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Not supported with pagination yet |
Complete the sentence.
A fossil is ().
|
[
"a body part of a living organism",
"the preserved remains of an ancient organism",
"a model of an organism made by humans"
] | 1 |
closed choice
|
grade3
|
natural science
|
earth-science
|
Fossils
|
Introduction to fossils
|
Fossils are preserved remains of the body parts or activities of ancient organisms.
Some fossils show the body parts of organisms. Bones and shells are two body parts that are commonly preserved in fossils.
Some fossils show traces of an organism's activities. Footprints and burrows are two examples of traces that can be preserved in fossils. A burrow is a hole dug by an animal.
All fossils are formed in nature. They take thousands of years to form.
| ||
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Using only these supplies, which question can Irma investigate with an experiment?
|
[
"Does the basketball bounce higher on a lawn or on a dirt path?",
"Does the basketball bounce higher on gravel or on grass?",
"Do larger basketballs bounce higher than smaller basketballs on a brick patio?"
] | 1 |
Irma gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available:
one basketball
access to a brick patio
access to a grassy lawn
access to a gravel driveway
a meterstick
|
closed choice
|
grade7
|
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!
| |
Based on the table, which are metamorphic rocks?
|
[
"marble and slate",
"marble and shale"
] | 0 |
This table compares different types of rock.
|
closed choice
|
grade6
|
language science
|
writing-strategies
|
Visual elements
|
Read graphic organizers
|
A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.
|
In a table, each cell gives information related to its row and column. This table compares different types of rock.
Look in the Type of rock column and find metamorphic. Follow the row to the farthest right column to see examples of this kind of rock. The Examples column tells you that marble and slate are metamorphic rocks.
|
|
Which property matches this object?
|
[
"stretchy",
"breakable"
] | 1 |
Select the better answer.
|
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Identify properties of an object
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
|
Look at the object.
Think about each property.
A stretchy object gets longer when you pull on it. The ceramic tea cup is not stretchy.
A breakable object will break into pieces if you drop it. The ceramic tea cup is breakable.
|
|
Select the organism in the same genus as the red-eyed tree frog.
|
[
"Agalychnis callidryas",
"Hyla cinerea",
"Bufo bufo"
] | 0 |
This organism is a red-eyed tree frog. Its scientific name is Agalychnis callidryas.
|
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 red-eyed tree frog's scientific name is Agalychnis callidryas. The first word of its scientific name is Agalychnis.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Agalychnis callidryas are not in the same genus.
Bufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Agalychnis callidryas are not in the same genus.
This organism and the red-eyed tree frog are in the same genus and the same species! Both organisms have the same scientific name, Agalychnis callidryas.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each vial",
"each vial . . . the surroundings"
] | 0 |
Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.
|
|
Not supported with pagination yet |
What is the source of the allusion in the sentence below?
Most of the people who knew Mitch considered him to be an unrepentant Casanova.
|
[
"Shakespeare",
"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 Casanova is history.
The autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.
The allusion Casanova means a womanizer.
|
|
Not supported with pagination yet |
Select the animal that does not have a backbone.
|
[
"barn owl",
"saturn butterfly"
] | 1 |
Hint: Insects, spiders, and worms do not have backbones.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify animals with and without backbones
|
Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body.
|
A barn owl is a bird. Like other birds, a barn owl has a backbone.
A saturn butterfly is an insect. Like other insects, a saturn butterfly does not have a backbone. It has a hard outer cover.
|
What can Andrew and Roy trade to each get what they want?
|
[
"Andrew can trade his tomatoes for Roy's sandwich.",
"Andrew can trade his tomatoes for Roy's broccoli.",
"Roy can trade his almonds for Andrew's tomatoes.",
"Roy can trade his broccoli for Andrew's oranges."
] | 1 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Andrew and Roy open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Andrew wanted broccoli in his lunch and Roy was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.
|
closed choice
|
grade6
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Andrew wanted broccoli in his lunch and Roy was hoping for tomatoes. Look at the labeled part of the images.
Andrew has tomatoes. Roy has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.
|
||
Which country is highlighted?
|
[
"Fiji",
"Solomon Islands",
"Tuvalu",
"Tonga"
] | 3 |
closed choice
|
grade6
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Tonga.
|
|||
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 1 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade2
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.
|
|
Not supported with pagination yet |
Based on this information, what is Peanut's phenotype for the fur color trait?
|
[
"FF",
"black fur"
] | 1 |
In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele F is for black fur, and the allele f is for brown fur.
