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Which solution has a higher concentration of purple particles?
|
[
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 0 |
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.
|
|
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The trucks begin to move at the same speed. Which truck needs a larger force to start moving?
|
[
"a mail truck carrying 600 pounds of mail",
"a mail truck carrying 250 pounds of mail"
] | 0 |
Two mail trucks are loaded with mail. The trucks are the same. But they are carrying different amounts of mail.
|
closed choice
|
grade2
|
natural science
|
physics
|
Force and motion
|
How do mass and force affect motion?
|
A force is a push or a pull.
A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
Forces can be different sizes.
Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.
|
Look for the mail truck that is heavier.
A mail truck carrying 600 pounds of mail is heavier than a mail truck carrying 250 pounds of mail. So, the mail truck carrying 600 pounds needs a larger force to start moving at the same speed as the other mail truck.
|
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Which type of sentence is this?
As Chandler sat down on the rickety old chair, it abruptly collapsed beneath him.
|
[
"complex",
"compound-complex",
"compound",
"simple"
] | 0 |
closed choice
|
grade9
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is complex. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction as.
As Chandler sat down on the rickety old chair, it abruptly collapsed beneath him.
|
|
What is the name of the colony shown?
|
[
"Pennsylvania",
"Rhode Island",
"Massachusetts",
"Georgia"
] | 1 |
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Rhode Island.
|
|||
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Complete the statement. Assume that the gecko's mass did not change.
The gravitational potential energy stored between the gecko and Earth () as the gecko crawled on the window.
|
[
"stayed the same",
"decreased",
"increased"
] | 2 |
Read the text about an animal in motion.
A gecko used its sticky feet to crawl from the bottom of a window to the top of the window.
|
closed choice
|
grade7
|
natural science
|
physics
|
Kinetic and potential energy
|
Identify changes in gravitational potential energy
|
Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same
|
Think about how the distance between the gecko and the center of Earth changed.
The top of the window is higher than the bottom of the window. As the gecko crawled toward the top of the window, the distance between the gecko and the center of Earth increased. So, the gravitational potential energy stored between the gecko and Earth increased as the gecko crawled on the window.
|
Identify the question that Whitney's experiment can best answer.
|
[
"Are eggs more likely to float in fresh water or salty water?",
"Does the amount of water in a glass affect whether eggs sink or float in the water?"
] | 0 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Whitney poured four ounces of water into each of six glasses. Whitney dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Whitney placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Whitney repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
| ||
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Which greeting is correct for a letter?
|
[
"Dear Uncle Kevin,",
"Dear Uncle kevin,"
] | 0 |
closed choice
|
grade3
|
language science
|
punctuation
|
Formatting
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Uncle Kevin is capitalized because it is a proper noun.
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 2 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.
|
closed choice
|
grade8
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
|
The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.
|
|
What is the name of the colony shown?
|
[
"Massachusetts",
"Rhode Island",
"Connecticut",
"New Hampshire"
] | 0 |
closed choice
|
grade5
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.
|
|||
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What does the hyperbole in this text suggest?
[Pinocchio's] tears had dried and only hard, dry sobs shook his wooden frame. But these [sobs] could be heard by the faraway hills . . .
—Carlo Collodi, Pinocchio
|
[
"Pinocchio's sobs were very loud.",
"Pinocchio's sobs could be heard from several miles away."
] | 0 |
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
|
The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
The hyperbole could be heard by the faraway hills suggests that Pinocchio's sobs were very loud. It's unlikely that he was sobbing loud enough to be heard from very far away.
|
|
What is the capital of Arizona?
|
[
"Cheyenne",
"Santa Fe",
"Phoenix",
"Portland"
] | 2 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Phoenix is the capital of Arizona.
|
|||
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Which sentence states a fact?
|
[
"Harriet Tubman is the most important person in American history.",
"Harriet Tubman led enslaved people to freedom."
] | 1 |
closed choice
|
grade5
|
social science
|
civics
|
Social studies skills
|
Identify facts and opinions
|
A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
The flag of the United States has 13 stripes.
This is a fact. It can be proved by looking at the flag and counting the number of stripes.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
The flag of the United States is easy to draw.
This is an opinion. People may have different opinions about what makes a flag "easy" to draw.
|
The second sentence states a fact.
Harriet Tubman led enslaved people to freedom.
It can be proved by reading a history book about Harriet Tubman.
The first sentence states an opinion.
Harriet Tubman is the most important person in American history.
Most important shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes people important.
|
|
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Which correctly shows the title of a movie?
|
[
"\"Something Wicked This Way Comes\"",
"***Something Wicked This Way Comes***"
] | 1 |
closed choice
|
grade4
|
language science
|
punctuation
|
Formatting
|
Formatting titles
|
The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
A Midsummer Night's Dream
The title of a poem, song, article, or short story should be in quotation marks.
"You Are My Sunshine"
|
A movie should be in italics.
