed choice
|
grade4
|
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 Pam wants or needs:
Pam will give up the chance to eat apple muffins. She thinks apple muffins are tastier than bran muffins.
|
Select the reptile below.
|
[
"bison",
"Galapagos giant tortoise"
] | 1 |
Reptiles have scaly, waterproof skin. Most reptiles live on land. A Chinese alligator is an example of a reptile.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
|
A Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.
A bison is a mammal. It has fur and feeds its young milk.
|
|
Select the organism in the same genus as the silver gull.
|
[
"Goura scheepmakeri",
"Cyanocitta stelleri",
"Chroicocephalus scopulinus"
] | 2 |
This organism is a silver gull. Its scientific name is Chroicocephalus novaehollandiae.
|
closed choice
|
grade7
|
natural science
|
biology
|
Classification and 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 silver gull's scientific name is Chroicocephalus novaehollandiae. The first word of its scientific name is Chroicocephalus.
Chroicocephalus scopulinus is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus scopulinus and Chroicocephalus novaehollandiae are in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Chroicocephalus novaehollandiae are not in the same genus.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Chroicocephalus novaehollandiae are not in the same genus.
|
|
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Suppose Destiny decides to watch the action movie. Which result would be a cost?
|
[
"Destiny will give up the chance to watch the movie that she is more excited about.",
"Destiny will get to watch a movie with her sister."
] | 0 |
Destiny is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Destiny's sister will only watch an action movie.
|
closed choice
|
grade4
|
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 Destiny wants or needs:
Destiny will give up the chance to watch the movie that she is more excited about.
|
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What information supports the conclusion that Roy acquired this trait?
|
[
"Roy knits sweaters using cotton, wool, and other types of yarn.",
"Roy learned how to knit in an after school program."
] | 1 |
Read the description of a trait.
Roy knows how to knit sweaters.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
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 from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological 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. Parents do not pass acquired traits down to their offspring.
| |
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Select the animal that has a backbone.
|
[
"bess beetle",
"bald eagle"
] | 1 |
Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify animals with and without backbones
|
Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.
|
A bess beetle is an insect. Like other insects, a bess beetle does not have a backbone. It has a hard outer cover.
A bald eagle is a bird. Like other birds, a bald eagle has a backbone.
|
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Which is a complex sentence?
|
[
"Unless the weather forecast is wrong, you'll probably need an umbrella tomorrow.",
"Babe Ruth hit 714 home runs during his baseball career but struck out 1,330 times."
] | 0 |
closed choice
|
grade5
|
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 complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction unless.
Unless the weather forecast is wrong, you'll probably need an umbrella tomorrow.
|
|
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Which sentence states a fact?
|
[
"Rainforests supply one out of every four ingredients used in modern medicine.",
"People rely too heavily on the resources that rainforests provide."
] | 0 |
closed choice
|
grade5
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Distinguish facts from opinions
|
A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping.
|
The second sentence states a fact.
Rainforests supply one out of every four ingredients used in modern medicine.
It can be proved by looking up where medicines come from.
The first sentence states an opinion.
People rely too heavily on the resources that rainforests provide.
Too heavily shows what a person believes, thinks, or feels. Another person might have a different opinion about how much people should rely on these resources.
|
|
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What information supports the conclusion that Carson inherited this trait?
|
[
"Carson's biological mother has long hair. Carson also has long hair.",
"Carson uses a headband to keep his wavy hair out of his face.",
"Carson's biological parents have wavy hair."
] | 2 |
Read the description of a trait.
Carson has wavy hair.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
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 from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological 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. Parents do not pass acquired traits down to their offspring.
| |
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 0 |
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 north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnetic force is weaker in Pair 2.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 1."
] | 1 |
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.
|
closed choice
|
grade4
|
natural science
|
physics
|
Magnets
|
Compare strengths 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 stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
|
Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.
|
|
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 greater in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is greater in Pair 2."
] | 2 |
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.
|
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 greater when the magnets are larger.
|
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.
|
|
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What information supports the conclusion that Mark acquired this trait?
|
[
"Mark won a competition at his school with his jump rope tricks.",
"Mark has three jump ropes, each made of a different material.",
"Mark's sister taught him how to do tricks with a jump rope."