Peanut, a rabbit from this group, has black fur. Peanut has two alleles for black fur.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's phenotype for a trait is its observable version of that trait. Peanut's observable version of the fur color trait is black fur. So, Peanut's phenotype for the fur color trait is black fur.
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 0 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade3
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.
|
|
Select the organism in the same species as the Goliath heron.
|
[
"Ardea goliath",
"Tigrisoma mexicanum",
"Falco peregrinus"
] | 0 |
This organism is a Goliath heron. Its scientific name is Ardea goliath.
|
closed choice
|
grade4
|
natural science
|
biology
|
Scientific names
|
Use scientific names to classify organisms
|
Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
|
A Goliath heron's scientific name is Ardea goliath.
Ardea goliath has the same scientific name as a Goliath heron. So, these organisms are in the same species.
Falco peregrinus does not have the same scientific name as a Goliath heron. So, Ardea goliath and Falco peregrinus are not in the same species.
Tigrisoma mexicanum does not have the same scientific name as a Goliath heron. So, Ardea goliath and Tigrisoma mexicanum are not in the same species.
|
|
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What is the source of the allusion in the sentence below?
Malik's research on nineteenth-century philosophers led him down the rabbit hole.
|
[
"Greek mythology",
"literature"
] | 1 |
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion down the rabbit hole is literature.
Lewis Carroll's Alice's Adventures in Wonderland tells the story of a young girl who follows a white rabbit down a rabbit hole and finds herself in a series of adventures in a surreal world.
The allusion down the rabbit hole means on a strange or difficult exploration.
|
|
Which statement describes the Great Victoria Desert ecosystem?
|
[
"It has thick, moist soil.",
"It has dry, thin soil."
] | 1 |
Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.
|
closed choice
|
grade6
|
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 hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Great Victoria Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. It has dry, thin soil. The following statement does not describe the Great Victoria Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
Never shall I forget that night, the first night in camp, that turned my life into one long night seven times sealed. Never shall I forget that smoke. Never shall I forget the small faces of the children . . .
—Elie Wiesel, Night
|
[
"chiasmus",
"anaphora"
] | 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 anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
Wiesel repeats the words never shall I forget at the beginning of each sentence.
|
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 1 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade2
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.
|
|
Which is this organism's common name?
|
[
"Flabellina iodinea",
"Spanish shawl nudibranch"
] | 1 |
This organism is a Spanish shawl nudibranch. It is also called Flabellina iodinea.
|
closed choice
|
grade8
|
natural science
|
biology
|
Classification and scientific names
|
Identify common and scientific names
|
An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
|
Flabellina iodinea is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Flabellina iodinea is the organism's scientific name. So, you know that Spanish shawl nudibranch is the common name.
|
|
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Is the following trait inherited or acquired?
Tanvi has naturally straight hair.
|
[
"acquired",
"inherited"
] | 1 |
closed choice
|
grade5
|
natural science
|
biology
|
Traits and heredity
|
Identify inherited and acquired traits
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
|
Some humans are born with naturally straight hair. Others are born with naturally curly hair. Straight and curly are examples of hair texture.
Some people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait.
|
|
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What is the volume of a mayonnaise jar?
|
[
"2 fluid ounces",
"2 gallons",
"2 cups"
] | 2 |
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 mayonnaise jar is 2 cups.
2 fluid ounces is too little and 2 gallons is too much.
|
Not supported with pagination yet |
What information supports the conclusion that Maya inherited this trait?
|
[
"Some people use a hair dryer to straighten their hair. But Maya and her brothers have naturally straight hair.",
"When she was younger, Maya wore ribbons in her naturally black hair.",
"Both of Maya's biological parents have naturally black hair."
] | 2 |
Read the description of a trait.
Maya has naturally black hair.
|
closed choice
|
grade8
|
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.
| |
Select the organism in the same genus as the American alligator.
|
[
"Trametes versicolor",
"Ictinia mississippiensis",
"Alligator mississippiensis"
] | 2 |
This organism is an American alligator. Its scientific name is Alligator mississippiensis.
|
closed choice
|
grade8
|
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.
|
An American alligator's scientific name is Alligator mississippiensis. The first word of its scientific name is Alligator.