The correct title is **Something Wicked This Way Comes**.
|
|
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Which figure of speech is used in this text?
Melissa's Boutique claims to have "something for everyone," but it is generally understood that their target market is women of a certain age.
|
[
"paradox",
"euphemism"
] | 1 |
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech: euphemism, hyperbole, oxymoron, paradox
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Of a certain age is an indirect and generally more polite way of referring to older people.
|
|
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Select the one substance that is not a mineral.
|
[
"Native gold is a solid. It is a pure substance.",
"Chrysotile is a pure substance. It is not made by living things.",
"A turtle shell is not a pure substance. It is formed in nature."
] | 2 |
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify minerals using properties
|
Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
|
Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
Native gold is a mineral.
Chrysotile is a mineral.
A turtle shell is not a pure substance. But all minerals are pure substances.
So, a turtle shell is not a mineral.
|
|
Which solution has a higher concentration of green particles?
|
[
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 1 |
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 B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.
|
|
Not supported with pagination yet |
Is the following trait inherited or acquired?
Ian plays golf.
|
[
"inherited",
"acquired"
] | 1 |
Hint: Playing golf takes practice.
|
closed choice
|
grade4
|
natural science
|
biology
|
Traits and heredity
|
Identify inherited and acquired traits
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
|
People are not born knowing how to play golf. Instead, some people learn how to play golf. Playing the sport takes practice. So, playing golf is an acquired trait.
|
Which state is highlighted?
|
[
"New Hampshire",
"Massachusetts",
"Delaware",
"Maryland"
] | 2 |
closed choice
|
grade3
|
social science
|
geography
|
States
|
Identify states of the Northeast
|
This state is Delaware.
|
|||
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
bite - boss
|
[
"bank",
"bleed"
] | 1 |
closed choice
|
grade8
|
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 bleed is between the guide words bite - boss, it would be found on that page.
|
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample B",
"sample A",
"neither; the samples have the same temperature"
] | 0 |
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade8
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.
|
|
Which of these states is farthest west?
|
[
"Kentucky",
"Maine",
"South Carolina",
"Maryland"
] | 0 |
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. Kentucky is farthest west.
|
||
Which continent is highlighted?
|
[
"Africa",
"Australia",
"North America",
"Europe"
] | 1 |
closed choice
|
grade6
|
social science
|
geography
|
Physical Geography
|
Oceans and continents
|
A continent is one of the major land masses on the earth. Most people say there are seven continents.
|
This continent is Australia.
|
||
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Select the living thing.
|
[
"Mount Rushmore National Memorial",
"zebra",
"rainboot",
"bathtub"
] | 1 |
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify living and nonliving things
|
All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.
|
Mount Rushmore National Memorial is not a living thing.
The Mount Rushmore National Memorial is a sculpture of four American presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. The sculpture does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.
A rainboot is not a living thing.
Rainboots do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
A zebra is a living thing.
Zebras grow and respond to their environment. They need food and water. Zebras are made up of many cells.
A bathtub is not a living thing.
Bathtubs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
|
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 1 |
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade2
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.
|
|
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Complete the statement. Assume that the water balloon's mass did not change.
The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Nolan.
|
[
"decreased",
"stayed the same",
"increased"
] | 0 |
Read the text about an object in motion.
Anita dropped a water balloon off a balcony. The water balloon fell toward her friend Nolan, who was standing below the balcony.
|
closed choice
|
grade8
|
natural science
|
physics
|
Kinetic and potential energy
|
Identify changes in gravitational potential energy
|
Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same
|
Think about how the distance between the water balloon and the center of Earth changed.
Nolan was lower than the balcony. As the water balloon fell toward Nolan, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Nolan.
|
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Which logical fallacy is used in the text?
Kamal, you didn't vote in the last election, so you clearly have no regard for the democracy in which we live.
|
[
"false dichotomy: an argument that presents only two choices when more options exist",
"red herring: the use of a completely unrelated topic or idea"
] | 0 |
closed choice
|
grade6
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Kamal must not care about democracy, because he didn't vote in the election. However, there may be a number of reasons why Kamal didn't vote in the election. This illustrates a type of logical fallacy known as a false dichotomy.
|
|
Which of these states is farthest east?
|
[
"Louisiana",
"New Jersey",
"West Virginia",
"Utah"
] | 1 |
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. New Jersey is farthest east.
|
||
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Select the solid.
|
[
"fruit punch",
"coffee",
"rain puddle",
"beads"
] | 3 |
closed choice
|
grade3
|
natural science
|
physics
|
States of matter
|
Identify solids, liquids, and gases
|
Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
|
Coffee is a liquid. A liquid takes the shape of any container it is in. If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee will still take up the same amount of space.
Each bead in the jar is a solid. If you put many beads into a bottle, they will take the shape of the bottle, as a liquid would. But be careful! Beads are not a liquid. Each bead still has a size and shape of its own.
