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Not supported with pagination yet | What kind of sentence is this?
Tiana put a bandage on my cut. | [
"declarative",
"interrogative"
] | 0 | 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, and it ends with a period. It is a declarative sentence. |
|
Not supported with pagination yet | Which is a compound sentence? | [
"The corridor in the basement was dark and damp, so Lauren put on a sweater and found a flashlight.",
"Rosanne and her sisters drew a map of the United States and hung it on the wall."
] | 0 | closed choice | grade5 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
The corridor in the basement was dark and damp, so Lauren put on a sweater and found a flashlight. |
|
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 | grade7 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. |
|
Not supported with pagination yet | What does the idiom in this text suggest?
In such an unfamiliar environment, Oliver was a fish out of water. | [
"Oliver didn't have any friends.",
"Oliver felt out of place."
] | 1 | closed choice | grade6 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake. | The text uses an idiom, an expression that cannot be understood literally.
The idiom a fish out of water suggests that Oliver felt out of place. A fish out of water is someone out of his or her usual, comfortable environment. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Red velvet cupcakes were Jenny's Achilles's heel when she was trying to eat more healthily. | [
"Greek mythology",
"a movie"
] | 0 | closed choice | grade10 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion Achilles's heel is Greek mythology.
In Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him.
The allusion Achilles's heel means a sole weakness. |
|
What is the capital of Alaska? | [
"Juneau",
"Salem",
"Springfield",
"Anchorage"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Juneau is the capital of Alaska. |
|||
Not supported with pagination yet | What is the volume of a water pitcher? | [
"12 cups",
"12 fluid ounces",
"12 gallons"
] | 0 | Select the best estimate. | closed choice | grade4 | 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 water pitcher is 12 cups.
12 fluid ounces is too little and 12 gallons is too much. |
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Zach and his best friend go to the same college, but he is graduating this coming June.",
"Zach and his best friend go to the same college, but Zach is graduating this coming June."
] | 0 | closed choice | grade7 | language science | writing-strategies | Pronouns and antecedents | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun he could refer to Zach or his best friend.
The second answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Zach.
Zach and his best friend go to the same college, but Zach is graduating this coming June. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Yesterday's tennis match was a classic David and Goliath story, with Jayce playing against his former team captain, Tamir. | [
"the Bible",
"a poem"
] | 0 | closed choice | grade8 | 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 David and Goliath is the Bible.
In the Bible, a young man named David slays Goliath, a giant and champion warrior, using nothing more than a sling and a stone.
The allusion David and Goliath means involving unequal rivals. |
|
Not supported with pagination yet | Based on this information, what is Henry's phenotype for the leg color trait? | [
"yellow legs",
"ll"
] | 0 | In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele L is for white legs, and the allele l is for yellow legs.
Henry, a chicken from this group, has yellow legs. Henry has two alleles for yellow legs. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. Henry's observable version of the leg color trait is yellow legs. So, Henry's phenotype for the leg color trait is yellow legs. |
Based on the text, how are fruit bats different from most other animals? | [
"They can \"talk\" directly to one other fruit bat.",
"They can understand some human speech.",
"They can communicate with many kinds of animals."
] | 0 | Read the text about bats.
Several kinds of animals "talk" to one another in the wild. Dolphins whistle, birds sing, and wolves howl. In recent years, researchers have paid more attention to animal "languages," and they have made some surprising discoveries. Egyptian fruit bats, for example, have a very complex way of talking to one another. In fact, they are one of the few animals that direct their calls to another individual. Most animals make calls to their entire group. Bats can also share more complex information than other animals. This is because they have special sounds to communicate specific issues.
Researchers at Tel Aviv University in Israel wanted to learn more about what bats are really saying to one another. First, scientist Yossi Yovel and his team recorded sound and video of twenty-two bats. Fifteen thousand bat calls were collected over a period of seventy-five days. Then, the researchers tried to match each bat call with a behavior. They used special software to help them tell different bat calls apart and decipher the bats' messages.
What Yovel and his team found was astonishing. Egyptian fruit bats are not just making squeaky noises; they are expressing very distinct concerns. One type of call means the bats are arguing over food. Another type of call means the bats are figuring out where they are going to sleep. A third call is used when one bat has gotten too close to another.
The researchers made another startling discovery. A bat can alter the sound of its call when addressing different members of the group. This is similar to how humans may use a different tone of voice when speaking to different people. It turns out that bats use language as a way to communicate their needs to each other, almost like humans do. | closed choice | grade5 | language science | reading-comprehension | Informational texts: level 1 | Read passages about animals | These are two ways in which fruit bats are different from most other animals:
They can "talk" directly to one other fruit bat.