This organism and the American alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator mississippiensis.
Ictinia mississippiensis and Alligator mississippiensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ictinia mississippiensis and Alligator mississippiensis have the same species name within their genus, mississippiensis. But the first words of their scientific names are different. Ictinia mississippiensis is in the genus Ictinia, and Alligator mississippiensis is in the genus Alligator.
Trametes versicolor is in the genus Trametes. The first word of its scientific name is Trametes. So, Trametes versicolor and Alligator mississippiensis are not in the same genus.
|
|
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 1 |
Two magnets are placed as shown.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
To predict if these magnets will attract or repel, look at which poles are closest to each other.
Both poles of each magnet line up with both poles of the other magnet. The north pole of each magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.
|
|
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Which tense does the sentence use?
Mom will pitch the ball to Sanjay.
|
[
"future tense",
"present tense",
"past tense"
] | 0 |
closed choice
|
grade5
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in future tense. You can tell because it uses will before the main verb, pitch. The verb tells you about something that is going to happen.
|
|
Does this passage describe the weather or the climate?
|
[
"climate",
"weather"
] | 1 |
Figure: Mount Kilimanjaro.
Mount Kilimanjaro is Africa's tallest mountain. Climbers were disappointed that a low pressure system brought clouds to the mountain last weekend.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Mount Kilimanjaro is Africa's tallest mountain. Climbers were disappointed that a low pressure system brought clouds to the mountain last weekend.
The underlined part of the passage tells you about the barometric pressure on Mount Kilimanjaro on the day of the climb. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"each aquarium . . . the surroundings",
"the surroundings . . . each aquarium"
] | 0 |
Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.
|
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 aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.
|
|
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Select the household item that doesn't belong.
|
[
"carpet",
"rug",
"curtain",
"mat"
] | 2 |
closed choice
|
grade3
|
language science
|
vocabulary
|
Categories
|
Select the words that don't belong
|
Curtain doesn't belong.
Mat, carpet, and rug all name household items that you put on the floor.
|
||
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What information supports the conclusion that Todd acquired this trait?
|
[
"Todd likes to fly a kite with his younger brother.",
"Todd's friend taught him how to fly a kite.",
"Todd's neighbor taught him how to repair a kite."
] | 1 |
Read the description of a trait.
Todd knows how to fly a kite.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
| |
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Would you find the word raven on a dictionary page with the following guide words?
reality - rob
|
[
"yes",
"no"
] | 1 |
yes or no
|
grade5
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since raven is not between the guide words reality - rob, it would not be found on that page.
|
|
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Which logical fallacy is used in the text?
Don't try to tell me that you only watch educational programming, Bridgette! I know for a fact that your sister only watches reality television.
|
[
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"guilt by association: a negative association intended to discredit someone or something"
] | 1 |
closed choice
|
grade6
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Bridgette must watch reality television, because her sister watches reality television. However, even though Bridgette's sister watches reality television, that doesn't necessarily mean that Bridgette does, too. This illustrates a type of logical fallacy known as guilt by association.
|
|
What can Jaden and Meg trade to each get what they want?
|
[
"Meg can trade her broccoli for Jaden's oranges.",
"Jaden can trade his tomatoes for Meg's sandwich.",
"Jaden can trade his tomatoes for Meg's broccoli.",
"Meg can trade her almonds for Jaden's tomatoes."
] | 2 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jaden and Meg open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jaden wanted broccoli in his lunch and Meg was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.
|
closed choice
|
grade6
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Jaden wanted broccoli in his lunch and Meg was hoping for tomatoes. Look at the labeled part of the images.
Jaden has tomatoes. Meg has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.
|
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How long is an adult great white shark?
|
[
"4 meters",
"4 centimeters",
"4 kilometers",
"4 millimeters"
] | 0 |
Select the best estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.
|
The best estimate for the length of an adult great white shark is 4 meters.