A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
Fruit punch is a liquid. A liquid takes the shape of any container it is in. If you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space.
|
|
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What is the source of the allusion in the sentence below?
The detective spent his career chasing his white whale, a notorious bank robber who had eluded law enforcement for decades.
|
[
"literature",
"a song"
] | 0 |
closed choice
|
grade10
|
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 white whale is literature.
In Herman Melville's classic novel Moby-Dick, Captain Ahab is fixated on his goal of tracking down and getting revenge on a white whale.
The allusion white whale means an object of obsession.
|
|
What is the name of the colony shown?
|
[
"Massachusetts",
"New Hampshire",
"Alabama",
"Rhode Island"
] | 0 |
closed choice
|
grade5
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.
|
|||
Which continent is highlighted?
|
[
"Europe",
"Australia",
"Antarctica",
"Africa"
] | 2 |
closed choice
|
grade4
|
social science
|
geography
|
Oceans and continents
|
Identify oceans and continents
|
A continent is one of the major land masses on the earth. Most people say there are seven continents.
|
This continent is Antarctica.
|
||
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Select the invertebrate.
|
[
"black howler",
"red-eyed tree frog",
"painted stork",
"yellow jacket"
] | 3 |
Hint: Insects, spiders, and worms are invertebrates.
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify vertebrates and invertebrates
|
Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.
|
A yellow jacket is an insect. Like other insects, a yellow jacket is an invertebrate. It does not have a backbone. It has an exoskeleton.
A black howler is a mammal. Like other mammals, a black howler is a vertebrate. It has a backbone.
A red-eyed tree frog is an amphibian. Like other amphibians, a red-eyed tree frog is a vertebrate. It has a backbone.
A painted stork is a bird. Like other birds, a painted stork is a vertebrate. It has a backbone.
|
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What does this Works Cited entry indicate about the cited work?
It's a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. RKO, 1946. Film.
|
[
"It is a web page.",
"It is a movie.",
"It is a book."
] | 1 |
closed choice
|
grade11
|
language science
|
reference-skills
|
Research skills
|
Understand a Works Cited entry (MLA 7th edition)
|
When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
Books:
Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
Essays, short stories, or poems in an anthology or book:
Format | Author(s). "Essay, Poem, or Short Story Title." Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
Example | James, Henry. "The Middle Years." The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
Magazine and newspaper articles:
Format | Author(s). "Article Title." Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
Example | Hayes, David J., and James H. Stock. "The Real Cost of Coal." New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
Journal articles:
Format | Author(s). "Article Title." Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
Example | Gillette, Jane, et al. "Human Simulations of Vocabulary Learning." Cognition 73.2 (1999): 135-176. Print.
Web pages:
Format | Author(s). "Page Title." Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
Example | Gunn, Janelle P., and Lauren E. Owens. "How to Slash Sodium from Your Diet." Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
Additional guidelines:
Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by "et al.," which stands for and others (e.g., Smith, Jane, et al.).
Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are "Print" and "Web," but other possibilities include "Film," "E-mail," and "Lecture." Whenever the Medium of Publication is "Web," the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. "Ed." stands for edited by. "Trans." stands for translated by.
Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation "n. pag." is used instead. If a work has no available publication date, the abbreviation "n.d." is used instead. If a work has no available publisher or no available city of publication, the abbreviation "n.p." is used instead.
|
Look closely at the Works Cited entry:
It's a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. RKO, 1946. Film.
You can tell that the cited work is a movie because "Film" is listed as the medium of publication.
|
|
Does this passage describe the weather or the climate?
|
[
"climate",
"weather"
] | 1 |
Figure: Botswana.
Botswana has the largest population of elephants in Africa. Elephants often gather near rivers and creeks. Many of these creeks dried up during the drought of 1985, when the skies were clear of clouds for many months.
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.
Botswana has the largest population of elephants in Africa. Elephants often gather near rivers and creeks. Many of these creeks dried up during the drought of 1985, when the skies were clear of clouds for many months.
The underlined part of the passage tells you about the lack of clouds seen in Botswana in 1985. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
|
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Based on this information, what is Athena's phenotype for the coat pattern trait?
|
[
"Aa",
"a black coat"
] | 1 |
In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
Athena, a jaguar from this group, has a black coat. Athena has one allele for a black coat and one allele for a spotted coat.
|
closed choice
|
grade7
|
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. Athena's observable version of the coat pattern trait is a black coat. So, Athena's phenotype for the coat pattern trait is a black coat.
|
What is the capital of Utah?
|
[
"Provo",
"Orlando",
"Salt Lake City",
"Helena"
] | 2 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Salt Lake City is the capital of Utah.
|
|||
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What information supports the conclusion that Gabriel acquired this trait?
|
[
"Gabriel has three jump ropes, each made of a different material.",
"Gabriel's sister taught him how to do tricks with a jump rope.",
"Gabriel won a competition at his school with his jump rope tricks."
] | 1 |
Read the description of a trait.
