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Not supported with pagination yet |
Which job does the circulatory system do?
|
[
"It brings oxygen to cells.",
"It breaks down food into small pieces."
] | 0 |
closed choice
|
grade4
|
natural science
|
biology
|
Animals
|
Body systems: circulation and respiration
|
To stay alive, animal cells must get water and oxygen. Animal cells also produce carbon dioxide, a waste that must be removed. An animal's respiratory and circulatory systems work together to do these jobs.
An animal's respiratory system is made up of organs that work together to bring in oxygen gas from the environment. The respiratory system also removes carbon dioxide gas from the animal's body. Some animals have lungs to exchange oxygen and carbon dioxide with the air. Other animals have gills to exchange oxygen and carbon dioxide with water.
An animal's circulatory system is made up of organs that work together to move blood through its body. The heart pumps blood through blood vessels throughout the body. As blood moves through blood vessels, it delivers oxygen, nutrients from food, and water to cells. Blood also absorbs waste, including carbon dioxide. When the blood is pumped into the lungs or gills, it releases carbon dioxide and absorbs oxygen.
|
The circulatory system brings oxygen, nutrients, and water to cells. It also helps remove carbon dioxide waste.
The circulatory system does not break down food into small pieces. This job is done by the digestive system. After the digestive system breaks down food, blood vessels in the intestines absorb the nutrients from the food. The blood then carries the nutrients to cells throughout the body.
|
|
Not supported with pagination yet |
Compare the motion of three ships. Which ship was moving at the highest speed?
|
[
"a ship that moved 215miles north in 10hours",
"a ship that moved 355miles east in 10hours",
"a ship that moved 365miles north in 10hours"
] | 2 |
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 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 10 hours. The ship that moved 365 miles moved the farthest distance in that time. So, that ship must have moved at the highest speed.
|
|
Which animal's limbs are also adapted for climbing trees?
|
[
"chimpanzee",
"red-necked wallaby"
] | 0 |
s live in the rain forests of Indonesia and Malaysia. Their limbs are adapted for climbing trees.
Figure: Sumatran orangutan.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.
|
Look at the picture of the Sumatran orangutan.
The Sumatran orangutan uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.
Now look at each animal. Figure out which animal has a similar adaptation.
The chimpanzee has long, powerful limbs. Its limbs are adapted for climbing trees.
The red-necked wallaby has small arms and long legs. Its limbs are not adapted for climbing trees. The red-necked wallaby moves by hopping on two legs.
|
|
What is the capital of Texas?
|
[
"Austin",
"Des Moines",
"Raleigh",
"Baton Rouge"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Austin is the capital of Texas.
|
|||
Not supported with pagination yet |
Which change better matches the sentence?
Small pieces of rock are carried away by water.
|
[
"drought",
"erosion"
] | 1 |
closed choice
|
grade2
|
natural science
|
earth-science
|
Earth events
|
Classify changes to Earth's surface
| |||
Not supported with pagination yet |
Which tense does the sentence use?
Shannon practices the drums in her family's garage.
|
[
"future tense",
"past tense",
"present tense"
] | 2 |
closed choice
|
grade3
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in present tense. You can tell because it uses a present-tense verb, practices. The verb ends in -s and tells you about something that is true or happening now.
|
|
Not supported with pagination yet |
What is the mass of a trumpet?
|
[
"2 grams",
"2 kilograms"
] | 1 |
Select the better estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of mass
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.
|
The better estimate for the mass of a trumpet is 2 kilograms.
2 grams is too light.
|
Which statement is true about the average monthly precipitation in Charlotte?
|
[
"June is wetter than July.",
"Charlotte has a rainy season and a dry season.",
"Precipitation does not change much from month to month."
] | 2 |
Use the graph to answer the question below.
|
closed choice
|
grade3
|
natural science
|
earth-science
|
Weather and climate
|
Use climate data to make predictions
|
Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.
|
To describe the average precipitation trends in Charlotte, look at the graph.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "June is wetter than July." is incorrect.
Wetter months have a higher average precipitation than drier months. June and July have the same average monthly precipitation. So, June is not wetter than July.
Choice "Charlotte has a rainy season and a dry season." is incorrect.
The average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.
Choice "Precipitation does not change much from month to month." is incorrect.
The average monthly precipitation changes only slightly throughout the year.
|
|
What is the name of the colony shown?
|
[
"South Carolina",
"North Carolina",
"Connecticut",
"Georgia"
] | 2 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Connecticut.
|
|||
What is the capital of California?
|
[
"Olympia",
"Sacramento",
"Salem",
"Helena"
] | 1 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Sacramento is the capital of California.
|
|||
Not supported with pagination yet |
How long does it take to toast bread in the toaster?
|
[
"3 minutes",
"3 seconds"
] | 0 |
Select the better estimate.
|
closed choice
|
grade3
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose units of time
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.
|
The better estimate for how long it takes to toast bread in the toaster is 3 minutes.