4 millimeters and 4 centimeters are too short. 4 kilometers is too long.
|
What is the capital of Montana?
|
[
"Helena",
"Santa Fe",
"Missoula",
"Frankfort"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Helena is the capital of Montana.
|
|||
What is the capital of Rhode Island?
|
[
"Providence",
"Albany",
"Harrisburg",
"Manchester"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Providence is the capital of Rhode Island.
|
|||
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"neither; the samples have the same temperature",
"sample B",
"sample A"
] | 0 |
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade8
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.
|
|
Which of these continents does the equator intersect?
|
[
"North America",
"Asia",
"Australia"
] | 1 |
closed choice
|
grade5
|
social science
|
geography
|
Maps
|
Use lines of latitude and longitude
|
Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
|
The equator is the line at 0° latitude. It intersects Asia. It does not intersect North America or Australia.
|
||
During this time, thermal energy was transferred from () to ().
|
[
"each bottle . . . the surroundings",
"the surroundings . . . each bottle"
] | 1 |
Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle.
|
|
Which ocean is highlighted?
|
[
"the Indian Ocean",
"the Arctic Ocean",
"the Pacific Ocean",
"the Southern Ocean"
] | 2 |
closed choice
|
grade6
|
social science
|
geography
|
Physical Geography
|
Oceans and continents
|
Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
|
This is the Pacific Ocean.
|
||
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Which figure of speech is used in this text?
The real estate agent said the house was a real fixer-upper, and the price reflected just how much fixing up might be involved.
|
[
"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.
Fixer-upper is an indirect way of saying that something is in poor condition and needs a lot of work.
|
|
Which solution has a higher concentration of blue particles?
|
[
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 2 |
The diagram below is a model of two solutions. Each blue 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 blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.
|
|
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Select the one substance that is not a rock.
|
[
"Wool is made by living things. It is not a pure substance.",
"Scoria is formed in nature. It is a solid.",
"Obsidian is a solid. It is formed in nature."
] | 0 |
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks using properties
|
Rocks are made of minerals. Here are some properties of rocks:
They are solid.
They are formed in nature.
They are not made by living things.
They are not pure substances.
|
Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
Obsidian is a rock.
Scoria is a rock.
Wool is made by living things. But rocks are not made by living things.
So, wool is not a rock.
|
|
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Is the following trait inherited or acquired?
Emmet can play the harp.
|
[
"acquired",
"inherited"
] | 0 |
Hint: Playing an instrument well takes practice.
|
closed choice
|
grade3
|
natural science
|
biology
|
Heredity
|
Identify inherited and acquired traits
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
|
People are not born knowing how to play the harp. Instead, some people learn how to play. So, playing the harp is an acquired trait.
|
Which continent is highlighted?
|
[
"Antarctica",
"North America",
"Asia",
"South America"
] | 3 |
closed choice
|
grade3
|
social science
|
geography
|
Geography
|
Identify oceans and continents
|
A continent is one of the seven largest areas of land on earth.
|
This continent is South America.
|
||
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Using only these supplies, which question can Brenna investigate with an experiment?
|
[
"Do squash plants grow larger if the seeds are planted in small pots or in large pots?",
"Do squash plants grow larger if the seeds are planted with compost or without compost?",
"If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?"
] | 1 |
Brenna has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
one type of squash seeds
four large clay pots
soil
a compost pile
water
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
| |
What is the probability that a cat produced by this cross will be homozygous recessive for the fur type gene?
|
[
"0/4",
"1/4",
"3/4",
"4/4",
"2/4"
] | 1 |
In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for curly fur (f) is recessive to the allele for straight fur (F).
This Punnett square shows a cross between two cats.
|
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
| ||
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Last year, there were seven men's clothing stores on Main Street in Sparrowtown. This year, there are only three. What probably happened to the overall supply of men's shirts in Sparrowtown?
|
[
"The supply probably went down.",
"The supply probably went up."
] | 0 |
closed choice
|
grade6
|
social science
|
economics
|
Supply and demand
|
Understand overall supply and demand
|
Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.
|
When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.
|
|
Not supported with pagination yet |
What is the temperature of an ice cream sandwich?
|
[
"36°C",
"36°F"
] | 1 |
Select the better estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Estimate temperatures
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
|
The better estimate for the temperature of an ice cream sandwich is 36°F.
36°C is too hot.
|
Not supported with pagination yet |
Look at the word. Does it have a closed syllable or an open syllable?
skip
|
[
"closed",
"open"
] | 0 |
closed choice
|
grade2
|
language science
|
word-study
|
Short and long vowels
|
Is the syllable open or closed?
|
Words are made up of syllables. Two kinds of syllables are closed and open.