Gabriel knows how to do tricks with a jump rope.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
| |
What is the capital of Wyoming?
|
[
"Honolulu",
"Cheyenne",
"Laramie",
"Tampa"
] | 1 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Cheyenne is the capital of Wyoming.
|
|||
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 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.
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.
|
|
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What do these two changes have in common?
snowflakes forming in a cloud
breaking a piece of glass
|
[
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are caused by heating."
] | 1 |
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Snowflakes forming in a cloud is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
Breaking a piece of glass is a physical change. The glass gets broken into pieces. But each piece is still made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
A snowflake begins to form when a tiny drop of liquid water in a cloud freezes. This is caused by cooling. But breaking a piece of glass is not.
|
|
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Using only these supplies, which question can Bruce investigate with an experiment?
|
[
"Do watercolor paintings dry faster when they are placed inside or outside?",
"Does a large watercolor painting or a small watercolor painting dry faster?",
"Do watercolor paintings dry faster when placed next to a fan?"
] | 0 |
Bruce is painting watercolor pictures with his friend. An hour after they have finished, Bruce notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
two freshly painted watercolor pictures of the same size
his dining room table
a picnic table in his backyard
a heater
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
| |
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Based on this information, what is Loki's phenotype for the coat pattern trait?
|
[
"a spotted coat",
"a black coat"
] | 0 |
In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (A) is dominant over the allele for a black coat (a).
Loki is a leopard from this group. Loki has the heterozygous genotype Aa for the coat pattern gene.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
You need to determine Loki's phenotype for the coat pattern trait. First, consider the alleles in Loki's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
The allele for a spotted coat (A) is dominant over the allele for a black coat (a). This means A is a dominant allele, and a is a recessive allele.
Loki's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Loki's phenotype for the coat pattern trait must be a spotted coat.
|
Which continent is highlighted?
|
[
"Antarctica",
"South America",
"Europe",
"Asia"
] | 1 |
closed choice
|
grade5
|
social science
|
geography
|
Oceans and continents
|
Identify oceans and continents
|
A continent is one of the major land masses on the earth. Most people say there are seven continents.
|
This continent is South America.
|
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Select the vertebrate.
|
[
"bull ant",
"pipevine swallowtail butterfly",
"puffin",
"rock lobster"
] | 2 |
Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify vertebrates and invertebrates
|
Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.
|
A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
A rock lobster is a crustacean. Like other crustaceans, a rock lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.
A puffin is a bird. Like other birds, a puffin is a vertebrate. It has a backbone.
A pipevine swallowtail butterfly is an insect. Like other insects, a pipevine swallowtail butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
|
Complete the statement.
Silicon dioxide is ().
|
[
"an elementary substance",
"a compound"
] | 1 |
The model below represents silicon dioxide. Silicon dioxide occurs naturally in the mineral quartz, which makes up many of the particles in sand.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using models
|
There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents the compound pyrite.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
|
Use the model to determine whether silicon dioxide is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.
You can see from the model that silicon dioxide is composed of oxygen atoms and silicon atoms bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that silicon dioxide is composed of two chemical elements: oxygen and silicon. Since silicon dioxide is composed of multiple chemical elements bonded together, silicon dioxide is a compound.
|
|
Look at the models of molecules below. Select the elementary substance.
|
[
"ethanol",
"acetaldehyde",
"nitrogen"
] | 2 |
closed choice
|
grade6
|
natural science
|
chemistry
|
Atoms and molecules
|
Identify elementary substances and compounds using models
|
There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
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What is the volume of a kiddie pool?
|
[
"255 fluid ounces",
"255 gallons",
"255 cups"
] | 1 |
Select the best estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.
|
The best estimate for the volume of a kiddie pool is 255 gallons.
255 fluid ounces and 255 cups are both too little.
|
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Does this passage describe the weather or the climate?
The wind rarely blows from the east in Idaho Falls, Idaho.
|
[
"climate",
"weather"
] | 0 |
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
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
What's the difference between weather and climate?
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the text carefully.
The wind rarely blows from the east in Idaho Falls, Idaho.
This passage tells you about the usual wind pattern in Idaho Falls, Idaho. It does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
During this time, thermal energy was transferred from () to ().
|
[
"each battery . . . the surroundings",
"the surroundings . . . each battery"
] | 0 |
Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.
|
|
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Compare the motion of three bicycles. Which bicycle was moving at the highest speed?
|
[
"a bicycle that moved 70miles north in 10hours",
"a bicycle that moved 55miles west in 10hours",
"a bicycle that moved 305miles east in 10hours"
] | 2 |
closed choice
|
grade3
|
natural science
|
physics
|
Force and motion
|
Compare the speeds of moving objects
|
An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.
|
Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
Notice that each bicycle moved for 10 hours. The bicycle that moved 305 miles moved the farthest distance in that time. So, that bicycle must have moved at the highest speed.
|
|
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Which word does not rhyme?
|
[
"side",
"year",
"wide"
] | 1 |
closed choice
|
grade1
|
language science
|
phonological-awareness
|
Rhyming
|
Which word does not rhyme?
|
Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the ip sound.