The first paragraph states that Egyptian fruit bats are one of the few species that will direct calls to another individual.
They can communicate about specific problems.
The first paragraph also states that bats have special sounds for talking about specific issues.
These things are not stated in the text:
They can communicate with many kinds of animals.
They can understand some human speech. |
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes. | closed choice | grade5 | natural science | physics | Magnets | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. | The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs. |
|
Not supported with pagination yet | What information supports the conclusion that Philip inherited this trait? | [
"Philip's mother cuts his hair every month.",
"Philip's parents have blond hair. They passed down this trait to Philip."
] | 1 | Read the description of a trait.
Philip has blond hair. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Complete the sentence.
The Sunda Trench formed at a () boundary. | [
"convergent",
"transform",
"divergent"
] | 0 | Read the passage and look at the picture.
The Sunda Trench is a deep-sea trench that formed as the Indo-Australian Plate collided with the Sunda Plate. Movement at this plate boundary can cause earthquakes and devastating tsunamis. A tsunami is a series of giant waves that may form when oceanic crust is suddenly lifted by an earthquake. In December 2004, an earthquake and the resulting tsunami affected millions of people in countries surrounding the Indian Ocean. | closed choice | grade8 | natural science | earth-science | Plate tectonics | Describe tectonic plate boundaries around the world | The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
ocean-continent subduction zone
One type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.
As the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc. | To figure out what type of plate boundary formed the Sunda Trench, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Sunda Trench is a deep-sea trench that formed as the Indo-Australian Plate collided with the Sunda Plate. Movement at this plate boundary can cause earthquakes and devastating tsunamis. A tsunami is a series of giant waves that may form when oceanic crust is suddenly lifted by an earthquake. In December 2004, an earthquake and the resulting tsunami affected millions of people in countries surrounding the Indian Ocean.
The underlined part of the passage explains that the Sunda Trench formed as the two plates moved toward each other. So, the Sunda Trench formed at a convergent boundary. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
We were expecting twenty guests, but only ten came. We had enough extra food to feed the entire town! | [
"hyperbole",
"euphemism"
] | 0 | closed choice | grade9 | language science | figurative-language | Literary devices | Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
Feed the entire town is an exaggeration, since it's unlikely that there would be enough food to feed the number of people who live in a town. |
|
Not supported with pagination yet | What information supports the conclusion that Wesley inherited this trait? | [
"Wesley's parents were born with straight hair. They passed down this trait to Wesley.",
"Wesley and his father both have short hair."
] | 0 | Read the description of a trait.
Wesley has straight hair. | closed choice | grade6 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Not supported with pagination yet | Select the one substance that is not a mineral. | [
"Hornblende is formed in nature. It is a pure substance.",
"Diamond is a pure substance. It is formed in nature.",
"Candle wax is not a pure substance. It is made by humans."
] | 2 | closed choice | grade4 | natural science | earth-science | Rocks and minerals | Identify minerals using properties | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
Candle wax is not a pure substance. But all minerals are pure substances.
Candle wax is made by humans. But minerals are not made by living things.
So, candle wax is not a mineral.
Diamond is a mineral.
Hornblende is a mineral. |
|
Not supported with pagination yet | Which type of sentence is this?
An avid reader, Jared attends weekly book club meetings, and he finishes several novels every month. | [
"simple",
"compound-complex",
"complex",
"compound"
] | 3 | closed choice | grade11 | language science | grammar | Phrases and clauses | Is the sentence simple, compound, complex, or compound-complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins. | The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
An avid reader, Jared attends weekly book club meetings, and he finishes several novels every month. |
|
What is the capital of Wyoming? | [
"Lincoln",
"Cheyenne",
"Frankfort",
"Salt Lake City"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the West | Cheyenne is the capital of Wyoming. |
|||
Which i in row B? | [
"the grocery store",
"the park",
"the police department",
"the diner"
] | 0 | closed choice | grade3 | social science | geography | Geography | Use a letter-number grid | A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers. | The grocery store is in row B. |
||
What is the probability that a guppy produced by this cross will be homozygous recessive for the body color gene? | [
"1/4",
"0/4",
"4/4",
"2/4",
"3/4"
] | 2 | In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a golden body (b).
This Punnett square shows a cross between two guppies. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate probabilities of offspring types | Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype.
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4 | ||
Which bird's beak is also adapted to tear through meat? | [
"turkey vulture",
"toucan"
] | 0 | Red-tailed hawks eat fish, mammals, and other birds. The shape of the 's beak is adapted to tear through meat.
