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Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
illustrate - irrigation
|
[
"income",
"ignorant"
] | 0 |
closed choice
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since income is between the guide words illustrate - irrigation, it would be found on that page.
|
|
Not supported with pagination yet |
What is the mass of a dinner fork?
|
[
"80 kilograms",
"80 grams"
] | 1 |
Select the better estimate.
|
closed choice
|
grade4
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of mass
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram.
|
The better estimate for the mass of a dinner fork is 80 grams.
80 kilograms is too heavy.
|
Not supported with pagination yet |
Which word is not like the others?
|
[
"dinner",
"breakfast",
"lunch",
"drink"
] | 3 |
closed choice
|
grade2
|
language science
|
vocabulary
|
Categories
|
Which word is not like the others?
|
Some words are alike. They go together in a group.
Red, blue, and green go together. They are colors.
Mom, dad, grandma, and grandpa go together. They are people in a family.
|
Lunch, breakfast, and dinner go together. They are meals. Drink is not a meal, so it is not like the other words.
|
|
Which better describes the tide pool ecosystems in Olympic National Park?
|
[
"It has daily flooding and draining of seawater. It also has water that is poor in nutrients.",
"It has daily flooding and draining of seawater. It also has many different types of organisms."
] | 1 |
Figure: Olympic National Park.
Olympic National Park is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.
|
closed choice
|
grade3
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there
|
A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Olympic National Park have daily flooding and draining of seawater. They also have many different types of organisms.
|
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample A",
"neither; the samples have the same temperature",
"sample B"
] | 2 |
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade8
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.
|
|
What is the capital of Washington?
|
[
"Spokane",
"Seattle",
"Olympia",
"Denver"
] | 2 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Olympia is the capital of Washington.
|
|||
Which is this organism's common name?
|
[
"Aldabra giant tortoise",
"Aldabrachelys gigantea"
] | 0 |
This organism is Aldabrachelys gigantea. It is also called an Aldabra giant tortoise.
|
closed choice
|
grade7
|
natural science
|
biology
|
Classification and scientific names
|
Identify common and scientific names
|
An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
|
Aldabrachelys gigantea is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Aldabrachelys gigantea is the organism's scientific name. So, you know that Aldabra giant tortoise is the common name.
|
|
What is the capital of California?
|
[
"Lincoln",
"Sacramento",
"Spokane",
"Juneau"
] | 1 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Sacramento is the capital of California.
|
|||
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 0 |
Two magnets are placed as shown.
|
closed choice
|
grade4
|
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: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
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 north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is greater in Pair 1.",
"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.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
|
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.
|
|
Which of the following was a dependent variable in this experiment?
|
[
"the temperature where the dough was left to rise",
"the size of each dough ball"
] | 1 |
The passage below describes an experiment. Read the passage and think about the variables that are described.
Elena was learning to bake bread at home. Her first few batches of dough did not rise, or expand, as much as they should have. Elena's mother noted that the kitchen was cold and suggested that the dough might not be warm enough to rise.
Elena decided to test her mother's suggestion. She made a large batch of dough and divided it into six equal-sized balls. Then, she put each ball into a bowl. She left three bowls on the counter in the kitchen, where the temperature was 63°F. She left the other three bowls on her desk in her upstairs bedroom, where the temperature was 80°F. After one hour, Elena measured the size of each dough ball.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: bread dough left in a bowl to rise.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify independent and dependent variables
|
Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.
| ||
Which better describes the Rainbow Reef ecosystem?
|
[
"It has bright sunlight. It also has shallow water.",
"It has water with not much salt. It also has only a few types of organisms."
] | 0 |
Figure: Rainbow Reef.
Rainbow Reef is a tropical coral reef ecosystem near Fiji, a group of islands in the southern Pacific Ocean.
|
closed choice
|
grade3
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there
|
A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Rainbow Reef has bright sunlight. It also has shallow water.
|
|
Which animal's legs are also adapted for wading?
|
[
"magnificent frigatebird",
"demoiselle crane"
] | 1 |
Shoebills live near marshes and lakes in Africa. They eat fish, frogs, and small reptiles that live in shallow water. Shoebills hunt their prey by walking through water, or wading.