The words lake and make rhyme. They both end with the ake sound.
The words tip and lake don't rhyme. They end with different sounds.
|
The words side and wide rhyme. They both end with the ide sound.
The word year does not rhyme. It ends with a different sound.
|
|
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Select the part whose main job is to direct an animal cell's activities by sending instructions to different parts of the cell.
|
[
"cytoplasm",
"cell membrane",
"nucleus"
] | 2 |
closed choice
|
grade4
|
natural science
|
biology
|
Cells
|
Identify functions of animal cell parts
|
The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.
The cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.
The mitochondria break down sugar to release energy that the cell can use.
The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.
The nucleus directs cell activities. It does this by sending instructions to different parts of the cell.
The chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus.
|
The nucleus is the master control center for cell activities. The nucleus sends signals and instructions to different parts of the cell. Not every cell has a nucleus, but most plant and animal cells have one.
|
|
Is Hydra vulgaris made up of many cells?
|
[
"no",
"yes"
] | 1 |
This organism is Hydra vulgaris. It is a member of the animal kingdom.
Hydra vulgaris can make new offspring through a process called budding. A small H. vulgaris can start to grow from the side of its parent. When the baby H. vulgaris is fully grown, it will split off from its parent.
|
yes or no
|
grade4
|
natural science
|
biology
|
Classification
|
Describe, classify, and compare kingdoms
|
In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
|
Hydra vulgaris is an animal. Animals are made up of many cells.
|
|
Which of these states is farthest east?
|
[
"Alabama",
"Louisiana",
"Massachusetts",
"Nebraska"
] | 2 |
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 east arrow is pointing. Massachusetts is farthest east.
|
||
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What do these two changes have in common?
adding dish soap to water in a sink
shaking up salad dressing
|
[
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating."
] | 2 |
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Adding dish soap to water in a sink is a physical change. Bubbles may appear if air gets trapped in the soapy water, but a different type of matter does not form.
Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
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Based on this information, what is this plant's phenotype for the flower color trait?
|
[
"light yellow flowers",
"dark yellow flowers"
] | 1 |
In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for dark yellow flowers (f) is recessive to the allele for light yellow flowers (F).
A certain rose plant from this group has the homozygous genotype ff for the flower color gene.
|
closed choice
|
grade6
|
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 rose plant's genotype for the flower color gene is ff. The rose plant's genotype of ff has only f alleles. The f allele is for dark yellow flowers. So, the rose plant's phenotype for the flower color trait must be dark yellow flowers.
To check this answer, consider whether the rose plant's alleles are dominant or recessive. The allele for dark yellow flowers (f) is recessive to the allele for light yellow flowers (F). This means F is a dominant allele, and f is a recessive allele.
The rose plant's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the rose plant's phenotype for the flower color trait must be dark yellow flowers.
|
What is the capital of Massachusetts?
|
[
"Montpelier",
"Concord",
"Annapolis",
"Boston"
] | 3 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Boston is the capital of Massachusetts.
|
|||
Select the bird below.
|
[
"Mojave rattlesnake",
"red-tailed hawk"
] | 1 |
Birds have feathers, two wings, and a beak. A flamingo is an example of a bird.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
|
A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.
A red-tailed hawk is a bird. It has feathers, two wings, and a beak.
|
|
What can Lacey and Felix trade to each get what they want?
|
[
"Felix can trade his almonds for Lacey's tomatoes.",
"Felix can trade his broccoli for Lacey's oranges.",
"Lacey can trade her tomatoes for Felix's carrots.",
"Lacey can trade her tomatoes for Felix'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.
Lacey and Felix open their lunch boxes in the school cafeteria. Neither Lacey nor Felix got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Lacey's lunch Felix's lunch
|
closed choice
|
grade8
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Lacey wants broccoli. Felix wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
According to the map, which of the following statements is true about North America in the early colonial era?
|
[
"European settlements overlapped with areas settled by Native Americans.",
"The Dutch controlled the most territory in eastern North America."
] | 0 |
Look at the map of North America in the early colonial era, or the 1600s and early 1700s. Then answer the question below.
|
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Life as a colonist
| |||
What can Kamal and Jake trade to each get what they want?
|
[
"Jake can trade his broccoli for Kamal's oranges.",
"Kamal can trade his tomatoes for Jake's broccoli.",
"Kamal can trade his tomatoes for Jake's carrots.",
"Jake can trade his almonds for Kamal's tomatoes."
] | 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.
Kamal and Jake open their lunch boxes in the school cafeteria. Neither Kamal nor Jake got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Kamal's lunch Jake's lunch
|
closed choice
|
grade7
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Kamal wants broccoli. Jake wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
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Which word does not rhyme?
|
[
"like",
"wish",
"dish"
] | 0 |
closed choice
|
grade1
|
language science
|
phonological-awareness
|
Rhyming
|
Which word does not rhyme?
|
Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the ip sound.