A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
desk: short e
kit / ten: short i / short e
An open syllable ends with one vowel. It usually has a long vowel sound.
go: long o
he / ro: long e / long o
Some open syllables end with y. The y makes a long e sound or a long i sound.
sky: long i
ba / by: long a / long e
|
The word skip ends with a consonant and has a short vowel sound. So, it has a closed syllable.
|
|
What is the capital of Wyoming?
|
[
"Laramie",
"Cheyenne",
"Wilmington",
"Helena"
] | 1 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Cheyenne is the capital of Wyoming.
|
|||
Which country is highlighted?
|
[
"Solomon Islands",
"Papua New Guinea",
"New Zealand",
"Australia"
] | 3 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Australia.
Is Australia a country or a continent?
Both! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.
|
|||
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What does the allusion in this text suggest?
Trevor seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity.
|
[
"Trevor has a hands-on approach to his work.",
"Trevor is successful at all that he does."
] | 1 |
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
|
The text uses an allusion, a brief reference to someone or something well known.
The allusion the Midas touch suggests that Trevor is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing.
|
|
Which animal's limbs are also adapted for swimming?
|
[
"California sea lion",
"ostrich"
] | 0 |
Bottlenose dolphins live in the Atlantic, Pacific, and Indian Oceans. They live underwater, but come to the surface to breathe air.
The has flippers for limbs. Its limbs are adapted for swimming.
Figure: bottlenose dolphin.
|
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 bottlenose dolphin.
The bottlenose dolphin uses its flippers to push itself through water. The flippers can also help it change direction while swimming.
Now look at each animal. Figure out which animal has a similar adaptation.
The California sea lion has flippers. Its limbs are adapted for swimming.
The ostrich has short wings and long, thin legs. Its limbs are not adapted for swimming. The ostrich uses its limbs to walk and run on land.
|
|
Which ocean is highlighted?
|
[
"the Indian Ocean",
"the Pacific Ocean",
"the Atlantic Ocean",
"the Southern Ocean"
] | 2 |
closed choice
|
grade6
|
social science
|
geography
|
Physical Geography
|
Oceans and continents
|
Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
|
This is the Atlantic Ocean.
|
||
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
actually - attach
|
[
"alphabet",
"awe"
] | 0 |
closed choice
|
grade4
|
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 alphabet is between the guide words actually - attach, it would be found on that page.
|
|
Look at the picture. Which word best describes how these candies feel to the touch?
|
[
"hard",
"fluffy",
"greasy"
] | 0 |
closed choice
|
grade2
|
language science
|
writing-strategies
|
Descriptive details
|
Choose the sensory details that match the picture
|
When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
|
Look at the picture.
The word hard describes how these candies feel to the touch.
Greasy and fluffy can also describe how something feels to the touch. But they do not describe these candies.
|
||
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Which is a compound sentence?
|
[
"Eli Whitney invented the cotton gin in 1793.",
"Long-distance runners need speed to win races, but they also need endurance."
] | 1 |
closed choice
|
grade4
|
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 but.
Long-distance runners need speed to win races, but they also need endurance.
|
|
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 0 |
Two magnets are placed as shown.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
To predict if these magnets will attract or repel, 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. Like poles repel. So, these magnets will repel each other.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
After Carla cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family.
|
[
"simile",
"allusion"
] | 1 |
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses an allusion, a brief reference to someone or something well known.
Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States.
|
|
What is the capital of Massachusetts?
|
[
"Plymouth",
"Providence",
"Cambridge",
"Boston"
] | 3 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Boston is the capital of Massachusetts.
|
|||
What is the name of the colony shown?
|
[
"Georgia",
"Virginia",
"Massachusetts",
"New Hampshire"
] | 0 |
closed choice
|
grade4
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is Georgia.
|
|||
Not supported with pagination yet |
What is the mass of a vacuum cleaner?
|
[
"17 ounces",
"17 tons",
"17 pounds"
] | 2 |
Select the best estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of mass
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.
|
The best estimate for the mass of a vacuum cleaner is 17 pounds.