] | 2 |
Read the description of a trait.
Mark knows how to do tricks with a jump rope.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
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 from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological 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. Parents do not pass acquired traits down to their offspring.
| |
Not supported with pagination yet |
Which is a complex sentence?
|
[
"In 1900, the U.S. state with the largest population was New York.",
"My assistant will distribute the report to everyone at the meeting while I make the introductions."
] | 1 |
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 complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction while.
My assistant will distribute the report to everyone at the meeting while I make the introductions.
|
|
Which of the following was an independent variable in this experiment?
|
[
"the amount of oxygen in the tanks",
"the species of algae"
] | 1 |
The passage below describes an experiment. Read the passage and think about the variables that are described.
Dr. Dalton collected two species of algae, Chlorella rotunda and Tetraselmis cordiformis. He wanted to know whether one species released more oxygen as it grew than the other species.
To find out, Dr. Dalton prepared six culture tanks. He filled each tank with the same amount of a mixture of water and nutrients. Then, he added 1,000 live algae cells to each tank and sealed the tank. In three of the tanks, he added C. rotunda cells. In the other three, he added T. cordiformis cells. After five days, Dr. Dalton measured the amount of oxygen in each culture tank.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: growing algae in culture tanks.
|
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.
| ||
Based on the text, why are blue dragons dangerous?
|
[
"Their strong fingers squeeze prey.",
"They have razor-sharp teeth and sharp fingers.",
"They use weapons to catch food.",
"Their sting is painful and can harm humans."
] | 3 |
Read the text about the blue dragon.
Do dragons exist? Believe it or not, the oceans contain a lizard-like creature called the blue glaucus or blue dragon. However, these "dragons" are not the fire-breathing beasts of fantasy. In fact, they are only about an inch long. Blue dragons are a type of sea slug.
Although these slugs are cuter than legendary dragons, you shouldn't let their squishy bodies fool you. These tiny creatures can be dangerous! Blue dragons eat poisonous sea creatures, such as Portuguese man-of-wars. The blue dragons store their prey's venom in their many "fingers." They can then use that stored poison to defend themselves. So, never touch a blue dragon—unless you want to get a painful and possibly serious sting.
Blue dragons have another way to stay safe from predators. They float on their backs so their bright blue bellies point upward. The blue blends in with the water, making it hard for predators flying overhead to see them. And predators swimming below will have trouble spotting the dragons' gray backs. The light color blends with the sunlight shining down through the water. This two-color effect is called countershading, and it's a good way to avoid getting eaten!
You might see blue dragons washed up on some beaches, but they usually drift on warm surfaces of the Atlantic, Pacific, and Indian Oceans. An air bubble in their stomach allows them to float for long periods of time. It is difficult for scientists to find these tiny creatures in the vast oceans. So, there is still much we don't know about them. What we do know, though, is that these beautiful dragons are full of surprising traits.
|
closed choice
|
grade5
|
language science
|
reading-comprehension
|
Informational texts: level 1
|
Read passages about animals
|
Look at the text in bold below. It tells you why blue dragons are dangerous.
Although these slugs are cuter than legendary dragons, you shouldn't let their squishy bodies fool you. These tiny creatures can be dangerous! Blue dragons eat poisonous sea creatures, such as Portuguese man-of-wars. The blue dragons store their prey's venom in their many "fingers." They can then use that stored poison to defend themselves. So, never touch a blue dragon—unless you want to get a painful and possibly serious sting.
|
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Select the animal.
|
[
"Banana trees have large leaves.",
"Giant pandas walk and climb."
] | 1 |
closed choice
|
grade2
|
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 giant panda is an animal. It walks and climbs.
Giant pandas eat mostly bamboo. But they can also eat other plants and small animals.
A banana tree is a plant. It has large leaves.
The leaves on a banana tree can be up to nine feet long!
|
|
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Which figure of speech is used in this text?
Maddie insisted that her dog wasn't fat; she said that he was merely well-fed.
|
[
"paradox",
"euphemism"
] | 1 |
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Classify figures 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.
Well-fed is an indirect way of saying overweight.
|
|
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What do these two changes have in common?
an iceberg melting slowly
breaking a plate
|
[
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] | 1 |
closed choice
|
grade3
|
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.