The words lake and make rhyme. They both end with the ake sound.
The words tip and lake don't rhyme. They end with different sounds.
|
The words wish and dish rhyme. They both end with the ish sound.
The word like does not rhyme. It ends with a different sound.
|
|
Which of these states is farthest east?
|
[
"Kansas",
"Connecticut",
"Wyoming",
"Delaware"
] | 1 |
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. Connecticut is farthest east.
|
||
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What does the idiom in this text suggest?
Katie has a lot on her plate: she is attending college, has a full-time job as a waitress, and volunteers at the animal shelter.
|
[
"Katie has many responsibilities.",
"Katie has no time to eat well."
] | 0 |
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
|
The text uses an idiom, an expression that cannot be understood literally.
The idiom a lot on her plate suggests that Katie has many responsibilities. If you have a lot on your plate, you are busy with many different obligations.
|
|
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Which object has the most thermal energy?
|
[
"an orange at a temperature of 55°F",
"an orange at a temperature of 80°F",
"an orange at a temperature of 92°F"
] | 2 |
The objects are identical except for their temperatures.
|
closed choice
|
grade4
|
natural science
|
physics
|
Heat and thermal energy
|
How is temperature related to thermal energy?
|
All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
|
All three oranges have the same mass but different temperatures. Since the 92°F orange is the hottest, it has the most thermal energy.
|
Which ocean is highlighted?
|
[
"the Indian Ocean",
"the Atlantic Ocean",
"the Arctic Ocean",
"the Pacific Ocean"
] | 1 |
closed choice
|
grade8
|
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.
|
||
Which of the following organisms is the tertiary consumer in this food web?
|
[
"grizzly bear",
"snowy owl",
"parasitic jaeger"
] | 1 |
Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
|
closed choice
|
grade6
|
natural science
|
biology
|
Ecological interactions
|
Interpret food webs I
|
A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
|
Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The grizzly bear has arrows pointing to it from the bilberry and the barren-ground caribou. Neither the bilberry nor the barren-ground caribou is a secondary consumer, so the grizzly bear is not a tertiary consumer.
The snowy owl has an arrow pointing to it from the short-tailed weasel. The short-tailed weasel is a secondary consumer, so the snowy owl is a tertiary consumer.
The parasitic jaeger has an arrow pointing to it from the brown lemming. The brown lemming is not a secondary consumer, so the parasitic jaeger is not a tertiary consumer.
The rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is a secondary consumer, so the rough-legged hawk is a tertiary consumer.
|
|
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Would you find the word instruct on a dictionary page with the following guide words?
imp - item
|
[
"no",
"yes"
] | 1 |
yes or no
|
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 instruct is between the guide words imp - item, it would be found on that page.
|
|
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Which of the following contains a vague pronoun reference?
|
[
"Leah takes yoga classes at Katie's studio, so this yoga mat might be Leah's.",
"Leah takes yoga classes at Katie's studio, so this yoga mat might be hers."
] | 1 |
closed choice
|
grade7
|
language science
|
writing-strategies
|
Pronouns and antecedents
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun hers could refer to Leah's or Katie's.
The second answer choice shows a possible correction for the vague pronoun reference. Hers has been replaced with Leah's.
Leah takes yoga classes at Katie's studio, so this yoga mat might be Leah's.
|
|
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Which object has less thermal energy?
|
[
"a 300-gram glass of water at a temperature of 55°F",
"a 300-gram glass of water at a temperature of 45°F"
] | 1 |
The objects are identical except for their temperatures.
|
closed choice
|
grade3
|
natural science
|
physics
|
Heat and thermal energy
|
How is temperature related to thermal energy?
|
All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
|
The two glasses of water have the same mass but different temperatures. Since the 45°F glass of water is colder than the 55°F glass of water, it has less thermal energy.
|
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Select the part whose main job is to sort and package proteins and other substances in a plant cell.
|
[
"nucleus",
"cell wall",
"mitochondria",
"Golgi"
] | 3 |
closed choice
|
grade7
|
natural science
|
biology
|
Cells
|
Identify functions of plant cell parts
|
Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.
|
The Golgi sorts and packages proteins and other substances for the cell. The Golgi sends some of these substances to parts of the cell where they are needed. It sends other substances to the cell membrane, where they are released from the cell.
|
|
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Which logical fallacy is used in the text?
Did Porter vote for Hazel for school president, or does he hate her for some reason?
|
[
"circular reasoning: an argument that supports a claim with the claim itself",
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"false dichotomy: an argument that presents only two choices when more options exist"
] | 2 |
closed choice
|
grade9
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Porter either voted for Hazel or he hates her. However, Porter could have voted for someone he considers a better candidate while still liking Hazel. This illustrates a type of logical fallacy known as a false dichotomy.
|
|
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Which type of sentence is this?