The 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.
Figure: shoebill.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.
|
Look at the picture of the shoebill.
Long legs help the shoebill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The demoiselle crane has long, thin legs. Its legs are adapted for wading.
The magnificent frigatebird has short legs. Its legs are not adapted for wading. The magnificent frigatebird uses its legs to walk, swim, and perch.
|
|
Not supported with pagination yet |
Which closing is correct for a letter?
|
[
"See You Soon,\nTammy",
"See you soon,\nTammy"
] | 1 |
closed choice
|
grade2
|
language science
|
capitalization
|
Capitalization
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The second closing is correct:
Its first word is capitalized, and it ends with a comma.
|
|
Which solution has a higher concentration of pink particles?
|
[
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 0 |
The diagram below is a model of two solutions. Each pink ball represents one particle of solute.
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.
|
|
What is the direction of this push?
|
[
"toward her hands",
"away from her hands"
] | 1 |
A mom takes her baby for a walk. She uses a force to push the stroller forward with her hands.
|
closed choice
|
grade4
|
natural science
|
physics
|
Force and motion
|
Identify directions of forces
|
A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.
|
The mom pushes the stroller. The direction of the push is away from her hands.
|
|
Not supported with pagination yet |
How long is a basketball court?
|
[
"26 feet",
"26 miles",
"26 yards",
"26 inches"
] | 2 |
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 basketball court is 26 yards.
26 inches and 26 feet are too short. 26 miles is too long.
|
Not supported with pagination yet |
Which figure of speech is used in this text?
Braden and Leah have trouble working on projects together. Although Leah is very sociable and friendly, she's not exactly a team player.
|
[
"paradox",
"euphemism"
] | 1 |
closed choice
|
grade12
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Not exactly a team player is an indirect way of saying that someone doesn't work well with others.
|
|
Not supported with pagination yet |
Which letter opening is more formal?
|
[
"Dear Ben,",
"Dear Mr. Baldwin,"
] | 1 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Audience, purpose, and tone
|
Which text is most formal?
|
Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners.
|
The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship.
|
|
Which of the following statements describess living in an independent city-state?
|
[
"I live by myself in the wilderness.",
"I vote for a president that rules over many different cities.",
"All the decisions about my city are made by a faraway emperor.",
"My city rules itself and is not part of a larger country."
] | 3 |
Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.
|
closed choice
|
grade6
|
social science
|
world-history
|
Greece
|
Classical Athens: geography and society
|
Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word "polis" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.
|
||
Not supported with pagination yet |
Which sentence is more formal?
|
[
"Dr. Atkinson and her team took horses and went to a place that had no modern medical services.",
"Dr. Atkinson and her team traveled by horseback to a remote village that had no modern medical services."
] | 1 |
closed choice
|
grade8
|
language science
|
writing-strategies
|
Author's purpose and tone
|
Which sentence is more formal?
|
Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
|
The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).
The first sentence uses more precise language, so it is more formal overall.
|
|
Which property do these three objects have in common?
|
[
"soft",
"salty",
"slippery"
] | 1 |
Select the best answer.
|
closed choice
|
grade3
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups.
|
Look at each object.
For each object, decide if it has that property.
A soft object changes shape when pressed or squeezed. The cracker and the potato chips are not soft.
Potato chips have a salty taste. All three objects are salty.
A slippery object is hard to hold onto or stand on. The cracker and the potato chips are not slippery.
The property that all three objects have in common is salty.
|
|
Not supported with pagination yet |
Select the liquid.
|
[
"hair clip",
"arrowhead",
"screwdriver",
"rain puddle"
] | 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.
|
A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.
An arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.
A screwdriver is a solid. A solid has a size and shape of its own. This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.
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.
|
|
Not supported with pagination yet |
Which greeting is correct for a letter?
|
[
"Dear Ashley,",
"dear Ashley,"
] | 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. Ashley 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 magnetic force is weaker in Pair 2.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 1."