An iceberg melting is a change of state. So, it is a physical change. An iceberg is made of frozen water. As it melts, the water changes from a solid to a liquid. But a different type of matter is not formed.
Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
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.
An iceberg melting is caused by heating. But breaking a plate is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
Which bird's beak is also adapted to filter through mud?
|
[
"ringed teal",
"northern mockingbird"
] | 0 |
Mute swans eat plants that grow underwater or in mud. The shape of the 's beak is adapted to filter through mud for food.
The gathers muddy water in its beak and then pushes it out through gaps along the sides. Bits of food, such as plant roots, are left behind inside the swan's beak.
Figure: mute swan.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
|
Look at the picture of the mute swan.
The mute swan has a wide, flat beak. Its beak is adapted to filter through mud. The mute swan gathers muddy water in its beak. Then, it pushes the water out through gaps along the sides of the beak. Bits of food, such as plant roots, are left behind inside the swan's beak.
Now look at each bird. Figure out which bird has a similar adaptation.
The ringed teal has a wide, flat beak. Its beak is adapted to filter through mud.
The northern mockingbird has a straight, thin beak. Its beak is not adapted to filter through mud. The northern mockingbird uses its beak to eat insects and earthworms.
|
|
Is steel a mineral?
|
[
"yes",
"no"
] | 1 |
Steel has the following properties:
human-made
mixture of iron and carbon
no fixed crystal structure
solid
|
yes or no
|
grade5
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is 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.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
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 or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Steel does not have all the properties of a mineral. So, steel is not a mineral.
|
|
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What is the volume of a blender?
|
[
"50 gallons",
"50 cups",
"50 fluid ounces"
] | 2 |
Select the best estimate.
|
closed choice
|
grade4
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary 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 customary units, volume may be written in units of fluid ounces, cups, or gallons.
As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.
|
The best estimate for the volume of a blender is 50 fluid ounces.
50 cups and 50 gallons are both too much.
|
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The city of Springfield has been one of the world's biggest makers of cough drops for many years. But last month, Springfield's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops?
|
[
"The supply will probably go down.",
"The supply will probably go up."
] | 0 |
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.
|
Floods destroyed the cough drop factories in Springfield. The number of producers of cough drops went down. So, the supply of cough drops will probably go down.
|
|
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Which of the following contains a vague pronoun reference?
|
[
"Colonel Tom Parker was Elvis Presley's manager until Presley's death in 1977.",
"Colonel Tom Parker was Elvis Presley's manager until his death in 1977."
] | 1 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun his could refer to Colonel Tom Parker or Elvis Presley.
The second answer choice shows a possible correction for the vague pronoun reference. His has been replaced with Presley's.
Colonel Tom Parker was Elvis Presley's manager until Presley's death in 1977.
|
|
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What kind of sentence is this?
Wow, that was a loud sneeze!
|
[
"interrogative",
"exclamatory"
] | 1 |
closed choice
|
grade4
|
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. It tells about something. A declarative sentence always ends with a period.
I have an older brother and a younger sister.
An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
How tall are you?
An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
Read the first chapter by next week.
Look out for that car!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
Some whales are over ninety feet long!
I can't wait until tomorrow!
|
The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence.
|
|
What is the name of the colony shown?
|
[
"North Carolina",
"Iowa",
"Virginia",
"New Hampshire"
] | 0 |
closed choice
|
grade4
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is North Carolina.
|
|||
Does Bertholletia excelsa have cells that have a nucleus?
|
[
"no",
"yes"
] | 1 |
This organism is Bertholletia excelsa. It is a member of the plant kingdom.
Bertholletia excelsa is commonly called a Brazil nut tree. Brazil nut trees have a tall, thin trunk. Branches grow near the top of the tree. A Brazil nut tree can live for over 500 years!
|
yes or no
|
grade4
|
natural science
|
biology
|
Classification
|
Describe, classify, and compare kingdoms
|
Bertholletia excelsa is a plant. Plant cells have a nucleus.
|
||
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Which text uses the word terribly in its traditional sense?
|
[
"Sally made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.",
"Sally decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing."