Figure: red-tailed hawk. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. | Look at the picture of the red-tailed hawk.
The red-tailed hawk has a sharp hooked beak. Its beak is adapted to tear through meat. The sharp hook can help the red-tailed hawk cut the meat into pieces it can swallow.
Now look at each bird. Figure out which bird has a similar adaptation.
The turkey vulture has a sharp hooked beak. Its beak is adapted to tear through meat.
The toucan has a large, long beak. Its beak is not adapted to tear through meat. The toucan uses its beak to eat fruit. |
|
What is the capital of Colorado? | [
"Olympia",
"Boulder",
"Denver",
"Colorado Springs"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Denver is the capital of Colorado. |
|||
What is the capital of Rhode Island? | [
"Georgetown",
"Providence",
"Jersey City",
"Tulsa"
] | 1 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Northeast | Providence is the capital of Rhode Island. |
|||
What is the expected ratio of offspring with a dwarf body to offspring with a normal-sized body? Choose the most likely ratio. | [
"2:2",
"4:0",
"1:3",
"0:4",
"3:1"
] | 0 | In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).
This Punnett square shows a cross between two rats. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate ratios of offspring types | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with a dwarf body or a normal-sized body, consider whether each phenotype is the dominant or recessive allele's version of the body size trait. The question tells you that the b allele, which is for a dwarf body, is recessive to the B allele, which is for a normal-sized body.
A dwarf body is the recessive allele's version of the body size trait. A rat with the recessive version of the body size trait must have only recessive alleles for the body size gene. So, offspring with a dwarf body must have the genotype bb.
There are 2 boxes in the Punnett square with the genotype bb. These boxes are highlighted below.
A normal-sized body is the dominant allele's version of the body size trait. A rat with the dominant version of the body size trait must have at least one dominant allele for the body size gene. So, offspring with a normal-sized body must have the genotype BB or Bb.
There are 2 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.
So, the expected ratio of offspring with a dwarf body to offspring with a normal-sized body is 2:2. This means that, on average, this cross will produce 2 offspring with a dwarf body for every 2 offspring with a normal-sized body. |
|
What is the capital of Washington? | [
"Frankfort",
"Cheyenne",
"Honolulu",
"Olympia"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Olympia is the capital of Washington. |
|||
What is the capital of Oklahoma? | [
"Oklahoma City",
"Providence",
"Charlotte",
"Richmond"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Oklahoma City is the capital of Oklahoma. |
|||
Is a baseball cap a solid, a liquid, or a gas? | [
"a liquid",
"a solid",
"a gas"
] | 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. | A baseball cap is a solid. A solid has a size and shape of its own.
If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own. |
||
What is the capital of Utah? | [
"Helena",
"Salt Lake City",
"Tucson",
"Missoula"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Salt Lake City is the capital of Utah. |
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Not supported with pagination yet | What information supports the conclusion that Pedro acquired this trait? | [
"Pedro is most interested in American history.",
"Pedro learned history by reading."
] | 1 | Read the description of a trait.
Pedro knows a lot about history. | closed choice | grade3 | natural science | biology | Heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
What is the name of the colony shown? | [
"Indiana",
"Georgia",
"Rhode Island",
"North Carolina"
] | 1 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Georgia. |
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Not supported with pagination yet | Which tense does the sentence use?
Rosa needs a new pair of shoes. | [
"past tense",
"present tense",
"future tense"
] | 1 | closed choice | grade2 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in present tense. You can tell because it uses a present-tense verb, needs. The verb ends in -s and tells you about something that is true or happening now. |
|
During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each refrigerator",
"each refrigerator . . . the surroundings"
] | 0 | Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes. | closed choice | grade8 | natural science | physics | Thermal energy | Compare thermal energy transfers | A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. | The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. |
|
Not supported with pagination yet | Is the following trait inherited or acquired?
Colton has naturally dark skin. | [
"acquired",
"inherited"
] | 1 | Hint: Humans are born with their skin color. | 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. | Humans do not choose their skin color. Babies get their skin color from their parents. So, Colton's skin color is an inherited trait. |
What is the capital of North Carolina? | [
"Savannah",
"Springfield",
"Richmond",
"Raleigh"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Raleigh is the capital of North Carolina. |
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Not supported with pagination yet | Select the one true statement. | [
"The cell membrane stores nutrients, water, and waste in a plant cell.",
"In animal cells, lysosomes break down waste and worn-out cell parts.",
"The endoplasmic reticulum breaks down sugar to release energy that an animal cell can use."