] | 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.
|
closed choice
|
grade4
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
|
Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.
|
|
Based on the arrows, which of the following organisms is a producer?
|
[
"bear sedge",
"grizzly bear"
] | 0 |
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
|
grade4
|
natural science
|
biology
|
Ecosystems
|
Interpret food webs
|
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.
|
Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer.
The grizzly bear has arrows pointing to it from the barren-ground caribou and the bilberry. So, the grizzly bear is a consumer, not a producer.
|
|
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
all - aunt
|
[
"age",
"animal"
] | 1 |
closed choice
|
grade3
|
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 animal is between the guide words all - aunt, it would be found on that page.
|
|
Which of these states is farthest north?
|
[
"Kansas",
"Louisiana",
"South Carolina",
"Florida"
] | 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 north arrow is pointing. Kansas is farthest north.
|
||
Which country is highlighted?
|
[
"Solomon Islands",
"the Marshall Islands",
"Australia",
"Kiribati"
] | 0 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Solomon Islands.
|
|||
What is the capital of Connecticut?
|
[
"Denver",
"Bridgeport",
"New Haven",
"Hartford"
] | 3 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Hartford is the capital of Connecticut.
|
|||
Not supported with pagination yet |
Which is a run-on sentence?
|
[
"The explorers nervously entered the dark cave.",
"Haru is from Japan I am from China."
] | 1 |
closed choice
|
grade3
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Is it a complete sentence or a run-on?
|
A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside.
|
Haru is from Japan I am from China is a run-on sentence. It has two sentences that are joined without end punctuation: Haru is from Japan and I am from China.
|
|
Which i in row A?
|
[
"the pond",
"the school",
"the fire department",
"the gas station"
] | 1 |
closed choice
|
grade3
|
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 school is in row A.
|
||
Not supported with pagination yet |
Complete the sentence so that it uses personification.
The full moon () down at me from the clear midnight sky.
|
[
"shone",
"gazed"
] | 1 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Creative techniques
|
Use personification
|
Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.
|
Complete the sentence with the word gazed. It describes the moon as if it were a person looking back at me.
|
|
Which three months have over 200millimeters of precipitation in Singapore?
|
[
"November, December, and January",
"August, September, and October",
"February, March, and April"
] | 0 |
Use the graph to answer the question below.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Use climate data to make predictions
|
Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.
|
To describe the average precipitation trends in Singapore, look at the graph.
Choice "Jan" is incorrect.
Choice "Feb" is incorrect.
Choice "Mar" is incorrect.
Choice "Apr" is incorrect.
Choice "Aug" is incorrect.
Choice "Sep" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
November, December, and January each have over 200 millimeters of precipitation.
|
|
Not supported with pagination yet |
Would you find the word chant on a dictionary page with the following guide words?
cannot - consist
|
[
"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 chant is between the guide words cannot - consist, it would be found on that page.
|
|
Which of these continents does the equator intersect?
|
[
"Europe",
"Antarctica",
"South America"
] | 2 |
closed choice
|
grade5
|
social science
|
geography
|
Maps
|
Use lines of latitude and longitude
|
Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
|
The equator is the line at 0° latitude. It intersects South America. It does not intersect Europe or Antarctica.
|
||
Not supported with pagination yet |
What is the volume of a bowl of soup?
|
[
"340 liters",
"340 milliliters"
] | 1 |
Select the better estimate.
|
closed choice
|
grade4
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.
|
The better estimate for the volume of a bowl of soup is 340 milliliters.
340 liters is too much.
|
Which animal's limbs are also adapted for swimming?
|
[
"Galapagos sea lion",
"giraffe"
] | 0 |
Sea turtles live in the ocean. They cover long distances in search of food and places to nest.
The has four flippers for limbs. Its limbs are adapted for swimming.
Figure: sea turtle.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.
|
Look at the picture of the sea turtle.
The sea turtle uses its flippers to push itself through water. The flippers can also help it change direction while swimming.
Now look at each animal. Figure out which animal has a similar adaptation.
The Galapagos sea lion has flippers. Its limbs are adapted for swimming.
