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Select the organism in the same genus as the common kestrel. | [
"Falco sparverius",
"Tigrisoma mexicanum",
"Ardea herodias"
] | 0 | This organism is a common kestrel. Its scientific name is Falco tinnunculus. | closed choice | grade8 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.
Ardea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Falco tinnunculus are not in the same genus.
Falco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Falco tinnunculus are in the same genus.
Tigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Falco tinnunculus are not in the same genus. |
|
Not supported with pagination yet | Select the one animal that has all of the amphibian traits listed above. | [
"Chinese alligators live in lakes and streams in eastern China. They lay eggs with shells and live in underground burrows in the winter. Chinese alligators have scaly, waterproof skin.",
"Green toads have moist skin and hatch from eggs with no shells. The tadpoles begin their lives underwater, while adult toads live on land. Some adult green toads live in dry places such as deserts. They stay underground until it rains so their skin won't dry out."
] | 1 | Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells. Observe the animals and read the descriptions. | closed choice | grade5 | natural science | biology | Classification | Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | To decide if an animal is part of a group, look at the traits of the group.
Amphibians have the following traits:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A green toad has the following traits:
It spends part of its life in water and part on land.
It has moist skin.
It makes eggs with no shells.
A green toad has the traits of an amphibian. A green toad is an amphibian.
A Chinese alligator has the following traits:
It has scaly, waterproof skin.
It makes eggs with shells.
A Chinese alligator does not have all of the traits of an amphibian. A Chinese alligator is a reptile. |
Not supported with pagination yet | What information supports the conclusion that Chase inherited this trait? | [
"Chase and his father both have dark hair.",
"Chase's parents have pale skin. They passed down this trait to Chase."
] | 1 | Read the description of a trait.
Chase has pale skin. | closed choice | grade5 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Which figure of speech is used in this text?
The hum of the computer concerned Jacob. Was the problem with the power supply or the hard drive? | [
"onomatopoeia",
"simile"
] | 0 | closed choice | grade9 | language science | figurative-language | Literary devices | Classify figures of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses onomatopoeia, a word that expresses a sound.
Hum represents the sound the computer was making. |
|
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 1.",
"The magnetic force is weaker in Pair 2.",
"The strength 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 | grade4 | natural science | physics | Magnets | Compare strengths of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. | Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs. |
|
Which animal's body is better adapted for protection against a predator with sharp teeth? | [
"eastern rat snake",
"nautilus"
] | 1 | Painted turtles are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A can pull its head and legs into its shell when attacked.
Figure: painted turtle. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: skins and body coverings | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. | Look at the picture of the painted turtle.
The painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.
Now look at each animal. Figure out which animal has a similar adaptation.
The nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The eastern rat snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth. |
|
Not supported with pagination yet | What do these two changes have in common?
dry ice sublimating and becoming a gas
water freezing into ice | [
"Both are caused by heating.",
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by cooling."
] | 1 | closed choice | grade7 | natural science | chemistry | Chemical reactions | Compare physical and chemical changes | Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation.
Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter.
Water freezing into ice is a change of state. So, it is a physical change. The water changes from solid to liquid. But the ice is still made of the same type of matter as the liquid water.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Dry ice sublimating is caused by heating. But water freezing into ice is not.
Both are caused by cooling.
Water freezing is caused by cooling. But dry ice sublimating is not. |
|
Not supported with pagination yet | How long is a long-distance running race? | [
"18 yards",
"18 inches",
"18 miles"
] | 2 | Select the best estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose customary units of distance | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long. | The best estimate for the length of a long-distance running race is 18 miles.
18 inches and 18 yards are both too short. |
Not supported with pagination yet | Which is a complete sentence? | [
"Over the summer, my cousin Brenna visited many times.",
"Wanda is from Washington now she lives in Lancaster."
] | 0 | 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. | Over the summer, my cousin Brenna visited many times is a complete sentence. The subject is my cousin Brenna, and the verb is visited. |
|
Not supported with pagination yet | What is the mass of a guitar? | [
"4 grams",
"4 kilograms"
] | 1 | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | The better estimate for the mass of a guitar is 4 kilograms.
4 grams is too light. |
Not supported with pagination yet | Select the one animal that has all of the crustacean traits listed above. | [
"Earthworms live in soil and have no limbs. Their bodies are soft, cylindrical, and made up of many segments.",
"Blue crabs are omnivores. Omnivores are animals that are adapted to eat both plants and animals. Blue crabs have an exoskeleton and two pairs of antennae."