] | 1 | closed choice | grade7 | natural science | biology | Cells | Compare cells and cell parts | |||
Which of these states is farthest south? | [
"Colorado",
"Maine",
"South Dakota",
"Massachusetts"
] | 0 | 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 south arrow is pointing. Colorado is farthest south. |
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Not supported with pagination yet | What information supports the conclusion that Lester acquired this trait? | [
"Lester can cook food over a fire.",
"Lester learned how to build a fire at summer camp."
] | 1 | Read the description of a trait.
Lester knows how to build a fire. | closed choice | grade6 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
What do seeds grow into? | [
"flowers",
"fruit",
"new plants"
] | 2 | This drawing shows watermelon seeds. | closed choice | grade3 | natural science | biology | Plants | How do flowering plants make new plants? | Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
First, the male part of the flower makes a powder called pollen. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.
After pollination, the flower can grow seeds and fruit. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. | Seeds can germinate and grow into new plants.
The new plants can grow fruit and flowers. But seeds do not grow directly into fruit or flowers. |
|
Not supported with pagination yet | A drought has made this year's tomato harvest smaller than usual. What will probably happen to the overall supply of tomato sauce? | [
"The supply will probably go up.",
"The supply will probably go down."
] | 1 | 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. | Since the tomato harvest was smaller than usual, tomatoes will be harder to get. Because tomatoes are a resource for making tomato sauce, tomato sauce will be harder to make. So, the supply of tomato sauce will probably go down. |
|
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: Santa Barbara.
Santa Barbara is a city in California. The temperature reached 70°F on December 25 last year.
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.
Santa Barbara is a city in California. The temperature reached 70°F on December 25 last year.
The underlined part of the passage tells you about the temperature in Santa Barbara on a specific day. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. |
|
Not supported with pagination yet | Select the elementary substance. | [
"hydrogen peroxide (H2O2)",
"magnesium (Mg)",
"hydrazine (N2H4)"
] | 1 | closed choice | grade5 | natural science | chemistry | Atoms and molecules | Identify elementary substances and compounds using chemical formulas | Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
The symbol for each element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one symbol.
The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple symbols.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms. | Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance. The chemical formula for magnesium contains one symbol: Mg. So, magnesium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, magnesium is an elementary substance. The chemical formula for hydrazine contains two symbols: N for nitrogen and H for hydrogen. So, hydrazine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrazine is a compound, not an elementary substance. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
Shelby's phone slipped out of her pocket, landing in the toilet with a plop. | [
"verbal irony",
"onomatopoeia"
] | 1 | closed choice | grade6 | 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 onomatopoeia, a word that expresses a sound.
Plop represents the sound of the phone landing in the toilet. |
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | 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 smaller when there is a greater distance between the magnets. | Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. |
|
What is the capital of Utah? | [
"Salt Lake City",
"Sacramento",
"Carson City",
"Provo"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Salt Lake City is the capital of Utah. |
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Not supported with pagination yet | What is the mass of an elephant? | [
"4,630 kilograms",
"4,630 grams"
] | 0 | Select the better estimate. | closed choice | grade4 | natural science | units-and-measurement | Units and measurement | Choose metric units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | The better estimate for the mass of an elephant is 4,630 kilograms.
4,630 grams is too light. |
Which is this organism's common name? | [
"crown-of-thorns sea star",
"Acanthaster planci"
] | 0 | This organism is Acanthaster planci. It is also called a crown-of-thorns sea star. | 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. | Acanthaster planci is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Acanthaster planci is the organism's scientific name. So, you know that crown-of-thorns sea star is the common name. |
|
What is the direction of this push? | [
"away from his hands",
"toward his hands"
] | 0 | A boy shops for groceries. He uses a force to push the shopping cart with his hands. | closed choice | grade4 | natural science | physics | Force and motion | Identify directions of forces | A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling. | The boy pushes the shopping cart. The direction of the push is away from his hands. |
|
What is the capital of West Virginia? | [
"Raleigh",
"Cambridge",
"Huntington",
"Charleston"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Charleston is the capital of West Virginia. |
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Not supported with pagination yet | What kind of sentence is this?
Do you know Bernard from soccer camp, or do you have another connection with him? | [
"interrogative",
"exclamatory",
"declarative"
] | 0 | closed choice | grade8 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer! | The sentence asks something, and it ends with a question mark. It is an interrogative sentence. |
|
Not supported with pagination yet | Using only these supplies, which question can Kelly investigate with an experiment? | [
"Does a plastic sled or a wooden sled go down a hill faster?",
"Does a rubber inner tube sled go faster down a small hill or down a big hill?",
"Does a rubber inner tube sled or a plastic sled go faster down a hill?"