The giraffe has long, thin legs. Its limbs are not adapted for swimming. The giraffe uses its limbs for walking and running.
|
|
What is the name of the colony shown?
|
[
"Vermont",
"New York",
"Iowa",
"New Jersey"
] | 1 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.
|
|||
Not supported with pagination yet |
What kind of sentence is this?
Do you know Bryan from soccer camp, or do you have another connection with him?
|
[
"exclamatory",
"declarative",
"interrogative"
] | 2 |
closed choice
|
grade7
|
language science
|
punctuation
|
Sentences, fragments, and run-ons
|
Is the sentence declarative, interrogative, imperative, or exclamatory?
|
There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer!
|
The sentence asks something, and it ends with a question mark. It is an interrogative sentence.
|
|
Which of the following could Cody's test show?
|
[
"if the sample fabric would absorb one drop of water in less than one second",
"how much athletes would sweat in the fabric",
"how long it would take the sample fabric to dry after it absorbed one drop of water"
] | 2 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Cody, 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. Cody 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.
| ||
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 the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 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.
|
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.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
|
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
I won't even bother to respond to Omar's comment on my op-ed. His profile picture is a duck wearing a top hat—he's clearly incapable of thoughtful debate.
|
[
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"circular reasoning: an argument that supports a claim with the claim itself",
"ad hominem: an attack against the person making the argument, rather than the argument itself"
] | 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 Omar's comment should not be taken seriously because he has a silly profile picture. This is a personal attack that isn't relevant to whether his comment is valid. This illustrates a type of logical fallacy known as ad hominem.
|
|
What is the capital of North Carolina?
|
[
"Raleigh",
"Louisville",
"Little Rock",
"Charlotte"
] | 0 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Raleigh is the capital of North Carolina.
|
|||
Which country is highlighted?
|
[
"the Marshall Islands",
"the Federated States of Micronesia",
"Australia",
"Papua New Guinea"
] | 1 |
closed choice
|
grade7
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is the Federated States of Micronesia.
|
|||
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
marriage - moment
|
[
"mint",
"museum"
] | 0 |
closed choice
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since mint is between the guide words marriage - moment, it would be found on that page.
|
|
Which part of the apple tree do we usually eat?
|
[
"the leaves",
"the root",
"the fruit"
] | 2 |
People use apple trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.
|
closed choice
|
grade4
|
natural science
|
biology
|
Plants
|
Classify fruits and vegetables as plant parts
|
The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.
|
The part of the apple tree we usually eat is the fruit. It contains the seeds.
|
|
Not supported with pagination yet |
Complete the statement.
Ozone is ().
|
[
"an elementary substance",
"a compound"
] | 0 |
Ozone gas in the atmosphere protects living things on Earth from some of the Sun's harmful rays. The chemical formula for ozone is O3.
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using chemical formulas
|
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.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.
|
You can tell whether ozone is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for ozone, O3, contains one atomic symbol: O for oxygen. So, the formula tells you that ozone is composed of only one chemical element.
Since ozone is composed of only one chemical element, ozone is an elementary substance.
|
Not supported with pagination yet |
What do these two changes have in common?
cooking an egg
rust forming on a metal gate
|
[
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] | 0 |
closed choice
|
grade8
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.
Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Cooking is caused by heating. But rust forming on a metal gate is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
|
Which air temperature was measured within the outlined area shown?
|
[
"23°C",
"5°C",
"-12°C"
] | 2 |
The map below shows air temperatures in the lower atmosphere on April 15, 2017. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Weather and climate
|
Identify and compare air masses
|
To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.
|
Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
10°C.
-12°C is within this range.
5°C and 23°C are outside of this range.
|
|
Which animal's feet are also adapted to walk on snow and ice?
|
[
"Siberian tiger",
"tiger-striped leaf frog"
] | 0 |
Polar bears live in cold, snowy areas near the Arctic Ocean. The 's feet are adapted for walking on snow and ice.
Figure: polar bear.
|
closed choice
|
grade3
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
|
Look at the picture of the polar bear.
The polar bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the polar bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.
Now look at each animal. Figure out which animal has a similar adaptation.
The Siberian tiger has furry feet with large pads. Its feet are adapted to walk on snow and ice.