] | 1 | Crustaceans are a group of animals with similar traits. The following traits can be used to identify crustaceans:
They have two pairs of antennae.
They have an exoskeleton. Observe the animals and read the descriptions. | closed choice | grade5 | natural science | biology | Classification | Use evidence to classify animals | Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | To decide if an animal is part of a group, look at the traits of the group.
Crustaceans have the following traits:
They have two pairs of antennae.
They have an exoskeleton.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
An earthworm has the following traits:
It has a soft, cylindrical body.
It has no limbs.
It is made up of segments.
An earthworm does not have all of the traits of a crustacean. An earthworm is a segmented worm.
A blue crab has the following traits:
It has two pairs of antennae.
It has an exoskeleton.
A blue crab has the traits of a crustacean. A blue crab is a crustacean. |
Not supported with pagination yet | Does the sentence use a simile or a metaphor?
Tracy went down the slide face-first, like a penguin. | [
"metaphor",
"simile"
] | 1 | closed choice | grade5 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | Tracy went down the slide face-first, like a penguin.
The words Tracy and penguin are compared using the word like. So, the sentence uses a simile. |
|
What is the capital of California? | [
"Los Angeles",
"Sacramento",
"San Francisco",
"Nampa"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Sacramento is the capital of California. |
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Not supported with pagination yet | What is the volume of a washing machine? | [
"36 cups",
"36 fluid ounces",
"36 gallons"
] | 2 | Select the best estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose customary units of volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | The best estimate for the volume of a washing machine is 36 gallons.
36 fluid ounces and 36 cups are both too little. |
Not supported with pagination yet | Which correctly shows the title of a short story? | [
"\"The Wolf in Sheep's clothing\"",
"\"The Wolf in Sheep's Clothing\""
] | 1 | closed choice | grade5 | language science | capitalization | Capitalization | Capitalizing titles | In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach
These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or | Capitalize the first word, the last word, and every important word in between. The word in is not important, so it should not be capitalized.
The correct title is "The Wolf in Sheep's Clothing." |
|
Not supported with pagination yet | Which text uses the word nauseous in its traditional sense? | [
"Lara's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.",
"Lara's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair."
] | 0 | closed choice | grade10 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses nauseous in its traditional sense: causing disgust or nausea.
Lara's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.
The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
Lara's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.
Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard. |
|
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 smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | 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. | Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs. |
|
What is the capital of Alabama? | [
"Tallahassee",
"Frankfort",
"Montgomery",
"Birmingham"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Montgomery is the capital of Alabama. |
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Not supported with pagination yet | Which text message is more formal? | [
"My apologies—I'm stuck in traffic and will be late for our meeting.",
"Oops, stuck in traffic. Will be late for our meeting. Sorry!"
] | 0 | 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 text message is more formal. It uses courteous language (my apologies) rather than casual language (oops, sorry!). |
|
Not supported with pagination yet | Which sentence states a fact? | [
"Birds are the only living animals that have feathers.",
"Peacock feathers can make any room look fancy."
] | 0 | closed choice | grade3 | language science | writing-strategies | Opinion writing | Distinguish facts from opinions | A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping. | The first sentence states a fact.
Birds are the only living animals that have feathers.
It can be proved by reading a book about birds.
The second sentence states an opinion.
Peacock feathers can make any room look fancy.
Fancy shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes something look fancy. |
|
What is the capital of Maryland? | [
"Juneau",
"Augusta",
"Annapolis",
"Providence"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Annapolis is the capital of Maryland. |
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Not supported with pagination yet | Is the following trait inherited or acquired?
Lexi plays basketball. | [
"inherited",
"acquired"
] | 1 | Hint: Playing basketball takes practice. | closed choice | grade3 | natural science | biology | Heredity | Identify inherited and acquired traits | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | People are not born knowing how to play basketball. Instead, some people learn how to play basketball. Playing the sport takes practice. So, playing basketball is an acquired trait. |
Not supported with pagination yet | What information supports the conclusion that Rachel acquired this trait? | [
"Rachel knits sweaters using cotton, wool, and other types of yarn.",
"Rachel learned how to knit in an after school program."
] | 1 | Read the description of a trait.