] | 2 | Kelly is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
access to a small snow-covered hill at the park
a small plastic sled
a large plastic sled
a rubber inner tube sled
a stopwatch | 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! | |
What is the capital of Utah? | [
"Provo",
"Salt Lake City",
"Trenton",
"Olympia"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the West | Salt Lake City is the capital of Utah. |
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Not supported with pagination yet | Suppose Nina decides to see the tamarins. Which result would be a cost? | [
"Nina will spend more time walking to the tamarins. They are on the other side of the zoo, but the vultures are close by.",
"Nina will enjoy seeing the tamarins more than she would have enjoyed seeing the vultures."
] | 0 | Nina is deciding whether to see the tamarins or the vultures at the zoo. She wants to see lots of animals, but the zoo is closing soon. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Nina wants or needs:
Nina will spend more time walking to the tamarins. They are on the other side of the zoo, but the vultures are close by. |
Not supported with pagination yet | Which logical fallacy is used in the text?
That teenager just ran a stop sign! That settles it: teenagers are bad drivers. | [
"appeal to nature: the assumption that natural things are always good",
"ad hominem: an attack against the person making the argument, rather than the argument itself",
"hasty generalization: a broad claim based on too few observations"
] | 2 | closed choice | grade11 | 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 a single teenager running a stop sign indicates that all young people are bad drivers. However, a single observation is usually not enough to draw a conclusion about a much bigger group of people. This illustrates a type of logical fallacy known as a hasty generalization. |
|
What is the capital of Arizona? | [
"Salem",
"Phoenix",
"Portland",
"Tucson"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Phoenix is the capital of Arizona. |
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Not supported with pagination yet | Complete the statement. Assume that the water balloon's mass did not change.
The gravitational potential energy stored between the water balloon and Earth () as the water balloon fell toward Richard. | [
"stayed the same",
"decreased",
"increased"
] | 1 | Read the text about an object in motion.
Adriana dropped a water balloon off a balcony. The water balloon fell toward her friend Richard, who was standing below the balcony. | closed choice | grade6 | natural science | physics | Kinetic and potential energy | Identify changes in gravitational potential energy | Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same | Think about how the distance between the water balloon and the center of Earth changed.
Richard was lower than the balcony. As the water balloon fell toward Richard, the distance between the water balloon and the center of Earth decreased. So, the gravitational potential energy stored between the water balloon and Earth decreased as the water balloon fell toward Richard. |
Select the organism in the same genus as the blue jay. | [
"Strix aluco",
"Strix nebulosa",
"Cyanocitta stelleri"
] | 2 | This organism is a blue jay. Its scientific name is Cyanocitta cristata. | closed choice | grade4 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A blue jay's scientific name is Cyanocitta cristata. The first word of its scientific name is Cyanocitta.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Cyanocitta cristata are in the same genus.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Cyanocitta cristata are not in the same genus.
Strix nebulosa is in the genus Strix. The first word of its scientific name is Strix. So, Strix nebulosa and Cyanocitta cristata are not in the same genus. |
|
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 0 | Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. |
|
Not supported with pagination yet | Which object has more thermal energy? | [
"a 175-gram baked potato at a temperature of 55°C",
"a 175-gram baked potato at a temperature of 65°C"
] | 1 | The objects are identical except for their temperatures. | closed choice | grade3 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | The two baked potatoes have the same mass but different temperatures. Since the 65°C potato is hotter than the 55°C potato, it has more thermal energy. |
Which is the main persuasive appeal used in this ad? | [
"ethos (character)",
"logos (reason)",
"pathos (emotion)"
] | 0 | closed choice | grade7 | 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 that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a "real person" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
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 ethos, or character. It shows that the product is used by someone who shares the audience's concerns (a working parent). |
||
A pine tree is a conifer. What type of plant is a conifer? | [
"a gymnosperm",
"an angiosperm"
] | 0 | This diagram shows the life cycle of a pine tree. | closed choice | grade8 | natural science | biology | Plant reproduction | Angiosperm and conifer life cycles | Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.
Most conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.
Male cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.
After pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.
The fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.
The new plant can grow cones and begin the conifer life cycle again. | Gymnosperms are plants that have seeds but not flowers. Conifers are a type of gymnosperm.