] | 1 |
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 first text uses terribly in its traditional sense: in a terrible manner.
Sally decided to make escargots using the small snails from her garden, but she prepared them terribly. Since she'd forgotten to add garlic, the taste was disappointing.
The second text uses terribly in its nontraditional sense: extremely; very.
Sally made escargots using the small snails from her garden. She prepared them according to the recipe but found the chewy texture terribly disappointing.
Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each bottle",
"each bottle . . . the surroundings"
] | 0 |
Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.
|
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 bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle.
|
|
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How long is a sunflower seed?
|
[
"10 meters",
"10 centimeters",
"10 kilometers",
"10 millimeters"
] | 3 |
Select the best estimate.
|
closed choice
|
grade6
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.
|
The best estimate for the length of a sunflower seed is 10 millimeters.
10 centimeters, 10 meters, and 10 kilometers are all too long.
|
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What is the mass of a can of soup?
|
[
"10 pounds",
"10 tons",
"10 ounces"
] | 2 |
Select the best estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary 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 customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.
|
The best estimate for the mass of a can of soup is 10 ounces.
10 pounds and 10 tons are both too heavy.
|
Which statement is true about seeds?
|
[
"A plant's fruit makes seeds.",
"A plant's flowers make seeds."
] | 1 |
A watermelon plant can grow seeds.
|
closed choice
|
grade4
|
natural science
|
biology
|
Plants
|
Describe and construct flowering plant life cycles
|
Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
First, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.
After pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.
|
Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
The fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower.
|
|
What is the capital of Massachusetts?
|
[
"Portland",
"Providence",
"Atlanta",
"Boston"
] | 3 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Boston is the capital of Massachusetts.
|
|||
Which country is highlighted?
|
[
"Jamaica",
"Cuba",
"The Bahamas",
"Dominica"
] | 1 |
closed choice
|
grade7
|
social science
|
geography
|
The Americas: geography
|
Identify and select countries of the Caribbean
|
This country is Cuba.
Does Cuba have any territorial disputes?
Cuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
The United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year.
|
|||
Which animal's mouth is also adapted for bottom feeding?
|
[
"emperor angelfish",
"spotted eagle ray"
] | 1 |
Leopard sharks eat organisms such as crabs, shrimp, and fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.
The 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
Figure: leopard shark.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.
|
Look at the picture of the leopard shark.
The leopard shark's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The leopard shark uses its mouth to find food hidden in the sediment of the ocean floor.
Now look at each animal. Figure out which animal has a similar adaptation.
The spotted eagle ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.
The emperor angelfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.
|
|
Which of these states is farthest east?
|
[
"New Jersey",
"Arizona",
"Rhode Island",
"North Carolina"
] | 2 |
closed choice
|
grade5
|
social science
|
geography
|
Maps
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Rhode Island is farthest east.
|
||
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Which of these might be part of an animal's skeletal system?
|
[
"hair",
"tendons and ligaments",
"the liver and kidneys"
] | 1 |
closed choice
|
grade5
|
natural science
|
biology
|
Animals
|
Body systems: perception and motion
|
An animal's skeletal system provides a strong frame for its body. The skeletal system has three main jobs. First, it supports the animal's body. Second, it protects the organs and other soft parts inside the animal's body. Third, it works with the muscular system to help the animal move.
Some animals have an endoskeleton. The word endoskeleton means "inside skeleton." An endoskeleton is inside an animal's body. Many vertebrates have an endoskeleton. A vertebrate's endoskeleton is made up of bones and fibers called tendons and ligaments. Tendons connect muscles to bones, and ligaments connect bones to other bones.
Some animals have an exoskeleton. The word exoskeleton means "outside skeleton." An exoskeleton is made up of tough structures covering the outside of an animal's body. Many invertebrates have an exoskeleton. Stiff fibers attach the animal's muscles to its exoskeleton.
| ||
Which area voted for Lincoln?
|
[
"the West",
"the South"
] | 0 |
In the 1860 election, the Republican party nominated Abraham Lincoln for president. Meanwhile, the Democrats could not decide on one candidate. Look at the 1860 election map. Then answer the question below.
|
closed choice
|
grade4
|
social science
|
us-history
|
The Civil War and Reconstruction
|
The Civil War: the beginning of the war
| |||
Which animal's feet are also adapted for walking on large, floating leaves?
|
[
"comb-crested jacana",
"mallard"
] | 0 |
Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: bronze-winged jacana.
|
closed choice
|
grade3
|
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.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
|
Look at the picture of the bronze-winged jacana.
The bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The comb-crested jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.
The mallard has webbed feet. Its feet are not adapted for walking on floating leaves. The mallard uses its feet to swim.
|
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample B",
"sample A",
"neither; the samples have the same temperature"
] | 0 |
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
|
grade8
|
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.
|
Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.
|
|
Not supported with pagination yet |
Which of the following is a trait of an organism?
|
[
"the ways the organism behaves",
"the amount of oxygen in the organism's environment",
"the amount of sunshine the organism gets"
] | 0 |
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Introduction to adaptations
|
A trait is the way an organism looks or behaves.
An adaptation is a trait that helps an organism stay alive in its environment.
| ||
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What does the allusion in this text suggest?
With the gutters clogged and water rising in the streets, Jane, who was watching the storm from her window, commented, "We're going to need an ark to get out of here."
|
[
"Jane plans to build a boat.",
"Jane thinks the storm will cause major flooding."
] | 1 |
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Interpret 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.
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.
|
The text uses an allusion, a brief reference to someone or something well known.
The allusion to an ark suggests that Jane thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds.
|
|
What is the capital of Alabama?
|
[
"Montgomery",
"Birmingham",
"Trenton",
"Columbia"
] | 0 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Montgomery is the capital of Alabama.
|
|||
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Next winter is expected to be colder and snowier than usual. Producers expect the demand for ski boots to be high. What will probably happen to the overall supply of ski boots?
|
[
"The supply will probably go up.",
"The supply will probably go down."
] | 0 |
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.
|
Producers expect a cold and snowy winter season. They know that people like to ski when there is a lot of snow. They also know that many of these skiers will need to buy ski boots. So, there is an expected change in demand for ski boots. Producers want to sell as many of the ski boots as they can. So, the supply of ski boots will probably go up.
|
|
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Based on this information, what is this pea plant's phenotype for the stem height trait?
|
[
"hh",
"a short stem"
] | 1 |
In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele H is for a tall stem, and the allele h is for a short stem.
A certain pea plant from this group has a short stem. This plant has two alleles for a short stem.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
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.
|
An organism's phenotype for a trait is its observable version of that trait. The pea plant's observable version of the stem height trait is a short stem. So, the plant's phenotype for the stem height trait is a short stem.
|
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Based on this information, what is Raiden's phenotype for the coat pattern trait?
|
[
"AA",
"a black coat"
] | 1 |
In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
Raiden, a jaguar from this group, has a black coat. Raiden has two alleles for a black coat.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
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.
|
An organism's phenotype for a trait is its observable version of that trait. Raiden's observable version of the coat pattern trait is a black coat. So, Raiden's phenotype for the coat pattern trait is a black coat.
|
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Compare the motion of three geese. Which goose was moving at the highest speed?
|
[
"a goose that moved 375miles south in 10hours",
"a goose that moved 520miles north in 10hours",
"a goose that moved 495miles west in 10hours"
] | 1 |
closed choice
|
grade3
|
natural science
|
physics
|
Force and motion
|
Compare the speeds of moving objects
|
An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.
|
Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
Notice that each goose moved for 10 hours. The goose that moved 520 miles moved the farthest distance in that time. So, that goose must have moved at the highest speed.
|
|
Which ocean is highlighted?
|
[
"the Arctic Ocean",
"the Southern Ocean",
"the Indian Ocean",
"the Pacific Ocean"
] | 3 |
closed choice
|
grade6
|
social science
|
geography
|
Physical Geography
|
Oceans and continents
|
Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
|
This is the Pacific Ocean.
|
||
Is cheese a mineral?
|
[
"no",
"yes"
] | 0 |
Cheese has the following properties:
made in a cheese factory
not a pure substance
solid
no fixed crystal structure
|
yes or no
|
grade5
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is 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.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
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 or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Cheese does not have all the properties of a mineral. So, cheese is not a mineral.
|
|
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Which of the following contains a vague pronoun reference?
|
[
"Steve sent them the transcript from his old college, but he still wasn't granted an exemption from English 101.",
"Steve sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101."