3 seconds is too fast.
|
In Cincinnati, which months have average temperatures above 70°F?
|
[
"June, July, and August",
"September, October, and November",
"March, April, and May"
] | 0 |
Use the graph to answer the question below.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Use climate data to make predictions
|
Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.
|
To describe the average temperature trends in Cincinnati, look at the graph.
Choice "Mar" is incorrect.
Choice "Apr" is incorrect.
Choice "May" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "Sep" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
The only months with an average temperature above 70°F are June, July, and August.
|
|
Which bird's beak is also adapted to crack large, hard nuts?
|
[
"spotted dove",
"hyacinth macaw"
] | 1 |
s eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.
Figure: Alexandrine parakeet.
|
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 Alexandrine parakeet.
The Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.
Now look at each bird. Figure out which bird has a similar adaptation.
The hyacinth macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The spotted dove has a short, thin beak. Its beak is not adapted to crack large, hard nuts.
|
|
Not supported with pagination yet |
Which is smoother?
|
[
"rubber ballon",
"concrete sidewalk"
] | 0 |
closed choice
|
grade2
|
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.
|
Smooth is a property. A smooth material is not rough or bumpy.
Look at each picture, one at a time. Imagine touching the material shown in each picture.
Of the choices, the rubber ballon is smoother. If you touch a rubber balloon, it will not feel rough or bumpy.
|
|
In this food chain, the gray wolf is a consumer. Why?
|
[
"It eats another organism.",
"It makes its own food."
] | 0 |
This diagram shows a food chain from a grassland ecosystem in Wyoming.
|
closed choice
|
grade4
|
natural science
|
biology
|
Ecosystems
|
Identify roles in food chains
|
Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.
Consumers eat other organisms. Consumers cannot make their own food.
|
In this food chain, the gray wolf is a consumer because it eats another organism. The gray wolf in this food chain eats the bison.
|
|
Which better describes the Shenandoah National Park ecosystem?
|
[
"It has cold, wet winters. It also has soil that is rich in nutrients.",
"It has warm, dry summers. It also has many different types of trees."
] | 0 |
Figure: Shenandoah National Park.
Shenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.
|
closed choice
|
grade4
|
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 temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Shenandoah National Park has cold, wet winters. It also has soil that is rich in nutrients.
|
|
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.
|
The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle 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.
|
|
Which country is highlighted?
|
[
"Grenada",
"Dominica",
"Trinidad and Tobago",
"Saint Vincent and the Grenadines"
] | 0 |
closed choice
|
grade6
|
social science
|
geography
|
The Americas: geography
|
Identify and select countries of the Caribbean
|
This country is Grenada.
|
|||
What is the probability that a pea plant produced by this cross will be homozygous dominant for the flower position gene?
|
[
"1/4",
"0/4",
"2/4",
"3/4",
"4/4"
] | 0 |
This passage describes the flower position trait in pea plants:
Flowers can grow in different positions on a pea plant's stem. Axial flowers are in the middle of the plant's stem. Terminal flowers are at the tip of the stem.
In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele for terminal flowers (f) is recessive to the allele for axial flowers (F).
This Punnett square shows a cross between two pea plants.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate probabilities of offspring types
|
Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype.
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4
| ||
What is the capital of Washington?
|
[
"Olympia",
"Juneau",
"Honolulu",
"Santa Fe"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Olympia is the capital of Washington.
|
|||
Not supported with pagination yet |
Complete the sentence so that it uses personification.
"You might think you'll always be young," Mrs. Trevino counseled, "but time ()".
|
[
"affects everyone",
"creeps up on you"
] | 1 |
closed choice
|
grade9
|
language science
|
writing-strategies
|
Creative techniques
|
Use personification
|
Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.
|
Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person.
|
|
Not supported with pagination yet |
Suppose Samantha decides to make lentil soup. Which result would be a cost?
|
[
"The lentil soup will be tastier than the split pea soup would have been.",
"Samantha will spend more time making the lentil soup than she would have spent making the split pea soup."
] | 1 |
Samantha is deciding whether to make lentil soup or split pea soup for dinner. She wants dinner to be as tasty as possible. But she is also hungry and wants to eat soon.
|
closed choice
|
grade5
|
social science
|
economics
|
Basic economic principles
|
Costs and benefits
|
Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
|
This result is a cost. It involves giving up or spending something that Samantha wants or needs:
Samantha will spend more time making the lentil soup than she would have spent making the split pea soup.
|
Not supported with pagination yet |
Which figure of speech is used in this text?