17 ounces is too light and 17 tons is too heavy.
|
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Based on this information, what is Flopsy's phenotype for the ear type trait?
|
[
"normal ears",
"dumbo ears"
] | 1 |
This passage describes the ear type trait in rats:
In a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).
Flopsy is a rat from this group. Flopsy has the homozygous genotype ee for the ear type gene.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
Flopsy's genotype for the ear type gene is ee. Flopsy's genotype of ee has only e alleles. The e allele is for dumbo ears. So, Flopsy's phenotype for the ear type trait must be dumbo ears.
To check this answer, consider whether Flopsy's alleles are dominant or recessive. The allele for normal ears (E) is dominant over the allele for dumbo ears (e). This means E is a dominant allele, and e is a recessive allele.
Flopsy's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Flopsy's phenotype for the ear type trait must be dumbo ears.
|
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Based on this information, what is this plant's phenotype for the flower color trait?
|
[
"red flowers",
"white flowers"
] | 0 |
In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele for white flowers (f) is recessive to the allele for red flowers (F).
A certain scarlet rosemallow plant from this group has the homozygous genotype FF for the flower color gene.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
The scarlet rosemallow plant's genotype for the flower color gene is FF. The scarlet rosemallow plant's genotype of FF has only F allelles. The F allele is for red flowers. So, the scarlet rosemallow plant's phenotype for the flower color trait must be red flowers.
To check this answer, consider whether the scarlet rosemallow plant's alleles are dominant or recessive. The allele for white flowers (f) is recessive to the allele for red flowers (F). This means F is a dominant allele, and f is a recessive allele.
The scarlet rosemallow plant's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, the scarlet rosemallow plant's phenotype for the flower color trait must be red flowers.
|
Identify the question that Isabelle's experiment can best answer.
|
[
"Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?",
"Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"
] | 1 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Isabelle prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Isabelle soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Isabelle scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
| ||
Which country is highlighted?
|
[
"Tonga",
"Fiji",
"Papua New Guinea",
"Tuvalu"
] | 1 |
closed choice
|
grade7
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Fiji.
|
|||
Which solution has a higher concentration of green particles?
|
[
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 2 |
The diagram below is a model of two solutions. Each green 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 green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.
|
|
Not supported with pagination yet |
Select the reptile.
|
[
"humpback whale",
"gray tree frog",
"green iguana",
"California toad"
] | 2 |
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 gray 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.
A California toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A humpback whale is a mammal. It has hair and feeds its young milk.
Whales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth.
A green iguana is a reptile. It has scaly, waterproof skin.
Iguanas are a type of lizard. Iguanas eat plants and fruit.
|
|
Not supported with pagination yet |
Which of the following statements is true?
|
[
"The president and the vice president of the United States are elected.",
"The president of the United States makes all laws."
] | 0 |
The Executive Branch of government is described in Article II of the United States Constitution. Read Section 1 of Article II. Then answer the question.
The executive power shall be vested in a president of the United States of America. He shall hold his office during the term of four years, and, together with the vice president, chosen for the same term, be elected.
executive: related to the carrying out of laws
vested in: given to
|
closed choice
|
grade6
|
social science
|
civics
|
Government
|
The Executive Branch
| ||
What can Tyrone and Mason trade to each get what they want?
|
[
"Tyrone can trade his tomatoes for Mason's sandwich.",
"Mason can trade his broccoli for Tyrone's oranges.",
"Mason can trade his almonds for Tyrone's tomatoes.",
"Tyrone can trade his tomatoes for Mason's broccoli."
] | 3 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Tyrone and Mason open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Tyrone wanted broccoli in his lunch and Mason was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.
|
closed choice
|
grade6
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Tyrone wanted broccoli in his lunch and Mason was hoping for tomatoes. Look at the labeled part of the images.
Tyrone has tomatoes. Mason has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.
|
||
Is phyllite a mineral or a rock?
|
[
"rock",
"mineral"
] | 0 |
Phyllite has the following properties:
not made by organisms
shows a banding pattern
no fixed crystal structure
naturally occurring
not a pure substance
solid
|
closed choice
|
grade8
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
|
The properties of phyllite match the properties of a rock. So, phyllite is a rock.
|
|
Not supported with pagination yet |
Using only these supplies, which question can Tara investigate with an experiment?
|
[
"Do rocks skip more times when thrown across a river or across a pond?",
"Do small rocks or large rocks skip more times when thrown across the river?",
"Do round rocks or flat rocks skip more times when thrown across the river?"