] | 0 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the registrar's office.
Steve sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101.
|
|
Which animal's skin is better adapted as a warning sign to ward off predators?
|
[
"flamboyant cuttlefish",
"gray tree frog"
] | 0 |
Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
|
Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.
|
|
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Complete the sentence.
The Eighth Amendment places limits on how the government can () people.
|
[
"help",
"punish",
"educate",
"tax"
] | 1 |
closed choice
|
grade4
|
social science
|
civics
|
Government
|
The Bill of Rights
|
The Eighth Amendment places limits on how the government can punish people. In particular, it says that the government cannot use "cruel and unusual punishments." What makes a punishment "cruel or unusual"? The answer is not clear. The Eighth Amendment doesn't talk about specific punishments. Over time, Americans have changed their views on what is cruel and unusual. For example, the government decided in 2005 that it was cruel to put someone to death for a crime he or she committed before the age of 18. Today, Americans continue to question what is cruel and unusual. In the future, some punishments used today may be outlawed. The text of the Eighth Amendment is below. Does it have rules against anything else? Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
|
||
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Which closing is correct for a letter?
|
[
"Best Wishes,\nCody",
"Best wishes,\nCody"
] | 1 |
closed choice
|
grade4
|
language science
|
punctuation
|
Formatting
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The first closing is correct:
Its first word is capitalized, and it ends with a comma.
|
|
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Which is the hardest?
|
[
"wood ruler",
"soap",
"cotton towel"
] | 0 |
closed choice
|
grade4
|
natural science
|
physics
|
Materials
|
Compare properties of materials
|
Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.
|
Hard is a property. A hard material keeps its shape when you press on it with your finger.
Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
Of the choices, the wood ruler is the hardest. If you press on a piece of wood, it will not change shape.
|
|
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What information supports the conclusion that Alan inherited this trait?
|
[
"Alan's coworker also has curly hair.",
"Alan and his biological parents have brown hair.",
"Alan's biological father has curly hair."
] | 2 |
Read the description of a trait.
Alan has curly hair.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
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 from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological 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. Parents do not pass acquired traits down to their offspring.
| |
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Select the animal.
|
[
"Dung beetles walk and run.",
"Pear trees have green leaves.",
"Pine trees have green leaves.",
"Oak trees can have thick branches."
] | 0 |
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 dung beetle is an animal. It walks and runs.
Dung beetles eat animal waste, which is called dung. They roll the dung into balls to store for later.
An oak tree is a plant. It can have thick branches.
Acorns grow on oak trees. Acorns are small nuts with a seed inside.
A pine tree is a plant. It has green leaves.
Pine tree seeds grow in cones. Trees that grow cones are called conifers.
A pear tree is a plant. It has green leaves.
Wild pear trees grow in Europe, north Africa, and Asia.
|
|
What can Terrell and Sophie trade to each get what they want?
|
[
"Terrell can trade his tomatoes for Sophie's broccoli.",
"Sophie can trade her broccoli for Terrell's oranges.",
"Sophie can trade her almonds for Terrell's tomatoes.",
"Terrell can trade his tomatoes for Sophie's sandwich."
] | 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.
Terrell and Sophie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Terrell wanted broccoli in his lunch and Sophie 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
|
Terrell wanted broccoli in his lunch and Sophie was hoping for tomatoes. Look at the labeled part of the images.
Terrell has tomatoes. Sophie 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.
|
||
Which material is this plate made of?
|
[
"cotton",
"plastic"
] | 1 |
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Identify materials in objects
|
A material is a type of matter. Wood, glass, metal, and plastic are common materials.
|
Look at the picture of the plate.
The plate is made of plastic.
Most plates are made of plastic or ceramic. If you drop a ceramic plate, it might break! Plates for young children are usually made of plastic instead.
|
||
Which property matches this object?
|
[
"scratchy",
"yellow"
] | 1 |
Select the better answer.
|
closed choice
|
grade3
|
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. Properties can also tell you how an object will behave when something happens to it.
|
Look at the object.