Rachel knows how to knit sweaters. | 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. | |
Which of the following could Tyler's test show? | [
"the amount of bacteria in the water before it was filtered",
"whether the filter was clogged",
"whether an inexpensive filter would become clogged more often"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Tyler was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Tyler had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tyler checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant. | closed choice | grade8 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Not supported with pagination yet | Which is a run-on sentence? | [
"Ants attacked our picnic.",
"My ancestors are from Russia, they came here many years ago."
] | 1 | closed choice | grade3 | language science | writing-strategies | Sentences, fragments, and run-ons | Is it a complete sentence, a fragment, 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 sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
Knows the answer.
This is a sentence fragment. It is missing a subject.
Who knows the answer? She knows the answer.
The bright red car.
This is a sentence fragment. It is missing a verb.
What did the bright red car do? The bright red car stopped.
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. | My ancestors are from Russia, they came here many years ago is a run-on sentence. It has two sentences that are joined by just a comma: My ancestors are from Russia and They came here many years ago. |
|
Not supported with pagination yet | What is the temperature of a bowl of ice cream? | [
"36°F",
"36°C"
] | 0 | Select the better estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of a bowl of ice cream is 36°F.
36°C is too hot. |
What is the capital of Washington? | [
"Santa Fe",
"Lansing",
"Olympia",
"Seattle"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Olympia is the capital of Washington. |
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Not supported with pagination yet | What do these two changes have in common?
milk going sour
baking a loaf of bread | [
"Both are caused by heating.",
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are chemical changes."
] | 3 | closed choice | grade3 | natural science | chemistry | Physical and chemical change | Compare physical and chemical changes | Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
Baking a loaf of bread is a chemical change. Bread is made from dough. Baking turns the dough into bread. The bread is a different type of matter than the dough.
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.
Baking is caused by heating. But milk going sour is not.
Both are caused by cooling.
Neither change is caused by cooling. |
|
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 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.
Both poles of each magnet line up with both poles of the other magnet. The south pole of each magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. |
|
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: London.
It was snowing in London on January 1, 1969.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade3 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
It was snowing in London on January 1, 1969.
This passage tells you about the snowfall in London on January 1, 1969. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. |
|
Which country is highlighted? | [
"Dominica",
"the Dominican Republic",
"Jamaica",
"Haiti"
] | 1 | closed choice | grade7 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is the Dominican Republic.
Why does the Dominican Republic share its island with another country?
The Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.
Though many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. |
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Not supported with pagination yet | Using only these supplies, which question can Martin investigate with an experiment? | [
"Which type of soil will cause a certain kind of tomato plant to grow the most fruit?",
"Which of the three types of tomato seeds sprouts the fastest?",
"Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?"
] | 1 | Martin and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
three different types of tomato seeds
one bag of potting soil
five identical clay pots
water | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Which of the following organisms is the decomposer in this food web? | [
"sea otter",
"kelp bass",
"black rockfish",
"bat star"
] | 3 | 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. | Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The bat star does not have arrows pointing from it to other organisms. So, the bat star is a decomposer.
The sea otter has an arrow pointing from it. So, the sea otter is not a decomposer.
The kelp bass has an arrow pointing from it. So, the kelp bass is not a decomposer.
The sea cucumber does not have arrows pointing from it to other organisms. So, the sea cucumber is a decomposer.
The black rockfish has an arrow pointing from it. So, the black rockfish is not a decomposer. |
|
Which statement describes the Sonoran Desert ecosystem? | [
"It has many different types of organisms.",
"It has thick, moist soil.",
"It has only a few types of organisms."
] | 0 | Figure: Sonoran Desert.
The Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall. | closed choice | grade5 | natural science | biology | Ecosystems | Describe ecosystems | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil. It has only a few types of organisms. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
Mr. Goodman argues that we need to do more to prevent workplace injuries and fatalities. I doubt that someone so socially awkward would know a thing about office safety. | [
"ad hominem: a personal attack against one's opponent",
"false causation: the assumption that because two things happened together, one caused the other"
] | 0 | closed choice | grade7 | 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 being socially awkward determines knowledge of workplace safety. This is a personal attack that isn't relevant to Mr. Goodman's desire to prevent workplace injuries. This illustrates a type of logical fallacy known as ad hominem. |
|
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: Canary Islands.
It was partly cloudy in the Canary Islands last Tuesday.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
It was partly cloudy in the Canary Islands last Tuesday.