Angiosperms are flowering plants. They use their flowers to make seeds. |
|
What is the direction of this pull? | [
"toward her hand",
"away from her hand"
] | 0 | A woman unplugs a power cord. She uses a force to pull the plug out of the socket. | closed choice | grade4 | natural science | physics | Force and motion | Identify directions of forces | A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling. | The woman pulls the power cord. The direction of the pull is toward her hand. |
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample A",
"neither; the samples have the same temperature",
"sample B"
] | 1 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | 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 the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature. |
|
Not supported with pagination yet | The city of Danville has been one of the world's biggest makers of cough drops for many years. But last month, Danville's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | [
"The supply will probably go up.",
"The supply will probably go down."
] | 1 | closed choice | grade4 | 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. | Floods destroyed the cough drop factories in Danville. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
It's an open secret that Johnny is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | [
"apostrophe",
"oxymoron"
] | 1 | closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses an oxymoron, a joining of two seemingly contradictory terms.
Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden. |
|
Not supported with pagination yet | How long does it take to fly across the United States in an airplane? | [
"7 minutes",
"7 hours"
] | 1 | Select the better estimate. | closed choice | grade3 | natural science | units-and-measurement | Units and measurement | Choose units of time | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | The better estimate for how long it takes to fly across the United States in an airplane is 7 hours.
7 minutes is too fast. |
What is the name of the colony shown? | [
"Virginia",
"South Carolina",
"New York",
"Vermont"
] | 2 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. |
|||
Which animal's feet are also adapted for grabbing prey? | [
"African crowned eagle",
"dromedary camel"
] | 0 | Ospreys eat fish, mammals, and other birds. The 's feet are adapted to grab prey.
Figure: osprey. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. | Look at the picture of the osprey.
The osprey has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the osprey attack and kill its prey. The long toes can help it hold on to its prey.
Now look at each animal. Figure out which animal has a similar adaptation.
The African crowned eagle has long toes with sharp claws. Its feet are adapted for grabbing prey.
The dromedary camel has large pads on the bottoms of its feet. Its feet are not adapted for grabbing prey. The dromedary camel uses its feet to walk on sand. |
|
Not supported with pagination yet | How long is a hiking trail? | [
"3 miles",
"3 inches",
"3 yards"
] | 0 | 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 hiking trail is 3 miles.
3 inches and 3 yards are both too short. |
Which type of force from the child's finger presses the button? | [
"push",
"pull"
] | 0 | A child presses a button in an elevator. His finger applies a force to the button. | closed choice | grade3 | natural science | physics | Force and motion | Identify pushes and pulls | A force is a push or a pull that one object applies to a second object.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling. | The child's finger applies a force to the button as he presses it. The direction of this force is away from the child's finger. This force is a push. |
|
Which continent is highlighted? | [
"Africa",
"Asia",
"Europe"
] | 2 | closed choice | grade2 | social science | geography | Geography | Identify oceans and continents | A continent is one of the seven largest areas of land on earth. | This continent is Europe. |
||
Select the bird below. | [
"fruit bat",
"flamingo"
] | 1 | Birds have feathers, two wings, and a beak. A penguin is an example of a bird. | closed choice | grade3 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification. | A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
A flamingo is a bird. It has feathers, two wings, and a beak.
Flamingos live in large groups. These groups are called flocks. |
|
Select the organism in the same species as the crystal jellyfish. | [
"Aurelia aurita",
"Aequorea victoria",
"Cyanea capillata"
] | 1 | This organism is a crystal jellyfish. Its scientific name is Aequorea victoria. | closed choice | grade4 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A crystal jellyfish's scientific name is Aequorea victoria.
Aequorea victoria has the same scientific name as a crystal jellyfish. So, these organisms are in the same species.
Aurelia aurita does not have the same scientific name as a crystal jellyfish. So, Aequorea victoria and Aurelia aurita are not in the same species.
Cyanea capillata does not have the same scientific name as a crystal jellyfish. So, Aequorea victoria and Cyanea capillata are not in the same species. |
|
Which statement describes the Tibetan Plateau ecosystem? | [
"It has long, cold winters and short, cold summers.",
"It has many evergreen trees."
] | 0 | Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges. | 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 tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has soil that is frozen year-round. It has long, cold winters and short, cold summers. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has many evergreen trees. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
"Your new hairstyle is so boring!" Dean remarked when his sister showed up with a pink-and-blue mohawk. | [
"verbal irony",
"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 verbal irony, which involves saying one thing but implying something very different.
Boring shows verbal irony because Dean's sister's hairstyle is not at all boring. |
|
What is the name of the colony shown? | [
"Tennessee",
"Washington, D.C.",
"Maryland",
"Georgia"
] | 2 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Maryland. |
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Not supported with pagination yet | Which is a run-on sentence? | [
"Tracy is from Dover now she lives in Ashland.",
"The explorers nervously entered the dark cave."