] | 1 |
Tara likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
10 small flat rocks
10 large flat rocks
access to the river by her school
|
closed choice
|
grade7
|
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 of these states is farthest east?
|
[
"Wyoming",
"California",
"Iowa",
"Washington"
] | 2 |
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. Iowa is farthest east.
|
||
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each refrigerator",
"each refrigerator . . . the surroundings"
] | 0 |
Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.
|
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 refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.
|
|
Not supported with pagination yet |
Which is a simple sentence?
|
[
"Earth is one of eight planets in our solar system.",
"The singer remembered all the words, but he missed the high notes."
] | 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 simple sentence. It has one subject and predicate.
Earth is one of eight planets in our solar system.
|
|
What is the capital of Oklahoma?
|
[
"Tulsa",
"Oklahoma City",
"New York City",
"Jefferson City"
] | 1 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Oklahoma City is the capital of Oklahoma.
|
|||
What is the name of the colony shown?
|
[
"Delaware",
"New Jersey",
"New York",
"Iowa"
] | 0 |
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Delaware.
|
|||
Not supported with pagination yet |
How long does it take to do ten jumping jacks?
|
[
"13 hours",
"13 seconds"
] | 1 |
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 do ten jumping jacks is 13 seconds.
13 hours is too slow.
|
What is the capital of South Dakota?
|
[
"Concord",
"Pierre",
"Baltimore",
"Rapid City"
] | 1 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Pierre is the capital of South Dakota.
|
|||
What is the capital of Wisconsin?
|
[
"Minneapolis",
"Springfield",
"Milwaukee",
"Madison"
] | 3 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Madison is the capital of Wisconsin.
|
|||
Not supported with pagination yet |
Which is a compound sentence?
|
[
"Rhianna has always loved acting, and she often talks about moving to Hollywood.",
"Emily and her sisters drew a map of the United States and hung it on the wall."
] | 0 |
closed choice
|
grade6
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
Rhianna has always loved acting, and she often talks about moving to Hollywood.
|
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each vial",
"each vial . . . the surroundings"
] | 0 |
Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.
|
|
Which country is highlighted?
|
[
"Grenada",
"Saint Kitts and Nevis",
"Saint Lucia",
"Saint Vincent and the Grenadines"
] | 2 |
closed choice
|
grade6
|
social science
|
geography
|
The Americas: geography
|
Identify and select countries of the Caribbean
|
This country is Saint Lucia.
|
|||
Not supported with pagination yet |
Compare the motion of three geese. Which goose was moving at the lowest speed?
|
[
"a goose that moved 780miles west in 10hours",
"a goose that moved 805miles south in 10hours",
"a goose that moved 700miles south 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 slowest will go the shortest distance in that time. It is moving at the lowest speed.
|
Look at the distance each goose moved and the time it took to move that distance. The direction each goose moved does not affect its speed.
Notice that each goose moved for 10 hours. The goose that moved 700 miles moved the shortest distance in that time. So, that goose must have moved at the lowest speed.
|
|
Not supported with pagination yet |
What is the temperature of a bowl of ice cream?
|
[
"40°C",
"40°F"
] | 1 |
Select the better estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Estimate temperatures
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
|
The better estimate for the temperature of a bowl of ice cream is 40°F.
40°C is too hot.
|
Which of the following could Brooke's test show?
|
[
"how much the drone weighed with the blade guards",
"if the blade guards would break in a crash",
"if adding the blade guards made the drone fly poorly"
] | 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.
Brooke was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Brooke wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Brooke put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.
|
closed choice
|
grade7
|
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 solid.
|
[
"water in a sink",
"book",
"grape juice"
] | 1 |
closed choice
|
grade2
|
natural science
|
physics
|
States of matter
|
Identify solids and liquids
|
Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
| ||
Not supported with pagination yet |
Which is a simple sentence?
|
[
"Bridgette can eat the leftover tomato soup, or she can make herself a tuna sandwich.",
"Open and honest communication is the foundation of a healthy relationship."
] | 1 |
closed choice
|
grade5
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The second sentence is the simple sentence. It is a single independent clause.