This passage tells you about the cloud cover over the Canary Islands last Tuesday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
Joe must not have enjoyed the casserole, or he would have asked for a second serving. | [
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"false dichotomy: an argument that presents only two choices when more options exist",
"guilt by association: a negative association intended to discredit someone or something"
] | 1 | 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 if Joe enjoyed the casserole, then he would have eaten more. However, Joe could have enjoyed the casserole without wanting a second serving. This illustrates a type of logical fallacy known as a false dichotomy. |
|
Identify the question that Pamela's experiment can best answer. | [
"Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?",
"Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Pamela prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Pamela soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Pamela scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black. | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | ||
Which is this organism's common name? | [
"marine file snake",
"Acrochordus granulatus"
] | 0 | This organism is a marine file snake. It is also called Acrochordus granulatus. | 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. | Acrochordus granulatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Acrochordus granulatus is the organism's scientific name. So, you know that marine file snake is the common name. |
|
Not supported with pagination yet | Long ago, all books were copied by hand. Making new copies was a lot of work and took a long time. But the invention of the printing press made copying books faster and easier. What happened to the overall supply of books after the printing press was invented? | [
"The supply went up.",
"The supply went down."
] | 0 | closed choice | grade7 | social science | economics | Supply and demand | Understand overall supply and demand | Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | The printing press was a new technology. It made the process of copying books easier and faster. So, the supply of books went up. |
|
Not supported with pagination yet | What is the mass of an ear of corn? | [
"12 pounds",
"12 tons",
"12 ounces"
] | 2 | Select the best estimate. | closed choice | grade4 | natural science | units-and-measurement | Units and measurement | Choose customary units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | The best estimate for the mass of an ear of corn is 12 ounces.
12 pounds and 12 tons are both too heavy. |
Not supported with pagination yet | Which word does not rhyme? | [
"hurl",
"curl",
"gull"
] | 2 | closed choice | grade2 | language science | phonological-awareness | Rhyming | Which word does not rhyme? | Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the same sound.
The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
The words tip and meet don't rhyme. They end with different sounds. | The words curl and hurl rhyme. They both end with the url sound.
The word gull does not rhyme. It ends with a different sound. |
|
Not supported with pagination yet | Which sentence states a fact? | [
"The greatest benefit of Parkour training is that it teaches people to see obstacles and challenges as opportunities.",
"Parkour is a physical discipline that involves getting from one point to another while navigating obstacles along the way."
] | 1 | closed choice | grade6 | language science | writing-strategies | Developing and supporting arguments | Distinguish facts from opinions | A fact is something that can be proved by research or observation.
Napoleon Bonaparte was shorter than King Louis XVI.
The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
Napoleon Bonaparte was a better leader than King Louis XVI.
The statement above is an opinion. People can have different ideas about what makes someone a "better" leader, so the statement cannot be proved. | The second sentence states a fact.
Parkour is a physical discipline that involves getting from one point to another while navigating obstacles along the way.
It can be proved by reading an article about Parkour.
The first sentence states an opinion.
The greatest benefit of Parkour training is that it teaches people to see obstacles and challenges as opportunities.
The greatest benefit shows what a person believes, thinks, or feels. Another person might have a different opinion about whether this is Parkour's most important or greatest benefit. |
|
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 1.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 2."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade3 | 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 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. |
|
What is the capital of Maine? | [
"Montpelier",
"Providence",
"Augusta",
"Portland"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Augusta is the capital of Maine. |
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Not supported with pagination yet | Based on this information, what is Ringo's phenotype for the fur color trait? | [
"light fur",
"dark fur"
] | 1 | In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for dark fur (F) is dominant over the allele for light fur (f).
Ringo is a rock pocket mouse from this group. Ringo has the heterozygous genotype Ff for the fur color gene. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | You need to determine Ringo's phenotype for the fur color trait. First, consider the alleles in Ringo's genotype for the fur color gene. Then, decide whether these alleles are dominant or recessive.
The allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.
Ringo's genotype of Ff has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ringo's phenotype for the fur color trait must be dark fur. |
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, but some of them are different sizes. | closed choice | grade7 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 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 word would you find on a dictionary page with the following guide words?
class - curl | [
"castle",
"cottage"
] | 1 | closed choice | grade4 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since cottage is between the guide words class - curl, it would be found on that page. |
|
Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 1 | Figure: Havana.
Havana is the capital of Cuba. The winds there were blowing from the east last weekend.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Havana is the capital of Cuba. The winds there were blowing from the east last weekend.