The tiger-striped leaf frog has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The tiger-striped leaf frog uses its feet to climb trees and walk on leaves.
|
|
Not supported with pagination yet |
Select the one substance that is not a rock.
|
[
"Diorite is formed in nature. It is a solid.",
"Quartzite is formed in nature. It is a solid.",
"Ceramic is made in a factory. It is a solid."
] | 2 |
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks using properties
|
Rocks are made of minerals. Here are some properties of rocks:
They are solid.
They are formed in nature.
They are not made by living things.
They are not pure substances.
|
Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
Diorite is a rock.
Ceramic is made in a factory. But all rocks are formed in nature.
So, ceramic is not a rock.
Quartzite is a rock.
|
|
Not supported with pagination yet |
Which is a compound sentence?
|
[
"Helen paints in her studio at night, and she paints outside under the oak tree during the day.",
"Before the race, the athletes enjoyed a healthy breakfast of oatmeal, fruit, and tea."
] | 0 |
closed choice
|
grade6
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
Helen paints in her studio at night, and she paints outside under the oak tree during the day.
|
|
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
|
[
"to the left than to the right",
"to the right than to the left"
] | 1 |
The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
|
closed choice
|
grade6
|
natural science
|
chemistry
|
Solutions
|
Diffusion across membranes
|
In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
|
Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.
|
|
Which property matches this object?
|
[
"sticky",
"yellow"
] | 0 |
Select the better answer.
|
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Identify properties of an object
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
|
Look at the object.
Think about each property.
A sticky object can stick to other things. The jam is sticky.
Yellow is a color.
This color is yellow. The jam is not yellow.
|
|
What is the name of the colony shown?
|
[
"Delaware",
"North Carolina",
"New Jersey",
"Florida"
] | 0 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Delaware.
|
|||
Is the following statement about our solar system true or false?
The smallest planet is made mainly of rock.
|
[
"true",
"false"
] | 0 |
Use the data to answer the question below.
|
true-or false
|
grade6
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
|
The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock.
|
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample A",
"sample B",
"neither; the samples have the same temperature"
] | 1 |
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade8
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.
|
|
Identify the question that Henry's experiment can best answer.
|
[
"Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?",
"Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?"
] | 1 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Henry divided 40 evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Henry opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
| ||
Which of these states is farthest north?
|
[
"Illinois",
"Oregon",
"Ohio",
"Arizona"
] | 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 north arrow is pointing. Oregon is farthest north.
|
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnetic force is weaker in Pair 2.",
"The magnetic force is weaker in Pair 1.",
"The strength of the magnetic force is the same in both pairs."
] | 1 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade4
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
|
Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.
|
|
Not supported with pagination yet |
How long does it take to do the laundry?
|
[
"2 hours",
"2 seconds"
] | 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 do the laundry is 2 hours.
2 seconds is too fast.
|
Not supported with pagination yet |
Which correctly shows the title of a newspaper?
|
[
"***Las Vegas Sun***",
"\"Las Vegas Sun\""
] | 0 |
closed choice
|
grade5
|
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 newspaper should be in italics.
The correct title is **Las Vegas Sun**.
|
|
Which solution has a higher concentration of purple particles?
|
[
"Solution B",
"Solution A",
"neither; their concentrations are the same"
] | 1 |
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.
|
|
Which country is highlighted?
|
[
"the Federated States of Micronesia",
"Tonga",
"Kiribati",
"Palau"
] | 3 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is Palau.
|
|||
Not supported with pagination yet |
Which greeting is correct for a letter?
|
[
"Dear Aunt Carly,",
"Dear aunt carly,"
] | 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 first greeting is correct:
Its first word is capitalized, and it ends with a comma. Aunt Carly is capitalized because it is a proper noun.
|
|
Not supported with pagination yet |
Which closing is correct for a letter?
|
[
"Your Friend,\nMaddie",
"Your friend,\nMaddie"
] | 1 |
closed choice
|
grade2
|
language science
|
capitalization
|
Capitalization
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The second closing is correct:
Its first word is capitalized, and it ends with a comma.