Think about each property.
A scratchy object is rough and itchy against your skin. The flower petals are not scratchy.
Yellow is a color.
This color is yellow. The flower petals are yellow.
|
|
Which solution has a higher concentration of purple particles?
|
[
"Solution B",
"Solution A",
"neither; their concentrations are the same"
] | 1 |
The diagram below is a model of two solutions. Each purple 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 purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.
|
|
Which bird's beak is also adapted to get nectar out of long flowers?
|
[
"malachite sunbird",
"roseate spoonbill"
] | 0 |
Rufous hummingbirds live in the woodlands and meadows of western North America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: rufous hummingbird.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
|
Look at the picture of the rufous hummingbird.
The rufous hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The rufous hummingbird's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The malachite sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The roseate spoonbill has a long spoon-shaped beak. Its beak is not adapted to get nectar out of long flowers. The roseate spoonbill uses its beak to filter through mud for invertebrates and small fish.
|
|
What is the capital of North Carolina?
|
[
"Springfield",
"Atlanta",
"Little Rock",
"Raleigh"
] | 3 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Raleigh is the capital of North Carolina.
|
|||
Not supported with pagination yet |
What kind of sentence is this?
Emma felt intimidated by the steep cliff that she faced on her first rock-climbing adventure.
|
[
"interrogative",
"declarative",
"exclamatory"
] | 1 |
closed choice
|
grade9
|
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 always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An interrogative sentence asks a question and always ends with a question mark.
Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
I can't wait to travel through Europe this summer!
|
The sentence is a statement and ends with a period. It is a declarative sentence.
|
|
Which of the following could Dominic's test show?
|
[
"if the weather station would work when the temperature was 50°C",
"how well the weather station would work when it was windy"
] | 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.
Dominic was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dominic wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.
|
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.
| ||
During this time, thermal energy was transferred from () to ().
|
[
"each pizza . . . the surroundings",
"the surroundings . . . each pizza"
] | 0 |
Helen was delivering two identical pizzas to a customer. While driving to the customer's house, Helen put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza 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 pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.
|
|
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Is the following trait inherited or acquired?
Emma plays basketball.
|
[
"acquired",
"inherited"
] | 0 |
Hint: Playing basketball takes practice.
|
closed choice
|
grade4
|
natural science
|
biology
|
Traits and heredity
|
Identify inherited and acquired traits
|
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. Children do not inherit their parents' acquired traits.
|
People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait.
|
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Which figure of speech is used in this text?
He wanted his friends to realize that life is a journey and not a destination.
—Lynn H. Hough
|
[
"simile",
"metaphor"
] | 1 |
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech: review
|
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 metaphor, comparing two things that are not actually alike without using like or as.
Life is a journey compares life to a journey without using like or as.
|
|
Which continent is highlighted?
|
[
"North America",
"Africa",
"Antarctica",
"Asia"
] | 2 |
closed choice
|
grade3
|
social science
|
geography
|
Geography
|
Identify oceans and continents
|
A continent is one of the seven largest areas of land on earth.
|
This continent is Antarctica.
|
||
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Compare the motion of two bowhead whales. Which bowhead whale was moving at a lower speed?
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[
"a bowhead whale that moved 50miles in 10hours",
"a bowhead whale that moved 20miles in 10hours"
] | 1 |
closed choice
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grade2
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natural science
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physics
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Force and motion
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Compare the speeds of moving objects
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An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.
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Look at the distance each bowhead whale moved and the time it took to move that distance.
One bowhead whale moved 20 miles in 10 hours.
The other bowhead whale moved 50 miles in 10 hours.
Notice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 20 miles moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed.
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Is the following trait inherited or acquired?
Jake has naturally curly hair.
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[
"acquired",
"inherited"
] | 1 |
Hint: Some humans are born with naturally curly hair. Others are born with naturally straight hair.
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closed choice
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grade4
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natural science
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biology
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Traits and heredity
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Identify inherited and acquired traits
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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. Children do not inherit their parents' acquired traits.
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Human hair can be naturally curly or naturally straight. Curly and straight are examples of hair texture.
Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait.
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Subsets and Splits
Topic Counts by Grade
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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.