The underlined part of the passage tells you about the wind direction in Havana last weekend. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. |
|
Select the organism in the same species as the comet moth. | [
"Sphodromantis viridis",
"Argema mittrei",
"Acanthaster planci"
] | 1 | This organism is a comet moth. Its scientific name is Argema mittrei. | closed choice | grade6 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A comet moth's scientific name is Argema mittrei.
Argema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.
Sphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.
Acanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species. |
|
Not supported with pagination yet | Complete the sentence.
Chicken cooking in an oven is a (). | [
"physical change",
"chemical change"
] | 1 | closed choice | grade5 | natural science | chemistry | Physical and chemical change | 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 new molecules. The types of molecules in matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created 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. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter. |
|
What can Neil and Darnell trade to each get what they want? | [
"Darnell can trade his almonds for Neil's tomatoes.",
"Darnell can trade his broccoli for Neil's oranges.",
"Neil can trade his tomatoes for Darnell's sandwich.",
"Neil can trade his tomatoes for Darnell's broccoli."
] | 3 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Neil and Darnell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.
Neil has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
||
Which of the following fossils is older? Select the more likely answer. | [
"ginkgo leaf",
"insect"
] | 0 | This diagram shows fossils in an undisturbed sedimentary rock sequence. | closed choice | grade8 | natural science | earth-science | Fossils | Compare ages of fossils in a rock sequence | A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. | Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is older:
The ginkgo leaf fossil is in a deeper layer in the rock sequence than the insect fossil. So, the ginkgo leaf fossil is most likely older than the insect fossil. |
|
Not supported with pagination yet | Which is a compound sentence? | [
"Dillon liked the sea otters, but the jellyfish were his favorite.",
"The artist prepared a canvas for a new oil painting."
] | 0 | closed choice | grade4 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple or compound? | A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
Dillon liked the sea otters, but the jellyfish were his favorite. |
|
Which rhetorical appeal is primarily used in this ad? | [
"ethos (character)",
"pathos (emotion)",
"logos (reason)"
] | 2 | closed choice | grade12 | language science | writing-strategies | Persuasive strategies | Identify appeals to ethos, pathos, and logos in advertisements | The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a "real person" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury | The ad appeals to logos, or reason, by emphasizing the practical benefits users can expect from the car. |
||
Not supported with pagination yet | What kind of sentence is this?
That was the longest yawn I've ever seen! | [
"declarative",
"exclamatory"
] | 1 | closed choice | grade4 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
I have an older brother and a younger sister.
An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
How tall are you?
An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
Read the first chapter by next week.
Look out for that car!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
Some whales are over ninety feet long!
I can't wait until tomorrow! | The sentence tells about something, but it shows surprise and ends with an exclamation point. It is an exclamatory sentence. |
|
Which of the following could Helen's test show? | [
"if adding the blade guards made the drone fly poorly",
"if the blade guards would break in a crash",
"how much the drone weighed with the blade guards"
] | 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.
Helen was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Helen wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Helen put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards. | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
What is the capital of Oklahoma? | [
"Boise",
"Oklahoma City",
"Little Rock",
"Birmingham"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Oklahoma City is the capital of Oklahoma. |
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Not supported with pagination yet | Which is a complex sentence? | [
"You will attract more customers if you extend the sale through the weekend.",
"The barber and his brother opened their shop in Harlem more than thirty years ago."
] | 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 if.
You will attract more customers if you extend the sale through the weekend. |
|
Which state is highlighted? | [
"Mississippi",
"North Carolina",
"Arkansas",
"Louisiana"
] | 2 | closed choice | grade5 | social science | geography | States | Identify states of the Southeast | This state is Arkansas. |
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Not supported with pagination yet | Which figure of speech is used in this text?
Derek remarked that the new book on anti-gravity was impossible to put down. | [
"pun",
"allusion"
] | 0 | closed choice | grade8 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses a pun, a word or phrase that humorously suggests more than one meaning.
Impossible to put down means that the book is so good that it is hard to stop reading. The phrase impossible to put down is also a joke about anti-gravity: if gravity pulls things down, perhaps anti-gravity does the opposite and makes them impossible to put down. |
|
Which property matches this object? | [
"stretchy",
"blue"
] | 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.
Blue is a color.
This color is blue. The melted marshmallow is not blue.