Christine is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.
|
[
"compound-complex",
"compound",
"simple",
"complex"
] | 0 |
closed choice
|
grade11
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
Christine is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.
|
|
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How long is a long-distance running race?
|
[
"25 yards",
"25 miles",
"25 feet",
"25 inches"
] | 1 |
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 a long-distance running race is 25 miles.
25 inches, 25 feet, and 25 yards are all too short.
|
Select the bird below.
|
[
"piranha",
"box turtle",
"water buffalo",
"loon"
] | 3 |
Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
An ostrich is an example of a bird.
|
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.
|
A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
|
|
What is the capital of Wyoming?
|
[
"Cheyenne",
"Laramie",
"Boise",
"Baltimore"
] | 0 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Cheyenne is the capital of Wyoming.
|
|||
Complete the statement.
Water is ().
|
[
"a compound",
"an elementary substance"
] | 0 |
The model below represents a molecule of water. Over 98% of the molecules in your body are water molecules.
|
closed choice
|
grade5
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using models
|
All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.
|
Count the number of chemical elements represented in the model. Then, decide if water is an elementary substance or a compound.
In this model, each ball is labeled with H for hydrogen or O for oxygen. So, the model shows you that water is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, water is a compound.
|
|
Which of the following could Jackson's test show?
|
[
"how much athletes would sweat in the fabric",
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"if the sample fabric would absorb one drop of water in less than one second"
] | 1 |
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.
Jackson, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Jackson thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
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What is the source of the allusion in the sentence below?
From the look on her face, Reba is carrying an albatross around her neck.
|
[
"a poem",
"the Bible"
] | 0 |
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion an albatross around her neck is a poem.
In Samuel Taylor Coleridge's poem "The Rime of the Ancient Mariner," a sailor shoots and kills an albatross, an action that curses the ship and crew. As his crew members die, the Ancient Mariner feels his guilt hanging like the albatross around his neck.
The allusion an albatross around her neck means a burden a person must bear.
|
|
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How long does it take to mow the lawn?
|
[
"38 minutes",
"38 hours"
] | 0 |
Select the better estimate.
|
closed choice
|
grade2
|
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 mow the lawn is 38 minutes.
38 hours is too slow.
|
Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.
|
[
"true",
"false"
] | 0 |
Use the data to answer the question below.
|
true-or false
|
grade8
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
|
To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.
|
|
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Which sentence states a fact?
|
[
"Dragonflies look like giant wasps, but creepier.",
"Dragonflies have lived on earth for three hundred million years."
] | 1 |
closed choice
|
grade4
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Distinguish facts from opinions
|
A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping.
|
The first sentence states a fact.
Dragonflies have lived on earth for three hundred million years.
It can be proved by looking up information about dragonflies.
The second sentence states an opinion.
Dragonflies look like giant wasps, but creepier.
Creepier shows what a person believes, thinks, or feels. Another person might have a different opinion about whether dragonflies look creepy.
|
|
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Using only these supplies, which question can Francesca investigate with an experiment?
|
[
"Do scented candles or unscented candles produce more smoke?",
"Do candles with thick wicks or with thin wicks produce more smoke?",
"Do large candles or small candles produce more smoke?"
] | 1 |
Francesca is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
two large unscented candles with thick wicks
two large unscented candles with thin wicks
a box of matches
|
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!
| |
Identify the question that Kamal's experiment can best answer.
|
[
"Does water freeze more quickly than apple juice?",
"Does apple juice expand more or less than water when it freezes?"
] | 1 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Kamal poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Kamal then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
| ||
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Which is harder?
|
[
"clay ball",
"metal shield"
] | 1 |
closed choice
|
grade3
|
natural science
|
physics
|
Materials
|
Compare properties of materials
|
Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.
|
Hard is a property. A hard material keeps its shape when you press on it with your finger.
Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
Of the choices, the metal shield is harder. If you press on a metal shield, it will not change shape.
|
|
Which i in column 4?
|
[
"the police department",
"the theater",
"the diner",
"the fire department"
] | 2 |
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Use a letter-number grid
|
A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.
|
The diner is in column 4.
|
||
Which animal's skin is also adapted for survival in cold places?
|
[
"armadillo lizard",
"polar bear"
] | 1 |
live in the forests and mountains of Asia and Europe. The lynx's skin is adapted to help the animal survive in cold places.
Figure: Eurasian lynx.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
|
Look at the picture of the Eurasian lynx.
During the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places. The Eurasian lynx uses its fur to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
The polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places.
The armadillo lizard has scales covering much of its skin. Its skin is not adapted for survival in cold places.
|
|
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What do these two changes have in common?
a piece of apple turning brown
boiling sugar to make caramel
|
[
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are caused by heating."
] | 2 |
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.