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 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
|
grade7
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
|
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.
|
|
What is the name of the colony shown?
|
[
"Massachusetts",
"Connecticut",
"Pennsylvania",
"New Hampshire"
] | 1 |
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Connecticut.
|
|||
Which of the following organisms is the tertiary consumer in this food web?
|
[
"orca",
"black rockfish",
"phytoplankton",
"sea otter"
] | 0 |
Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
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
|
grade8
|
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 kelp bass has arrows pointing to it from the plainfin midshipman and the black rockfish. The plainfin midshipman and the black rockfish are secondary consumers, so the kelp bass is a tertiary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a tertiary consumer.
The black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is not a secondary consumer. So, the black rockfish is not a tertiary consumer.
The sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a secondary consumer. So, the sea otter is not a tertiary consumer.
The orca has an arrow pointing to it from the sea otter. The sea otter is a secondary consumer, so the orca is a tertiary consumer.
|
|
Which of these states is farthest north?
|
[
"Louisiana",
"Vermont",
"New Mexico",
"California"
] | 1 |
closed choice
|
grade5
|
social science
|
geography
|
Maps
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Vermont is farthest north.
|
||
Which country is highlighted?
|
[
"Fiji",
"Papua New Guinea",
"Australia",
"New Zealand"
] | 3 |
closed choice
|
grade8
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is New Zealand.
|
|||
What is the capital of Ohio?
|
[
"Boulder",
"Columbus",
"Portland",
"Cincinnati"
] | 1 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Columbus is the capital of Ohio.
|
|||
Not supported with pagination yet |
Based on this information, what is this bitter melon plant's phenotype for the seed color trait?
|
[
"light brown seeds",
"dd"
] | 0 |
In a group of bitter melon plants, some individuals have dark brown seeds and others have light brown seeds. In this group, the gene for the seed color trait has two alleles. The allele D is for dark brown seeds, and the allele d is for light brown seeds.
A certain bitter melon plant from this group has light brown seeds. This plant has two alleles for light brown seeds.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's phenotype for a trait is its observable version of that trait. The bitter melon plant's observable version of the seed color trait is light brown seeds. So, the plant's phenotype for the seed color trait is light brown seeds.
|
Not supported with pagination yet |
Complete the statement.
Silver chloride is ().
|
[
"an elementary substance",
"a compound"
] | 1 |
Silver chloride is used to create the yellow parts of stained glass. The chemical formula for silver chloride is AgCl.
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using chemical formulas
|
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.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.
|
You can tell whether silver chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for silver chloride, AgCl, contains two atomic symbols: Ag for silver and Cl for chlorine. So, the formula tells you that silver chloride is composed of two chemical elements bonded together.
Since silver chloride is composed of multiple chemical elements bonded together, silver chloride is a compound.
|
Not supported with pagination yet |
Based on this information, what is Beauty's phenotype for the coat color trait?
|
[
"ll",
"a red coat"
] | 1 |
In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
Beauty, a cow from this group, has a red coat. Beauty has two alleles for a red coat.
|
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. Beauty's observable version of the coat color trait is a red coat. So, Beauty's phenotype for the coat color trait is a red coat.
|
Which of the following could Aubrey and Savannah's test show?
|
[
"if a new batch of concrete was firm enough to use",
"if the concrete from each batch took the same amount of time to dry"
] | 0 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Aubrey and Savannah were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
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Complete the sentence.
Ice melting in a glass is a ().
|
[
"physical change",
"chemical change"
] | 0 |
closed choice
|
grade2
|
natural science
|
chemistry
|
Physical and chemical change
|
Identify physical and chemical changes
|
Chemical changes and physical changes are two ways matter can change.
In a chemical change, the type of matter changes.
Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
In a physical change, the type of matter stays the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state.
|
Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made.
|
|
Not supported with pagination yet |
Answer the riddle.
I live on a farm.
I am fluffy.
I will grow up to be a sheep.
What am I?
|
[
"a lamb",
"a hen"
] | 0 |
closed choice
|
grade1
|
language science
|
vocabulary
|
Comprehension strategies
|
What am I?
|
A lamb lives on a farm.