] | 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. | Tracy is from Dover now she lives in Ashland is a run-on sentence. It has two sentences that are joined without end punctuation: Tracy is from Dover and Now she lives in Ashland. |
|
Not supported with pagination yet | Based on this information, what is Franklin's phenotype for the coat pattern trait? | [
"solid coloring",
"Aa"
] | 0 | In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele A is for solid coloring, and the allele a is for white spots.
Franklin, a cow from this group, has solid coloring. Franklin has one allele for solid coloring and one allele for white spots. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. Franklin's observable version of the coat pattern trait is solid coloring. So, Franklin's phenotype for the coat pattern trait is solid coloring. |
Not supported with pagination yet | Which organ is a muscular tube that moves food from the mouth to the stomach? | [
"small intestine",
"large intestine",
"heart",
"esophagus"
] | 3 | closed choice | grade4 | natural science | biology | Animals | Human organs and their functions | |||
Which material is these scissors made of? | [
"styrofoam",
"plastic"
] | 1 | closed choice | grade2 | natural science | physics | Materials | Identify multiple materials in objects | A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood. | Look at the picture of the scissors.
Scissors are made of two different materials. The handles are made of plastic, and the blades are made of metal. |
||
Which of these continents does the equator intersect? | [
"North America",
"Africa",
"Antarctica"
] | 1 | closed choice | grade5 | social science | geography | Maps | Use lines of latitude and longitude | Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. | The equator is the line at 0° latitude. It intersects Africa. It does not intersect Antarctica or North America. |
||
Which is this organism's scientific name? | [
"Cyanea capillata",
"lion's mane jellyfish"
] | 0 | This organism is a lion's mane jellyfish. It is also called Cyanea capillata. | 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. | Cyanea capillata is written in italics. The first word is capitalized, and the second word is not.
So, Cyanea capillata is the scientific name. |
|
Not supported with pagination yet | The city of Greenville has been one of the world's biggest makers of cough drops for many years. But last month, Greenville's cough drop factories were destroyed by floods. What will probably happen to the overall supply of cough drops? | [
"The supply will probably go down.",
"The supply will probably go up."
] | 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. | Floods destroyed the cough drop factories in Greenville. The number of producers of cough drops went down. So, the supply of cough drops will probably go down. |
|
What is the name of the colony shown? | [
"Georgia",
"Maryland",
"Maine",
"North Carolina"
] | 0 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Georgia. |
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Not supported with pagination yet | Which type of sentence is this?
Matthew always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | [
"complex",
"compound-complex",
"compound",
"simple"
] | 2 | closed choice | grade10 | language science | grammar | Phrases and clauses | Is the sentence simple, compound, complex, or compound-complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins. | The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
Matthew always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. |
|
What is the capital of West Virginia? | [
"Laramie",
"Charleston",
"Tallahassee",
"Columbus"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Charleston is the capital of West Virginia. |
|||
Which statement is true about the average monthly precipitation in Charlotte? | [
"January is the month with the highest average precipitation.",
"June is wetter than July.",
"Precipitation does not change much from month to month."
] | 2 | Use the graph to answer the question below. | closed choice | grade4 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. | To describe the average precipitation trends in Charlotte, look at the graph.
Choice "Jan" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "January is the month with the highest average precipitation." is incorrect.
Several other months have a slightly higher average precipitation than January.
Choice "June is wetter than July." is incorrect.
Wetter months have a higher average precipitation than drier months. June and July have the same average monthly precipitation. So, June is not wetter than July.
Choice "Precipitation does not change much from month to month." is incorrect.
The average monthly precipitation changes only slightly throughout the year. |
|
Which of these states is farthest west? | [
"Mississippi",
"Maine",
"Virginia",
"Vermont"
] | 0 | closed choice | grade2 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Mississippi is farthest west. |
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Not supported with pagination yet | Select the one animal that has all of the fish traits listed above. | [
"Cardinalfish have scaly skin and live near coral reefs. Cardinalfish lay eggs with no shells and have fins that help them swim underwater.",
"Red salamanders do not have lungs! They can breathe through their moist, smooth skin. Adult red salamanders live near rivers or ponds. They lay eggs with no shells under rocks or logs. The baby red salamanders live underwater."
] | 0 | Fish are a group of animals with similar traits. The following traits can be used to identify fish:
They have fins, not limbs.
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.
Fish have the following traits:
They have fins, not limbs.
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 red salamander 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 red salamander does not have all of the traits of a fish. A red salamander is an amphibian.
A cardinalfish has the following traits:
It has fins, not limbs.