Boiling sugar to make caramel is a chemical change. The heat causes the sugar to change into a different type of matter. Unlike sugar, the new matter is brown and sticky.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Boiling sugar is caused by heating. But a piece of apple turning brown is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
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Based on this information, what is Delilah's phenotype for the fur color trait?
|
[
"FF",
"orange fur"
] | 1 |
In a group of Bengal tigers, some individuals have orange fur and others have white fur. In this group, the gene for the fur color trait has two alleles. The allele F is for orange fur, and the allele f is for white fur.
Delilah, a Bengal tiger from this group, has orange fur. Delilah has two alleles for orange fur.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's phenotype for a trait is its observable version of that trait. Delilah's observable version of the fur color trait is orange fur. So, Delilah's phenotype for the fur color trait is orange fur.
|
Which of these states is farthest south?
|
[
"Louisiana",
"South Dakota",
"Illinois",
"Massachusetts"
] | 0 |
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south.
|
||
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Which figure of speech is used in this text?
Sophie, I've told you a million times: you need to dry the dishes before you put them away.
|
[
"oxymoron",
"hyperbole"
] | 1 |
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech: euphemism, hyperbole, oxymoron, paradox
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
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The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
A million times is an exaggeration, since it is unlikely that Sophie has actually been told this a million times.
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What do these two changes have in common?
breaking a plate
molding clay into the shape of a pot
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[
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are caused by heating.",
"Both are chemical changes."
] | 0 |
closed choice
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grade3
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natural science
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chemistry
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Physical and chemical change
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Compare physical and chemical changes
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Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
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Step 1: Think about each change.
Breaking a plate is a physical change. The plate gets broken into pieces. But each piece is still made of the same type of matter.
Molding clay into the shape of a pot is a physical change. The clay gets a different shape. But it is made of the same type of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
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Select the mammal below.
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[
"African bullfrog",
"rabbit"
] | 1 |
Mammals have hair or fur and feed their young milk. A koala is an example of a mammal.
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closed choice
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grade3
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natural science
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biology
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Classification
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Identify mammals, birds, fish, reptiles, and amphibians
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Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
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A rabbit is a mammal. It has fur and feeds its young milk.
Rabbits live underground in burrows. A group of rabbit burrows is called a warren.
An African bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
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Select the part whose main job is to break down sugar to release energy that a plant cell can use.
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[
"endoplasmic reticulum",
"chloroplasts",
"mitochondria",
"vacuole"
] | 2 |
closed choice
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grade7
|
natural science
|
biology
|
Cells
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Identify functions of plant cell parts
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Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts.
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Mitochondria break down sugar to release energy that the cell can use. Plant and animal cells usually have many mitochondria.
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Which state is highlighted?
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[
"Rhode Island",
"Delaware",
"Massachusetts",
"New Jersey"
] | 2 |
closed choice
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grade3
|
social science
|
geography
|
States
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Identify states of the Northeast
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This state is Massachusetts.
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Select the invertebrate.
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[
"sea turtle",
"red-spotted purple butterfly",
"koala",
"puffin"
] | 1 |
Hint: Insects, spiders, and worms are invertebrates.
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closed choice
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grade5
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natural science
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biology
|
Classification
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Identify vertebrates and invertebrates
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Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.
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A red-spotted purple butterfly is an insect. Like other insects, a red-spotted purple butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
A puffin is a bird. Like other birds, a puffin is a vertebrate. It has a backbone.
A koala is a mammal. Like other mammals, a koala is a vertebrate. It has a backbone.
A sea turtle is a reptile. Like other reptiles, a sea turtle is a vertebrate. It has a backbone.
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Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
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[
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs."
] | 0 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.
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closed choice
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grade6
|
natural science
|
physics
|
Velocity, acceleration, and forces
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Compare magnitudes of magnetic forces
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Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.
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Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.
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Using only these supplies, which question can Jen investigate with an experiment?
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[
"If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?",
"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?"
] | 2 |
Jen 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
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closed choice
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grade6
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natural science
|
science-and-engineering-practices
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Designing experiments
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Identify questions that can be investigated with a set of materials
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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!
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Which sentence states a fact?
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[
"Frogs have the strangest feet of any animal.",
"A horse's foot contains a part known as the \"frog.\""
] | 1 |
closed choice
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grade3
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language science
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writing-strategies
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Opinion writing
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Distinguish facts from opinions
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A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping.
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The second sentence states a fact.
A horse's foot contains a part known as the "frog."
It can be proved by checking a drawing of a horse's foot.
The first sentence states an opinion.
Frogs have the strangest feet of any animal.
Strangest shows what a person believes, thinks, or feels. Another person might have a different opinion about which animal has the strangest feet.
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Is the following trait inherited or acquired?
Zach has a scar on his right ankle.
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[
"inherited",
"acquired"
] | 1 |
Hint: Most scars are caused by accidents during a person's life.
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closed choice
|
grade3
|
natural science
|
biology
|
Heredity
|
Identify inherited and acquired traits
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Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
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Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.
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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.