A lamb is fluffy.
A lamb will grow up to be a sheep.
|
||
Which ocean is highlighted?
|
[
"the Arctic Ocean",
"the Atlantic Ocean",
"the Indian Ocean",
"the Southern Ocean"
] | 3 |
closed choice
|
grade7
|
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 Southern Ocean.
The Southern Ocean reaches from the shores of Antarctica to 60° South latitude.
|
||
What is the capital of Utah?
|
[
"Nampa",
"Denver",
"Provo",
"Salt Lake City"
] | 3 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Salt Lake City is the capital of Utah.
|
|||
Complete the sentence.
Jackson's chameleons use their horns ().
|
[
"to dig",
"to find food",
"to fight"
] | 2 |
Read the first part of the passage. It is about a type of lizard called a Jackson's chameleon.
Jackson's chameleons are small green lizards. Some have three horns on their heads.
They use their horns to fight other chameleons.
|
closed choice
|
grade1
|
language science
|
reading-comprehension
|
Read-alone texts
|
Read passages about animals
|
The passage says Jackson's chameleons use their horns to fight other chameleons.
|
||
Not supported with pagination yet |
Is there a sentence fragment?
Enterovirus D68 was first discovered in 1962. It mainly affects children.
|
[
"yes",
"no"
] | 1 |
yes or no
|
grade12
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Identify sentence fragments
|
A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert.
|
There is not a sentence fragment. These are complete sentences because they express complete thoughts.
Enterovirus D68 was first discovered in 1962. It mainly affects children.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
Don't try to tell me that you only watch educational programming, Kathleen! I know for a fact that your sister only watches reality television.
|
[
"circular reasoning: an argument that supports a claim with the claim itself",
"guilt by association: a negative association intended to discredit someone or something"
] | 1 |
closed choice
|
grade8
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Kathleen must watch reality television, because her sister watches reality television. However, even though Kathleen's sister watches reality television, that doesn't necessarily mean that Kathleen does, too. This illustrates a type of logical fallacy known as guilt by association.
|
|
Identify the question that Irma's experiment can best answer.
|
[
"Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?",
"Do the temperatures inside boxes depend on the sizes of the boxes?"
] | 0 |
The passage below describes an experiment. Read the passage and then follow the instructions below.
Irma glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Irma made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Irma compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
| ||
Not supported with pagination yet |
Which is a complex sentence?
|
[
"Although I would rather visit Italy, I'm excited about going to Panama this summer.",
"Despite their large size, grizzly bears can run at speeds of up to thirty miles per hour."
] | 0 |
closed choice
|
grade6
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.
Although I would rather visit Italy, I'm excited about going to Panama this summer.
|
|
Which statement is true about the average monthly temperature in Riyadh?
|
[
"June, July, and August are hotter than the other months of the year.",
"Each month of the year has about the same monthly temperature.",
"June, July, and August are colder than the other months of the year."
] | 0 |
Use the graph to answer the question below.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Use climate data to make predictions
|
Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.
|
To describe the average temperature trends in Riyadh, look at the graph.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "June, July, and August are colder than the other months of the year." is incorrect.
The average temperatures in June, July, and August are around 35°C. These months have the highest average temperatures of all of the months. So, they are hotter, not colder, than the other months.
Choice "Each month of the year has about the same monthly temperature." is incorrect.
Some months of the year have much higher temperatures than others. So, each month does not have the same temperature.
Choice "June, July, and August are hotter than the other months of the year." is incorrect.
The average temperatures in June, July, and August are around 35°C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months.
|
|
Which solution has a higher concentration of purple particles?
|
[
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 0 |
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.
|
|
Is the following statement about our solar system true or false?
Earth's volume is more than ten times as great as Mars's volume.
|
[
"false",
"true"
] | 0 |
Use the data to answer the question below.
|
true-or false
|
grade8
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
|
To determine if this statement is true, calculate the value of ten times the volume of Mars.
Then compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume.
|
|
Not supported with pagination yet |
Select the one substance that is not a rock.
|
[
"A nutshell is made by a living thing. It is formed in nature.",
"Dolerite is not a pure substance. It is formed in nature.",
"Andesite is not a pure substance. It is not made by living things."