The bumper sticker on the fisherman's truck said, "I don't fish to live; I live to fish!"
|
[
"paradox",
"chiasmus"
] | 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 chiasmus, an expression in which the second half parallels the first but reverses the order of words.
The second half of the expression reverses the order of the words fish and live relative to the first half.
|
|
What is the name of the colony shown?
|
[
"New York",
"Iowa",
"Delaware",
"Tennessee"
] | 2 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Delaware.
|
|||
Not supported with pagination yet |
Which type of sentence is this?
As Dirk sat down on the rickety old chair, it abruptly collapsed beneath him.
|
[
"simple",
"compound",
"complex",
"compound-complex"
] | 2 |
closed choice
|
grade7
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
As Dirk sat down on the rickety old chair, it abruptly collapsed beneath him.
|
|
Not supported with pagination yet |
Based on this information, what is Briar's genotype for the fur texture gene?
|
[
"wavy fur",
"ff"
] | 1 |
In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for straight fur, and the allele f is for wavy fur.
Briar, a Syrian hamster from this group, has wavy fur. Briar has two alleles for wavy fur.
|
closed choice
|
grade8
|
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 genotype for a gene is its combination of alleles for that gene. Briar has two alleles for wavy fur (f). So, Briar's genotype for the fur texture gene is ff.
|
Not supported with pagination yet |
Which word is not like the others?
|
[
"juice",
"cup",
"water",
"milk"
] | 1 |
closed choice
|
grade2
|
language science
|
vocabulary
|
Categories
|
Which word is not like the others?
|
Some words are alike. They go together in a group.
Red, blue, and green go together. They are colors.
Mom, dad, grandma, and grandpa go together. They are people in a family.
|
Milk, water, and juice go together. They are drinks. Cup is not a drink, so it is not like the other words.
|
|
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 greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 0 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
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 changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
|
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.
|
|
Which of these cities is marked on the map?
|
[
"Minneapolis",
"Indianapolis",
"Detroit",
"Omaha"
] | 1 |
closed choice
|
grade5
|
social science
|
geography
|
Cities
|
Cities of the Midwest
|
The city is Indianapolis, Indiana. Minneapolis, Omaha, and Detroit are marked with gray circles on the map below.
|
|||
Which of these states is farthest south?
|
[
"Florida",
"Virginia",
"Massachusetts",
"North Dakota"
] | 0 |
closed choice
|
grade2
|
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 south arrow is pointing. Florida is farthest south.
|
||
Not supported with pagination yet |
Which is a compound sentence?
|
[
"The tailor measures the length of the pant leg.",
"Desmond liked the sea otters, but the jellyfish were his favorite."
] | 1 |
closed choice
|
grade5
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple or compound?
|
A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.
|
The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
Desmond liked the sea otters, but the jellyfish were his favorite.
|
|
Select the organism in the same genus as the European hare.
|
[
"Neofelis nebulosa",
"Lepus americanus",
"Erinaceus europaeus"
] | 1 |
This organism is a European hare. Its scientific name is Lepus europaeus.
|
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 European hare's scientific name is Lepus europaeus. The first word of its scientific name is Lepus.
Lepus americanus is in the genus Lepus. The first word of its scientific name is Lepus. So, Lepus americanus and Lepus europaeus are in the same genus.
Erinaceus europaeus and Lepus europaeus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Erinaceus europaeus and Lepus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Erinaceus europaeus is in the genus Erinaceus, and Lepus europaeus is in the genus Lepus.
Neofelis nebulosa is in the genus Neofelis. The first word of its scientific name is Neofelis. So, Neofelis nebulosa and Lepus europaeus are not in the same genus.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"each salmon . . . the surroundings",
"the surroundings . . . each salmon"
] | 1 |
Turner lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes.
|
closed choice
|
grade8
|
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 salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon.
|
|
Not supported with pagination yet |
What does the hyperbole in this text suggest?
Last August, you could fry an egg on the sidewalk in Austin.
|
[
"It is no longer possible to fry an egg on the sidewalk in Austin.",
"Austin was extremely hot last August."
] | 1 |
closed choice
|
grade10
|
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.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
|
The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
The hyperbole you could fry an egg on the sidewalk suggests that Austin was extremely hot last August. You could not literally fry an egg on the sidewalk.
|
|
Not supported with pagination yet |
What does the euphemism in this text suggest?
Mr. Simon is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.
|
[
"Mr. Simon lives near his family.",
"Mr. Simon is old."
] | 1 |
closed choice
|
grade10
|
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.