It makes eggs with no shells.
A cardinalfish has the traits of a fish. A cardinalfish is a fish. |
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, 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 greater when the magnets are larger. | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. |
|
Based on the continuum scale, which planet is smaller? | [
"Mars",
"Venus"
] | 0 | This continuum scale shows the sizes of the inner planets of our solar system. | closed choice | grade5 | language science | writing-strategies | Visual elements | Read graphic organizers | A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing. | A continuum scale compares things by ordering them along a line. This continuum scale shows the sizes of the inner planets of our solar system.
Smaller planets are shown to the left. Larger planets are shown to the right. Mars is shown farther to the left than Venus. So, Mars is smaller. |
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Not supported with pagination yet | Which logical fallacy is used in the text?
Mitch's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party. | [
"appeal to nature: the assumption that natural things are always good",
"false dichotomy: an argument that presents only two choices when more options exist",
"false causation: the assumption that because two things happened together, one caused the other"
] | 1 | closed choice | grade12 | 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 Mitch is voting either for the candidate from the Conservative Party or the Labour Party. However, Mitch might be voting for a third party—or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy. |
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Not supported with pagination yet | Which change best matches the sentence?
A large amount of soil and rock quickly rolls down a hillside. | [
"meteorite crash",
"landslide",
"deposition"
] | 1 | closed choice | grade3 | natural science | earth-science | Earth events | Classify changes to Earth's surface II | |||
Not supported with pagination yet | Using only these supplies, which question can Pam investigate with an experiment? | [
"Do scented candles or unscented candles produce more smoke?",
"Do large candles or small candles produce more smoke?",
"Do candles with thick wicks or with thin wicks produce more smoke?"
] | 2 | Pam is burning some new candles. She notices that they produce different amounts of smoke. She wonders what factors affect how much smoke a candle produces. So, she decides to design an experiment. She has the following supplies available:
two large unscented candles with thick wicks
two large unscented candles with thin wicks
a box of matches | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Using only these supplies, which question can Quinn investigate with an experiment? | [
"Does a catapult with a longer arm launch a rubber ball farther than a catapult with a shorter arm?",
"Does a heavier ball travel farther than a lighter ball when launched from a catapult?",
"Does a rubber ball travel farther when launched from a metal catapult or from a wooden catapult?"
] | 0 | Quinn visits a museum about ancient Greece. She notices an exhibit with models of wooden catapults that were used to launch large rocks across battlefields. She wonders what factors affect how far a catapult can launch an object. So, he decides to design an experiment. He has the following supplies available:
a wooden catapult with a 10-inch-long arm
a wooden catapult with a five-inch-long arm
two identical rubber balls | closed choice | grade6 | 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! | |
Not supported with pagination yet | How long is an adult alligator? | [
"10 yards",
"10 inches",
"10 feet"
] | 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 an adult alligator is 10 feet.
10 inches is too short and 10 yards is too long. |
Which country is highlighted? | [
"Samoa",
"Nauru",
"the Marshall Islands",
"Tonga"
] | 0 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Samoa. |
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Not supported with pagination yet | Is a trumpet a good or a service? | [
"a good",
"a service"
] | 0 | closed choice | grade2 | social science | economics | Economics | Goods and services | Everything you can buy is either a good or a service.
A good is something you can touch or hold in your hands. For example, a hammer is a good.
A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | To decide whether a trumpet is a good or a service, ask these questions:
Is a trumpet something you can touch? Yes.
Is a trumpet a job you might pay someone else to do? No.
So, a trumpet is a good. |
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Not supported with pagination yet | Select the invertebrate. | [
"jumping spider",
"asp viper",
"sheep",
"harbor seal"
] | 0 | Hint: Insects, spiders, and worms are invertebrates. | closed choice | grade5 | natural science | biology | Classification | Identify vertebrates and invertebrates | Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | Like other spiders, a jumping spider is an invertebrate. It does not have a backbone. It has an exoskeleton.
A sheep is a mammal. Like other mammals, a sheep is a vertebrate. It has a backbone.
An asp viper is a reptile. Like other reptiles, an asp viper is a vertebrate. It has a backbone.
A harbor seal is a mammal. Like other mammals, a harbor seal is a vertebrate. It has a backbone. |
Is a horseshoe crab shell a mineral? | [
"yes",
"no"
] | 1 | A horseshoe crab shell has the following properties:
no fixed crystal structure
solid
naturally occurring
mixture of proteins and other substances
body part of a marine organism | yes or no | grade6 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
| A horseshoe crab shell does not have all the properties of a mineral. So, a horseshoe crab shell is not a mineral. |