] | 0 |
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks using properties
|
Rocks are made of minerals. Here are some properties of rocks:
They are solid.
They are formed in nature.
They are not made by living things.
They are not pure substances.
|
Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
A nutshell is made by a living thing. But rocks are not made by living things.
So, a nutshell is not a rock.
Andesite is a rock.
Dolerite is a rock.
|
|
Not supported with pagination yet |
Which type of sentence is this?
Annual plants survive only one season and must be replaced each year, but perennials return each year with new flowers and foliage.
|
[
"complex",
"simple",
"compound-complex",
"compound"
] | 3 |
closed choice
|
grade10
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction but.
Annual plants survive only one season and must be replaced each year, but perennials return each year with new flowers and foliage.
|
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 0 |
Two magnets are placed as shown.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.
|
|
Which property matches this object?
|
[
"bouncy",
"soft"
] | 1 |
Select the better answer.
|
closed choice
|
grade3
|
natural science
|
physics
|
Materials
|
Identify properties of an object
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
|
Look at the object.
Think about each property.
A soft object changes shape when pressed or squeezed. The stuffed puppy is soft.
A bouncy object will bounce back from the floor if you drop it. The stuffed puppy is not bouncy.
|
|
Not supported with pagination yet |
Which object has the most thermal energy?
|
[
"a 100-gram mug of cocoa at a temperature of 119°F",
"a 100-gram mug of cocoa at a temperature of 126°F",
"a 100-gram mug of cocoa at a temperature of 107°F"
] | 1 |
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 mugs of cocoa have the same mass but different temperatures. Since the 126°F mug of cocoa is the hottest, it has the most thermal energy.
|
Which of these states is farthest south?
|
[
"Washington",
"Indiana",
"Rhode Island",
"New Hampshire"
] | 1 |
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. Indiana is farthest south.
|
||
Not supported with pagination yet |
Ancient China was ruled by dynasties. A dynasty is a line of rulers from the same family, which i often called the royal family. Starting in 1046 BCE, rulers from the Zhou (pronounced JO) dynasty claimed to have something called the Mandate of Heaven. A mandate is the authority to act in a certain way. What did it mean to have the Mandate of Heaven?
|
[
"Heaven made the ruler rich.",
"Heaven gave the ruler the authority to rule.",
"Heaven required the ruler to pray every day.",
"Heaven allowed the ruler to act however he wanted."
] | 1 |
closed choice
|
grade7
|
social science
|
world-history
|
Early China
|
Early Chinese thought
|
When a person has a mandate, it means that he or she is allowed to act in a certain way. In ancient China, the Mandate of Heaven meant that a ruler had special authority to rule, and that authority came from heaven.
The Mandate of Heaven gave a ruler permission to act in a certain way, so the ruler was not allowed to act however he wanted. The Mandate of Heaven did not force the ruler to pray or make the ruler rich.
What did "heaven" mean in ancient China?
People in ancient China did not think heaven was a place where people went after they died. Instead, heaven was a general force, like the universe or cosmos.
|
||
Not supported with pagination yet |
What information supports the conclusion that Preston acquired this trait?
|
[
"Preston's friend showed him how to ride a bicycle.",
"Preston rides his bicycle to school.",
"Preston and his mother both ride bicycles."
] | 0 |
Read the description of a trait.
Preston can ride a bicycle.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
| |
Not supported with pagination yet |
What information supports the conclusion that Wanda inherited this trait?
|
[
"Wanda's father has brown eyes. He passed this trait down to Wanda.",
"Wanda's hair is the same color as her brown eyes."
] | 0 |
Read the description of a trait.
Wanda has brown eyes.
|
closed choice
|
grade3
|
natural science
|
biology
|
Heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
| |
What is the capital of Washington?
|
[
"Lexington",
"Spokane",
"Olympia",
"Seattle"
] | 2 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Olympia is the capital of Washington.
|
|||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is smaller in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 2."
] | 0 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade6
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
|
The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.
|
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.