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.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The euphemism golden years indicates that Mr. Simon is old. Golden years is a nicer way of referring to old age.
|
|
What type of rock is gabbro?
|
[
"metamorphic",
"igneous"
] | 1 |
Gabbro is a type of rock. It is usually dark-colored. When melted rock cools below the earth's surface, it can form gabbro.
|
closed choice
|
grade3
|
natural science
|
earth-science
|
Rocks and minerals
|
Classify rocks as igneous, sedimentary, or metamorphic
|
Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.
|
Gabbro is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock is a hot, thick liquid. As melted rock cools, solid mineral grains begin to form. When the melted rock becomes solid, it forms igneous rock. The word igneous comes from the Latin word ignis, which means fire.
|
|
What can Natalie and Mitch trade to each get what they want?
|
[
"Mitch can trade his almonds for Natalie's tomatoes.",
"Mitch can trade his broccoli for Natalie's oranges.",
"Natalie can trade her tomatoes for Mitch's broccoli.",
"Natalie can trade her tomatoes for Mitch's carrots."
] | 2 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Natalie and Mitch open their lunch boxes in the school cafeteria. Neither Natalie nor Mitch got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Natalie's lunch Mitch's lunch
|
closed choice
|
grade7
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Natalie wants broccoli. Mitch wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
Not supported with pagination yet |
Which closing is correct for a letter?
|
[
"With love,\nZach",
"with love,\nZach"
] | 0 |
closed choice
|
grade3
|
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 second closing is correct:
Its first word is capitalized, and it ends with a comma.
|
|
Not supported with pagination yet |
Which object has more thermal energy?
|
[
"a pot of spaghetti sauce at a temperature of 70°C",
"a pot of spaghetti sauce at a temperature of 80°C"
] | 1 |
The objects are identical except for their temperatures.
|
closed choice
|
grade3
|
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.
|
The two pots of spaghetti sauce have the same mass but different temperatures. Since the 80°C pot of spaghetti sauce is hotter than the 70°C pot of spaghetti sauce, it has more thermal energy.
|
Select the fish below.
|
[
"great white shark",
"kangaroo",
"tiger salamander",
"Amazon tree boa"
] | 0 |
Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A salmon is an example of a fish.
|
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.
|
A kangaroo is a mammal. It has fur and feeds its young milk.
Kangaroos hop to move around. They use their large tails for balance while hopping.
An Amazon tree boa is a reptile. It has scaly, waterproof skin.
Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
A great white shark is a fish. It lives underwater. It has fins, not limbs.
Great white sharks can live for up to 70 years.
A tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.
|
|
Not supported with pagination yet |
What do these two changes have in common?
shaking up salad dressing
water boiling on a stove
|
[
"Both are caused by cooling.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes."
] | 1 |
closed choice
|
grade8
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
Water boiling on the stove is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
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.
Water boiling is caused by heating. But shaking up salad dressing is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
Which of these states is farthest east?
|
[
"Iowa",
"Utah",
"Oregon",
"Michigan"
] | 3 |
closed choice
|
grade4
|
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. Michigan is farthest east.
|
||
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 2.",
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs."
] | 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, but some of them are different sizes and shapes.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
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.
|
The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The 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 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
It's an open secret that Cody is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know.
|
[
"oxymoron",
"euphemism"
] | 0 |
closed choice
|
grade10
|
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 an oxymoron, a joining of two seemingly contradictory terms.
Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden.
|
|
Not supported with pagination yet |
Is the following statement true or false?
A plant cell does not have a nucleus.
|
[
"false",
"true"
] | 0 |
true-or false
|
grade4
|
natural science
|
biology
|
Cells
|
Cell part functions: true or false
|
A plant cell does not have a nucleus.
This statement is false. Not every cell has a nucleus, but most plant and animal cells have one.
|
||
Which country is highlighted?
|
[
"Samoa",
"Palau",
"the Federated States of Micronesia",
"New Zealand"
] | 1 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Palau.
|
|||
Not supported with pagination yet |
Which correctly shows the title of a poem?
|
[
"\"My Life Has Been the Poem\"",
"My Life Has Been the Poem"
] | 0 |
closed choice
|
grade9
|
language science
|
punctuation
|
Formatting
|
Formatting titles
|
The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
A Midsummer Night's Dream
The title of a poem, song, article, or short story should be in quotation marks.
"You Are My Sunshine"
|
A poem should be in quotation marks.
The correct title is "My Life Has Been the Poem."
|
|
Select the mammal below.
|
[
"helmeted iguana",
"gorilla"
] | 1 |
Mammals have hair or fur and feed their young milk. A kangaroo is an example of a mammal.
|
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 gorilla is a mammal. It has fur and feeds its young milk.