A stretchy object gets longer when you pull on it. The melted marshmallow is stretchy. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Mrs. Crosby decided not to argue with the name her daughter had chosen for their new kitten, figuring it was a matter of a rose by any other name. | [
"U.S. history",
"Shakespeare"
] | 1 | closed choice | grade7 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion a rose by any other name is Shakespeare.
In Shakespeare's Romeo and Juliet, the two central characters are denied their love because they belong to warring families, the Montagues and Capulets. Juliet wonders how a mere family name can make someone an enemy, observing that a rose would smell sweet no matter what its name.
The allusion a rose by any other name means something so special that what it's called seems unimportant. |
|
Not supported with pagination yet | Which tense does the sentence use?
Colin will make cookies with his friends. | [
"present tense",
"future tense",
"past tense"
] | 1 | closed choice | grade5 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, make. The verb tells you about something that is going to happen. |
|
What is the capital of Nebraska? | [
"Providence",
"Saint Paul",
"Lincoln",
"Kansas City"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Lincoln is the capital of Nebraska. |
|||
What is the capital of Mississippi? | [
"Birmingham",
"Saint Paul",
"Biloxi",
"Jackson"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Jackson is the capital of Mississippi. |
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Not supported with pagination yet | Based on this information, what is Boba's phenotype for the fur color trait? | [
"dark fur",
"light fur"
] | 1 | In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for dark fur (F) is dominant over the allele for light fur (f).
Boba is a rock pocket mouse from this group. Boba has the homozygous genotype ff for the fur color gene. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Boba's genotype for the fur color gene is ff. Boba's genotype of ff has only f alleles. The f allele is for light fur. So, Boba's phenotype for the fur color trait must be light fur.
To check this answer, consider whether Boba's alleles are dominant or recessive. The allele for dark fur (F) is dominant over the allele for light fur (f). This means F is a dominant allele, and f is a recessive allele.
Boba's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Boba's phenotype for the fur color trait must be light fur. |
Is chocolate syrup a solid, a liquid, or a gas? | [
"a gas",
"a liquid",
"a solid"
] | 1 | closed choice | grade3 | natural science | physics | States of matter | Classify matter as solid, liquid, or gas | 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. | Chocolate syrup is a liquid. A liquid takes the shape of any container it is in.
If you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space. |
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Not supported with pagination yet | Which logical fallacy is used in the text?
Did you really vote for Jayce as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | [
"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 Jayce can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jayce can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. |
|
Which country is highlighted? | [
"the Dominican Republic",
"Dominica",
"Trinidad and Tobago",
"Grenada"
] | 2 | closed choice | grade7 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Trinidad and Tobago. |
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Not supported with pagination yet | Select the one animal that has all of the amphibian traits listed above. | [
"Smooth newts have moist, smooth skin with black spots. Young smooth newts hatch from eggs without shells. They live in streams or ponds until they are about ten weeks old. Then, they crawl onto land.",
"Loggerhead sea turtles hatch from eggs with shells. They live in the water, but they lay their eggs on the land. Their scaly, waterproof skin and thick shell help protect them from predators."
] | 0 | Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells. Observe the animals and read the descriptions. | closed choice | grade5 | natural science | biology | Classification | Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | To decide if an animal is part of a group, look at the traits of the group.
Amphibians have the following traits:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A sea turtle has the following traits:
It has scaly, waterproof skin.
It makes eggs with shells.
A sea turtle does not have all of the traits of an amphibian. A sea turtle is a reptile.
A smooth newt has the following traits:
It spends part of its life in water and part on land.
It has moist skin.
It makes eggs with no shells.
A smooth newt has the traits of an amphibian. A smooth newt is an amphibian. |
Not supported with pagination yet | What kind of sentence is this?
Are you yawning because you're tired or because you're bored? | [
"imperative",
"interrogative"
] | 1 | closed choice | grade4 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
I have an older brother and a younger sister.
An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
How tall are you?
An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
Read the first chapter by next week.
Look out for that car!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
Some whales are over ninety feet long!
I can't wait until tomorrow! | The sentence asks something, and it ends with a question mark. It is an interrogative sentence. |
|
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear Aunt Laura,",
"dear Aunt Laura,"
] | 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. Aunt Laura is capitalized because it is a proper noun. |
|
Which of these states is farthest north? | [
"Virginia",
"New Hampshire",
"South Carolina",
"Texas"
] | 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. New Hampshire is farthest north. |
||
Which property do these four objects have in common? | [
"smooth",
"translucent",
"transparent"
] | 0 | Select the best answer. | closed choice | grade5 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
A translucent object lets light through. But you cannot see clearly through a translucent object. The rubber ball and the silver ring are not translucent.