Open and honest communication is the foundation of a healthy relationship.
|
|
Which of these states is farthest west?
|
[
"Kentucky",
"Oklahoma",
"Pennsylvania",
"Massachusetts"
] | 1 |
closed choice
|
grade3
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oklahoma is farthest west.
|
||
What is this blood parasite's scientific name?
|
[
"Trypanosoma irwini",
"Trypanosoma equiperdum"
] | 0 |
This species of blood parasite lives in the blood of koalas. It was named after the Australian television personality Steve Irwin.
|
closed choice
|
grade4
|
natural science
|
biology
|
Scientific names
|
Origins of scientific names
|
When a scientist identifies a new organism, he or she chooses its scientific name.
Sometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.
Many of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.
|
This organism's scientific name refers to Steve Irwin.
The word irwini refers to Steve Irwin. So, this blood parasite's scientific name is Trypanosoma irwini.
|
|
Not supported with pagination yet |
Which sugar cube has more thermal energy?
|
[
"the hotter sugar cube",
"the colder sugar cube"
] | 0 |
Two sugar cubes are identical except for their temperatures.
|
closed choice
|
grade5
|
natural science
|
physics
|
Heat and thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.
|
The two sugar cubes are made of the same material and have the same mass. So, the hotter sugar cube has more thermal energy.
|
Which continent is highlighted?
|
[
"North America",
"Antarctica",
"South America"
] | 2 |
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Identify oceans and continents
|
A continent is one of the seven largest areas of land on earth.
|
This continent is South America.
|
||
Not supported with pagination yet |
How long is the Red Sea?
|
[
"1,400 inches",
"1,400 feet",
"1,400 yards",
"1,400 miles"
] | 3 |
Select the best estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long.
|
The best estimate for the length of the Red Sea is 1,400 miles.
1,400 inches, 1,400 feet, and 1,400 yards are all too short.
|
Not supported with pagination yet |
Which sentence is more formal?
|
[
"Customers should respond to this email ASAP.",
"Customers should respond to this email at their earliest convenience."
] | 1 |
closed choice
|
grade5
|
language science
|
writing-strategies
|
Author's purpose and tone
|
Which sentence is more formal?
|
Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
|
The second sentence is less formal. You can tell because it uses abbreviated language (ASAP).
The first sentence does not use abbreviated language, so it is more formal.
|
|
What is the name of the colony shown?
|
[
"Illinois",
"North Carolina",
"South Carolina",
"Iowa"
] | 2 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is South Carolina.
|
|||
Which material is this bouncy ball made of?
|
[
"clay",
"rubber"
] | 1 |
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Identify materials in objects
|
A material is a type of matter. Wood, glass, metal, and plastic are common materials.
|
Look at the picture of the bouncy ball.
The bouncy ball is made of rubber.
Some rubber comes from a special type of tree. Other types of rubber are made of petroleum. Petroleum is also used to make gasoline for cars.
|
||
Which of these cities is marked on the map?
|
[
"New York City",
"San Antonio",
"Detroit",
"Seattle"
] | 3 |
closed choice
|
grade5
|
social science
|
geography
|
Cities
|
Major U.S. cities
|
The city is Seattle, Washington. New York City, Detroit, and San Antonio are marked with gray circles on the map below.
|
|||
Which continent is highlighted?
|
[
"Africa",
"South America",
"Europe",
"Antarctica"
] | 0 |
closed choice
|
grade3
|
social science
|
geography
|
Geography
|
Identify oceans and continents
|
A continent is one of the seven largest areas of land on earth.
|
This continent is Africa.
|
||
Which country is highlighted?
|
[
"Grenada",
"Saint Vincent and the Grenadines",
"Trinidad and Tobago",
"The Bahamas"
] | 0 |
closed choice
|
grade6
|
social science
|
geography
|
The Americas: geography
|
Identify and select countries of the Caribbean
|
This country is Grenada.
|
|||
Not supported with pagination yet |
How long is a long-distance running race?
|
[
"38 centimeters",
"38 kilometers",
"38 millimeters",
"38 meters"
] | 1 |
Select the best estimate.
|
closed choice
|
grade6
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.
|
The best estimate for the length of a long-distance running race is 38 kilometers.
38 millimeters, 38 centimeters, and 38 meters are all too short.
|
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.