A helmeted iguana is a reptile. It has scaly, waterproof skin.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
Kathleen's Boutique claims to have "something for everyone," but it is generally understood that their target market is women of a certain age.
|
[
"euphemism",
"paradox"
] | 0 |
closed choice
|
grade12
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Of a certain age is an indirect and generally more polite way of referring to older people.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
We can't let Governor McKnight impose regulations on gas-guzzling cars! Soon enough, he'll start trying to ban all cars!
|
[
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"ad hominem: an attack against the person making the argument, rather than the argument itself",
"slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences"
] | 2 |
closed choice
|
grade9
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that banning cars with low fuel efficiency would lead to a ban on all cars. However, this argument offers only an extreme outcome and ignores other possible outcomes. For instance, the law may be limited to cars with low fuel efficiency. This illustrates a type of logical fallacy known as the slippery slope fallacy.
|
|
Which better describes the Great Basin Desert ecosystem?
|
[
"It has heavy snow. It also has soil that is frozen year-round.",
"It has dry, thin soil. It also has long, cold winters."
] | 1 |
Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States.
|
closed choice
|
grade4
|
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 cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Great Basin Desert has dry, thin soil. It also has long, cold winters.
|
|
Which solution has a higher concentration of pink particles?
|
[
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 2 |
The diagram below is a model of two solutions. Each pink ball represents one particle of solute.
|
closed choice
|
grade6
|
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 pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.
|
|
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 0 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade3
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.
|
|
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 greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 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
|
grade6
|
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 changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
|
The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.
|
|
Not supported with pagination yet |
Which change best matches the sentence?
Lava comes out of the ground.
|
[
"volcanic eruption",
"wildfire",
"flood"
] | 0 |
closed choice
|
grade3
|
natural science
|
earth-science
|
Earth events
|
Classify changes to Earth's surface I
| |||
Not supported with pagination yet |
Which press release is more formal?
|
[
"On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater.",
"On November 19, the Centerville Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon."
] | 1 |
closed choice
|
grade12
|
language science
|
writing-strategies
|
Audience, purpose, and tone
|
Which text is most formal?
|
Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners.
|
The second press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.).
|
|
Not supported with pagination yet |
What is the source of the allusion in the sentence below?
Marco dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled.
|
[
"Greek mythology",
"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 prodigal son is the Bible.
In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
The allusion prodigal son means a person who behaves recklessly but later makes a repentant return.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"each battery . . . the surroundings",
"the surroundings . . . each battery"
] | 0 |
Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.
|
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 battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.
|
|
Not supported with pagination yet |
What information supports the conclusion that Liz acquired this trait?
|
[
"Liz learned to speak two languages in school.",
"Liz's mother speaks one language."
] | 0 |
Read the description of a trait.
Liz speaks two languages.
|
closed choice
|
grade4
|
natural science
|
biology
|
Traits and heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
| |
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.
|
The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle 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.
|
|
Which animal's mouth is also adapted to tear through meat?
|
[
"nutria",
"spotted hyena"
] | 1 |
Alligators are carnivores, or meat eaters. They eat fish, mammals, and other reptiles. The 's mouth is adapted to tear through meat.
Figure: alligator.
|
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 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 alligator.
The alligator has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The alligator uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The spotted hyena has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.
The nutria has large front teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The nutria uses its mouth to gnaw on stems and branches.
|
|
What is the name of the colony shown?
|
[
"Rhode Island",
"Massachusetts",
"Vermont",
"Connecticut"
] | 1 |
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.
|
|||
Which solution has a higher concentration of pink particles?
|
[
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 1 |
The diagram below is a model of two solutions. Each pink 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 pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.
|
|
Which country is highlighted?
|
[
"Palau",
"New Zealand",
"Australia",
"Papua New Guinea"
] | 1 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is New Zealand.
|
|||
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Which text uses the word factoid in its traditional sense?
|
[
"A reporter for the Lakeside Daily Mail dug up an amusing factoid about Lakeside's founder while researching for an article about the town's early years.",
"The Lakeside Daily Mail was forced to issue a retraction after printing a factoid about Lakeside's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history."
] | 1 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The second text uses factoid in its traditional sense: something made up presented as a true fact.
The Lakeside Daily Mail was forced to issue a retraction after printing a factoid about Lakeside's founder. It turned out that the reporter had written the article based on local legend rather than researching the actual history.
The first text uses factoid in its nontraditional sense: a trivial but true fact.
A reporter for the Lakeside Daily Mail dug up an amusing factoid about Lakeside's founder while researching for an article about the town's early years.
Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard.
|
|
Not supported with pagination yet |
Using only these supplies, which question can Britney investigate with an experiment?
|
[
"Does a cell phone charge faster when plugged into a wall outlet or into a computer?",
"Does a cell phone charge more quickly when it is turned on or when it is turned off?",
"Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?"
] | 1 |
Britney notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
one cell phone
a two-foot-long charging cable
a five-foot-long charging cable
a stopwatch
a wall outlet
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
| |
Which solution has a higher concentration of yellow particles?
|
[
"Solution A",
"neither; their concentrations are the same",
"Solution B"
] | 0 |
The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.
|
|
Is the following statement about our solar system true or false?
There are twice as many ice planets as rocky planets.
|
[
"true",
"false"
] | 1 |
Use the data to answer the question below.
|
true-or false
|
grade6
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
|
The table tells you that there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets.
|
|
Which animal's skin is better adapted as a warning sign to ward off predators?
|
[
"strawberry poison frog",
"peppered moth"
] | 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 strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.
The peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.
|
|
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What is the volume of a bottle of hot sauce?
|
[
"5 cups",
"5 fluid ounces",
"5 gallons"
] | 1 |
Select the best estimate.
|
closed choice
|
grade5
|
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 bottle of hot sauce is 5 fluid ounces.
5 cups and 5 gallons are both too much.
|
Which property do these four objects have in common?
|
[
"sweet",
"translucent",
"flexible"
] | 1 |
Select the best answer.
|
closed choice
|
grade5
|
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.
Sugar has a sweet taste. The honey is sweet, but the wet ice cube and the ocean water are not.
A flexible object can be folded or bent without breaking easily. The wet ice cube is not flexible.
A translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.
The property that all four objects have in common is translucent.
|
|
Which term matches the picture?
|
[
"echinoderm",
"cnidarian"
] | 1 |
Read the text.
The sea is home to many different groups, or phyla, of animals. Two of these are cnidarians and echinoderms.
Cnidarian comes from a Greek word that means "nettle," a stinging type of plant. Cnidarians have tentacles all around their mouths, which they use to sting prey and pull the prey toward their mouths.
Echinoderm comes from Greek words meaning "spiny" and "skin." Echinoderms have stiff bodies, and their spines may stick out of their skins. Adult echinoderms' bodies are often arranged in five balanced parts, like a star.
|
closed choice
|
grade6
|
language science
|
vocabulary
|
Context clues
|
Determine the meaning of domain-specific words with pictures
|
A cnidarian is an animal with tentacles that can sting its prey or predators. A sea anemone is a type of cnidarian.
|
||
What is the capital of Vermont?
|
[
"Annapolis",
"Burlington",
"Newport",
"Montpelier"
] | 3 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Montpelier is the capital of Vermont.
|
|||
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What do these two changes have in common?
baking cookies
burning a marshmallow over a campfire
|
[
"Both are caused by cooling.",
"Both are caused by heating.",
"Both are only physical changes."
] | 1 |
closed choice
|
grade8
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Both changes are caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
Not supported with pagination yet |
What information supports the conclusion that Pete inherited this trait?
|
[
"Pete and his biological parents have brown hair.",
"Pete's coworker also has curly hair.",
"Pete's biological father has curly hair."
] | 2 |
Read the description of a trait.
Pete 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.
| |
Not supported with pagination yet |
Which text uses the word can in its traditional sense?
|
[
"The director of the community garden says that if we want, we can try to introduce dragonflies into the garden. However, there is no guarantee that the dragonflies won't migrate elsewhere.",
"Adult dragonflies prey on insects such as flies, moths, midges, and mosquitoes. They can eat hundreds of insects a day, making them attractive to gardeners who want to reduce insect pest populations."
] | 1 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The second text uses can in its traditional sense: to have the ability to.
Adult dragonflies prey on insects such as flies, moths, midges, and mosquitoes. They can eat hundreds of insects a day, making them attractive to gardeners who want to reduce insect pest populations.
The first text uses can in its nontraditional sense: to have permission to.
The director of the community garden says that if we want, we can try to introduce dragonflies into the garden. However, there is no guarantee that the dragonflies won't migrate elsewhere.
Most style guides recommend to use the traditional sense of the word can because it is considered more standard.
|
|
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
both - bus
|
[
"beneath",
"broom"
] | 1 |
closed choice
|
grade2
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
|
Put the words in alphabetical order.
Since broom is between the guide words both - bus, it would be found on that page.
|
|
Not supported with pagination yet |
Which change best matches the sentence?
An area becomes drier than usual after a year without rain.
|
[
"landslide",
"drought",
"erosion"
] | 1 |
closed choice
|
grade3
|
natural science
|
earth-science
|
Earth events
|
Classify changes to Earth's surface II
| |||
Not supported with pagination yet |
What is the mass of a cement truck?
|
[
"25 ounces",
"25 pounds",
"25 tons"
] | 2 |
Select the best estimate.
|
closed choice
|
grade4
|
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 cement truck is 25 tons.