You can see clearly through a transparent object. The magnifying glass is transparent, but the rubber ball and the silver ring are not.
A smooth object is not scratchy or rough. All four objects are smooth.
The property that all four objects have in common is smooth. |
|
Not supported with pagination yet | Select the vertebrate. | [
"ladybug",
"peacock mantis shrimp",
"fire salamander",
"metallic tarantula"
] | 2 | Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates. | closed choice | grade5 | natural science | biology | Classification | Identify vertebrates and invertebrates | Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | A ladybug is an insect. Like other insects, a ladybug is an invertebrate. It does not have a backbone. It has an exoskeleton.
A fire salamander is an amphibian. Like other amphibians, a fire salamander is a vertebrate. It has a backbone.
Like other tarantulas, a metallic tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton.
A peacock mantis shrimp is a crustacean. Like other crustaceans, a peacock mantis shrimp is an invertebrate. It does not have a backbone. It has an exoskeleton. |
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample A",
"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 | grade6 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. |
|
Not supported with pagination yet | What do these two changes have in common?
a puddle freezing into ice on a cold night
mixing sand and water | [
"Both are caused by cooling.",
"Both are caused by heating.",
"Both are only physical changes.",
"Both are chemical changes."
] | 2 | 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.
A puddle freezing into ice on a cold night is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
A puddle freezing is caused by cooling. But mixing sand and water is not. |
|
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"On the evening news, the reporters showed rare footage—reportedly taken by a fisherman as he stood on the beach—of sharks fighting over their prey.",
"On the evening news, they showed rare footage—reportedly taken by a fisherman as he stood on the beach—of sharks fighting over their prey."
] | 1 | closed choice | grade11 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the reporters.
On the evening news, the reporters showed rare footage—reportedly taken by a fisherman as he stood on the beach—of sharks fighting over their prey. |
|
Select the organism in the same species as the comet moth. | [
"Sphodromantis viridis",
"Argema mittrei",
"Acanthaster planci"
] | 1 | This organism is a comet moth. Its scientific name is Argema mittrei. | closed choice | grade6 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A comet moth's scientific name is Argema mittrei.
Argema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.
Sphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.
Acanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species. |
|
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
plus - prospect | [
"pest",
"pot"
] | 1 | closed choice | grade8 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since pot is between the guide words plus - prospect, it would be found on that page. |
|
Not supported with pagination yet | Select the solid. | [
"water in a sink",
"grape juice",
"baseball bat"
] | 2 | closed choice | grade2 | natural science | physics | States of matter | Identify solids and liquids | Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid. | ||
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Carly looks almost identical to her twin sister Jenny, but she has pierced ears.",
"Carly has pierced ears, but otherwise she looks almost identical to her twin sister Jenny."
] | 0 | closed choice | grade11 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun she could refer to Carly or Jenny.
Carly looks almost identical to her twin sister Jenny, but she has pierced ears.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Carly has pierced ears, but otherwise she looks almost identical to her twin sister Jenny. |
|
Not supported with pagination yet | Complete the statement. Assume that Edgar's mass did not change.
The gravitational potential energy stored between Edgar and Earth () as he hiked toward the summit. | [
"stayed the same",
"increased",
"decreased"
] | 1 | Read the text about a person in motion.
Edgar hiked up a tall mountain. He followed a trail all the way to the summit. | closed choice | grade7 | natural science | physics | Kinetic and potential energy | Identify changes in gravitational potential energy | Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same | Think about how the distance between Edgar and the center of Earth changed.
The summit of the mountain was higher than the point where Edgar started hiking. As he hiked toward the summit, the distance between Edgar and the center of Earth increased. So, the gravitational potential energy stored between Edgar and Earth increased as he hiked toward the summit. |
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Sandeep dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | [
"Greek mythology",
"the Bible"
] | 1 | closed choice | grade9 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion prodigal son is the Bible.
In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
The allusion prodigal son means a person who behaves recklessly but later makes a repentant return. |
|
Which country is highlighted? | [
"Solomon Islands",
"Papua New Guinea",
"New Zealand",
"Australia"
] | 1 | closed choice | grade6 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Papua New Guinea.
Why does Papua New Guinea share its island with another country?