25 ounces and 25 pounds are both too light.
|
Not supported with pagination yet |
Which text uses the word unique in its traditional sense?
|
[
"Judith made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.",
"Judith wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one."
] | 0 |
closed choice
|
grade9
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The second text uses unique in its traditional sense: being the only one of its kind.
Judith made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.
The first text uses unique in its nontraditional sense: interesting or unusual. Judith may have been looking for an unusual name, but if she found it on a baby name website, it is not actually one of a kind.
Judith wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.
Most style guides recommend to use the traditional sense of the word unique because it is considered more standard.
|
|
Which better describes the Tibetan Plateau ecosystem?
|
[
"It has long, cold winters. It also has many evergreen trees.",
"It has mostly small plants. It also has soil that is frozen year-round."
] | 1 |
Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India.
|
closed choice
|
grade4
|
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 tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the Tibetan Plateau has mostly small plants. It also has soil that is frozen year-round.
|
|
Not supported with pagination yet |
Would you find the word telegraph on a dictionary page with the following guide words?
tar - trolley
|
[
"yes",
"no"
] | 0 |
yes or no
|
grade5
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since telegraph is between the guide words tar - trolley, it would be found on that page.
|
|
Which of the following could Mike's test show?
|
[
"if the sample fabric would absorb one drop of water in less than one second",
"how much athletes would sweat in the fabric",
"how long it would take the sample fabric to dry after it absorbed one drop of water"
] | 2 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Mike, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Mike thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Not supported with pagination yet |
Select the plant.
|
[
"Woodpeckers eat insects, fruit, and nuts.",
"Fig trees have many leaves."
] | 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 woodpecker is an animal. It eats insects, fruit, and nuts.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
A fig tree is a plant. It has many leaves.
Fig trees grow in dry, sunny places.
|
|
Not supported with pagination yet |
Which is a compound sentence?
|
[
"Mr. Santiago cleans the chimney, and Mrs. Santiago washes the car.",
"That wool scarf looks soft and warm."
] | 0 |
closed choice
|
grade3
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple or compound?
|
A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.
|
The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
Mr. Santiago cleans the chimney, and Mrs. Santiago washes the car.
|
|
Which bird's beak is also adapted to crack hard seeds?
|
[
"large ground finch",
"Asian openbill"
] | 0 |
Evening grosbeaks eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.
Figure: evening grosbeak.
|
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 evening grosbeak.
The evening grosbeak has a short, thick beak. Its beak is adapted to crack hard seeds. The evening grosbeak uses its short, thick beak to press down on a seed and crack open its hard shell.
Now look at each bird. Figure out which bird has a similar adaptation.
The large ground finch has a short, thick beak. Its beak is adapted to crack hard seeds.
The Asian openbill has a long beak with a gap in the middle. Its beak is not adapted to crack hard seeds. The Asian openbill uses its beak to eat snails.
|
|
Not supported with pagination yet |
What is the source of the allusion in the sentence below?
Toby's proclamations earned him a reputation as our neighborhood's own Nostradamus.
|
[
"Greek mythology",
"history"
] | 1 |
closed choice
|
grade12
|
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 Nostradamus is history.
Nostradamus, a sixteenth-century French astrologer and physician, is best known as the author of a book of prophecies.
The allusion Nostradamus means a seer or predictor of the future.
|
|
Not supported with pagination yet |
What information supports the conclusion that Ernesto acquired this trait?
|
[
"Ernesto is most interested in American history.",
"Ernesto learned history by reading."
] | 1 |
Read the description of a trait.
Ernesto knows a lot about history.
|
closed choice
|
grade5
|
natural science
|
biology
|
Traits and heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
| |
Which fish's mouth is also adapted for tearing through meat?
|
[
"copperband butterflyfish",
"starry moray"
] | 1 |
Great white sharks eat turtles, dolphins, and other fish. The mouth of the is adapted to tear through meat.
Figure: great white 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 great white shark.
The great white shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The great white shark uses its teeth to cut up meat into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.
The copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat.
|
|
Not supported with pagination yet |
Which organ receives signals from the brain to either contract or relax?
|
[
"skin",
"brain",
"skeleton",
"muscles"
] | 3 |
closed choice
|
grade5
|
natural science
|
biology
|
Animals
|
Human organs and their functions
| |||
Not supported with pagination yet |
Select the reptile.
|
[
"green sea turtle",
"salmon",
"green tree frog",
"anchovy"
] | 0 |
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Reptiles have scaly, waterproof skin. Most reptiles live on land.
|
A green sea turtle is a reptile. It has scaly, waterproof skin.
Sea turtles live in the water, but they lay their eggs on land.
A salmon is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, salmon can live in both fresh water and salt water.
An anchovy is a fish. It lives underwater. It has fins, not limbs.
An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
A green tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
|
|
Not supported with pagination yet |
Complete the statement.
Hydrazine is ().
|
[
"an elementary substance",
"a compound"
] | 1 |
Hydrazine is used in some types of rocket fuels. The chemical formula for hydrazine is N2H4.
|
closed choice
|
grade5
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using chemical formulas
|
Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
The symbol for each element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one symbol.
The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple symbols.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.
|
You can tell whether hydrazine is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for hydrazine is N2 H4. This formula contains two symbols: N for nitrogen and H for hydrogen. So, the formula tells you that hydrazine is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound.
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample B",
"neither; the samples have the same temperature",
"sample A"
] | 2 |
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade6
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.
|
|
Not supported with pagination yet |
Which tense does the sentence use?
Mr. Woodard will send a message to the teacher.
|
[
"present tense",
"past tense",
"future tense"
] | 2 |
closed choice
|
grade3
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in future tense. You can tell because it uses will before the main verb, send. The verb tells you about something that is going to happen.
|
|
Select the organism in the same genus as the great egret.
|
[
"Ardea purpurea",
"Caprimulgus macrurus",
"Tyto alba"
] | 0 |
This organism is a great egret. Its scientific name is Ardea alba.
|
closed choice
|
grade6
|
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 great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.
Ardea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea alba are in the same genus.
Caprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Ardea alba are not in the same genus.
Tyto alba and Ardea alba are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.
|
|
Which country is highlighted?
|
[
"Solomon Islands",
"Nauru",
"Tonga",
"the Marshall Islands"
] | 3 |
closed choice
|
grade6
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is the Marshall Islands.
Does the Marshall Islands have any territorial disputes?
The Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
The United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.
|
|||
Which of these statements about Jamestown is true?
|
[
"Jamestown was founded in the early 1600s.",
"Jamestown was the first English colony in North America.",
"Jamestown was founded in the late 1500s.",
"Jamestown was the only Spanish colony in South America."
] | 0 |
This timeline shows when some European settlements were founded, or created. Look at the timeline. Then answer the question.
|
closed choice
|
grade4
|
social science
|
us-history
|
English colonies in North America
|
Jamestown: the early years
|
Look at the timeline.
The timeline shows that Jamestown was founded in 1607. All of the years from 1600 to 1699 are in the 1600 s. The year 1607 is at the beginning of the 1600 s. So, Jamestown was founded in the early 1600 s. It was the first settlement in an area the English called the Virginia Colony.
Jamestown was not the first English colony in North America. The timeline shows that the English colony of Roanoke came first in 1585. Jamestown was an English colony, not a Spanish colony.
|
||
Which area voted for Lincoln?
|
[
"the Northwest",
"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
| |||
What is the capital of Alaska?
|
[
"Juneau",
"Salem",
"Baton Rouge",
"Honolulu"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Juneau is the capital of Alaska.
|
|||
In this experiment, which were part of a control group?
|
[
"the pennies with soapy water",
"the pennies with pure water"
] | 1 |
The passage below describes an experiment.
Danny noticed that he could make a dome of water on a penny if he added drops of water slowly enough. He wondered if adding soap to the water would allow him to fit more or less water on the penny.
Danny put equal-sized drops of pure water, one at a time, onto a penny. He recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. Danny repeated these trials on seven additional pennies.
Figure: a dome of water on the surface of a penny.
|
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, Danny investigated whether adding soap to water affects how much water can fit on a penny. The pennies with pure water did not get soapy water. So, they were part of a control group.
|
Subsets and Splits
Topic Counts by Grade
Provides a breakdown of the number of questions by topic (physics, chemistry, biology, geography) for each grade level, revealing the distribution of question types.
Train Data with Numeric Choices
This query identifies distinct rows in the dataset where one of the elements in the choices column contains a number and the image column is null, providing insight into data completeness and specific patterns in the choices.
Select Test Rows With Images
The query retrieves all records from the 'test' table where the 'image' column is not null, providing basic filtering without deep analytical value.
Test Images Query
This query retrieves a limited sample of rows where the image column is not null, providing basic filtering but minimal analytical value.
Test Data with Images
The query filters out rows where the image column is not null, providing a basic subset of the data but without much analytical insight.
Select Test Entries With Images
The query retrieves all records from the 'test' table where the 'image' column is not null, providing basic filtering but no deeper analytical insight.