Papua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.
Beginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea. |
|||
What is the capital of Ohio? | [
"Columbus",
"Cleveland",
"Des Moines",
"Springfield"
] | 0 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Columbus is the capital of Ohio. |
|||
What is the capital of Missouri? | [
"Kansas City",
"Saint Louis",
"Jefferson City",
"Richmond"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Jefferson City is the capital of Missouri. |
|||
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 greater in Pair 2.",
"The magnitude of the magnetic force is greater in Pair 1."
] | 1 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade5 | natural science | physics | Magnets | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. | Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. |
|
Not supported with pagination yet | Which correctly shows the title of a song? | [
"\"Do Your Ears Hang Low?\"",
"Do Your Ears Hang Low?"
] | 0 | closed choice | grade3 | 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, or article should be in quotation marks.
"You Are My Sunshine" | A song should be in quotation marks.
The correct title is "Do Your Ears Hang Low?" |
|
Which property matches this object? | [
"bendable",
"bouncy"
] | 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 bouncy object will bounce back from the floor if you drop it. The soccer shorts are not bouncy.
A bendable object can be bent without breaking. The soccer shorts are bendable. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
Did you really vote for Jaden as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | [
"hasty generalization: a very broad claim based on very little evidence",
"guilt by association: a negative association intended to discredit someone or something"
] | 1 | closed choice | grade6 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Jaden can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Jaden can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. |
|
Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 0 | Figure: Lake Titicaca.
Lake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade6 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Lake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.
The underlined part of the passage tells you about the usual wind patterns at Lake Titicaca. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. |
|
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Before Jake decided on a double major in history and Russian literature, he talked to them about the requirements for each major.",
"Before Jake decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major."
] | 0 | closed choice | grade10 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with academic advisers.
Before Jake decided on a double major in history and Russian literature, he talked to academic advisers about the requirements for each major. |
|
What is the capital of New Hampshire? | [
"Louisville",
"Pittsburgh",
"Manchester",
"Concord"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Concord is the capital of New Hampshire. |
|||
Which of these continents does the equator intersect? | [
"North America",
"Africa",
"Europe"
] | 1 | closed choice | grade4 | 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 Africa. It does not intersect Europe or North America. |
||
Not supported with pagination yet | Using only these supplies, which question can Roger investigate with an experiment? | [
"Do rubber balloons or foil balloons stick to the wooden door longer after being rubbed on his hair?",
"Do rubber balloons stick to a wooden door or a metal door longer after being rubbed on his hair?",
"Do rubber balloons stick to a cotton blanket or a wooden door longer after being rubbed on his hair?"
] | 2 | Roger went to a magic show. The magician rubbed a balloon on her hair and then held the balloon against a wall. When the magician released the balloon, Roger was amazed to see that it stuck to the wall! He wonders what factors affect how well balloons stick to different surfaces. So, he decides to design an experiment. He has the following supplies available:
the hair on his own head
a cotton blanket
a wooden door
five rubber balloons | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Which of these states is farthest west? | [
"Colorado",
"California",
"Texas",
"North Dakota"
] | 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 west arrow is pointing. California is farthest west. |
||
In this experiment, which were part of an experimental group? | [
"the unpruned tomato plants",
"the pruned tomato plants"
] | 1 | The passage below describes an experiment.
Lester worked in a restaurant that had a vegetable garden. Part of his job was to care for the tomato plants. He had heard that pruning, or trimming, tomato plants can help tomatoes grow. He wondered if pruning would affect how well his tomato plants grew.
Lester chose 24 tomato plants that were similar in size. He pruned an equal number of branches from each of the first 12 plants. He left the other 12 plants unpruned. Then, each week, Lester weighed the tomatoes that he picked from each group of plants.
Figure: a tomato plant. | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify control and experimental groups | Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. | In this experiment, Lester investigated whether pruning tomato plants affects the weight of the tomatoes. So, the pruned tomato plants were part of an experimental group.
The unpruned tomato plants were not pruned. So, they were not part of an experimental group. |
|
Which trait did Holophagus have? Select the trait you can observe on the fossil. | [
"a tail fin",
"a large red lump on its head",
"long legs"
] | 0 | This picture shows a fossil of an animal called Holophagus. Holophagus lived in the ocean and gave birth to live young. | closed choice | grade6 | natural science | earth-science | Fossils | Compare fossils to modern organisms | The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. |
Subsets and Splits