image
imagewidth (px) 53
760
| context
stringlengths 107
2.94k
| label
class label 5
classes |
|---|---|---|
Question: Which country is highlighted?
Choices:
A. the Federated States of Micronesia
B. Palau
C. Vanuatu
D. Nauru
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Which is this organism's common name?
Hint: This organism is Cybister sugillatus. It is also called a diving beetle.
Choices:
A. Cybister sugillatus
B. diving beetle
Answer with the letter.
| 1B
|
|
Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Antarctica
B. Europe
C. North America
D. Australia
Answer with the letter.
| 1B
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
Question: Which property do these three objects have in common?
Hint: Select the best answer.
Choices:
A. sweet
B. fuzzy
C. blue
Answer with the letter.
| 0A
|
|
Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Which of the following organisms is the tertiary consumer in this food web?
Hint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. sea otter
B. sea urchin
C. phytoplankton
D. kelp bass
Answer with the letter.
| 3D
|
|
Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Europe
B. Australia
C. Africa
D. South America
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: 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.
Choices:
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is greater in Pair 2.
C. The magnitude of the magnetic force is greater in Pair 1.
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: Select the reptile below.
Hint: Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile.
Choices:
A. Mojave rattlesnake
B. barking tree frog
Answer with the letter.
| 0A
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
Question: Which property do these three objects have in common?
Hint: Select the best answer.
Choices:
A. sour
B. salty
C. shiny
Answer with the letter.
| 1B
|
|
Lecture: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.
Question: Which statement best describes the average monthly precipitation in New Orleans?
Hint: Use the graph to answer the question below.
Choices:
A. October is the wettest month.
B. The wettest months of the year are June, July, and August.
C. February is wetter than June.
Answer with the letter.
| 1B
|
|
Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Which of these organisms contains matter that was once part of the kelp?
Hint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. plainfin midshipman
B. zooplankton
C. orca
Answer with the letter.
| 2C
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. smooth
B. rough
Answer with the letter.
| 0A
|
|
Question: What is the capital of Texas?
Choices:
A. New Orleans
B. Houston
C. Dallas
D. Austin
Answer with the letter.
| 3D
|
|
Lecture: 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.
Question: Which of these states is farthest north?
Choices:
A. North Carolina
B. Indiana
C. Florida
D. New York
Answer with the letter.
| 3D
|
|
Lecture: 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.
Question: Which i in row B?
Choices:
A. the park
B. the police department
C. the gas station
D. the grocery store
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Select the organism in the same genus as the smooth newt.
Hint: This organism is a smooth newt. Its scientific name is Lissotriton vulgaris.
Choices:
A. Nerodia clarkii
B. Lissotriton vulgaris
C. Sciurus vulgaris
Answer with the letter.
| 1B
|
|
Question: Which term matches the picture?
Hint: Read the text.
When immunologists develop a new vaccine, years of testing may be required before it is introduced to humans. Early testing may occur in vitro, or "in glass." In vitro testing is done outside of organisms, in a petri dish or test tube, and can help researchers identify the mechanism by which a vaccine works against a virus.
Another important form of testing that precedes human trials is in vivo testing. In vivo means "within the living." In vivo testing helps demonstrate how a vaccine works within the complex system that is a living organism; for example, a mouse might be given a vaccine and then exposed to a virus to show that the vaccine is effective.
Choices:
A. in vivo
B. in vitro
Answer with the letter.
| 1B
|
|
Question: What is the name of the colony shown?
Choices:
A. New Jersey
B. New York
C. Massachusetts
D. Pennsylvania
Answer with the letter.
| 3D
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
Question: Which property do these four objects have in common?
Hint: Select the best answer.
Choices:
A. rough
B. sweet
C. sticky
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
Choices:
A. repel
B. attract
Answer with the letter.
| 1B
|
|
Question: What is true about hurricanes?
Hint: Read the paragraphs and look at the picture. Then answer the question.
This picture was taken high above Earth's surface. It shows Hurricane Isabel over the southeastern United States and the Gulf of Mexico. A hurricane is a large storm with strong wind and heavy rain. Clouds spiral around the center of the hurricane.
In the picture, you can see green land, dark blue water, and the white spiral-shaped clouds of the hurricane.
Choices:
A. Hurricanes can be found only over ocean water.
B. Hurricanes are large spiral-shaped storms.
C. Hurricanes can be found only over land.
Answer with the letter.
| 1B
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal is also adapted to be camouflaged in a sandy desert?
Hint: Bearded dragons are lizards that live in the deserts of Australia. The is adapted to be camouflaged in a sandy desert.
Figure: bearded dragon.
Choices:
A. emerald tree boa
B. Namaqua chameleon
Answer with the letter.
| 1B
|
|
Question: What is the name of the colony shown?
Choices:
A. Rhode Island
B. Ohio
C. New Jersey
D. New York
Answer with the letter.
| 2C
|
|
Question: Which country is highlighted?
Choices:
A. Solomon Islands
B. the Marshall Islands
C. Tonga
D. Kiribati
Answer with the letter.
| 1B
|
|
Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Which of the following organisms is the tertiary consumer in this food web?
Hint: Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. pine vole
B. beaver
C. swallowtail caterpillar
D. bobcat
Answer with the letter.
| 3D
|
|
Lecture: Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.
Question: Which statement is true about the average monthly temperature in Lagos?
Hint: Use the graph to answer the question below.
Choices:
A. December, January, and February are the coldest months of the year.
B. September, October, and November are much warmer than the other months of the year.
C. The average monthly temperature does not change much throughout the year.
Answer with the letter.
| 2C
|
|
Lecture: Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
Question: What evidence of a drought does this picture show?
Hint: This picture was taken during a drought. A drought happens when an area gets less rain or snow than usual.
Choices:
A. Parts of the lake floor are visible because the water level is low.
B. There is water in the lake.
Answer with the letter.
| 0A
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: 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.
Choices:
A. The strength of the magnetic force is the same in both pairs.
B. The magnetic force is stronger in Pair 2.
C. The magnetic force is stronger in Pair 1.
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Does this passage describe the weather or the climate?
Hint: Figure: Glacier Bay.
Humpback whales migrate each spring from Mexico to Alaska. They are often seen in Glacier Bay, Alaska, in late spring. The whales did not seem to be bothered by a storm that brought winds of 34 miles per hour to Glacier Bay on May 30 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.
Choices:
A. weather
B. climate
Answer with the letter.
| 0A
|
|
Lecture: 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
Question: Which statement describes the Cape Breton Highlands National Park ecosystem?
Hint: Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.
Choices:
A. It has soil that is frozen year-round.
B. It has soil that is poor in nutrients.
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: Which of these states is farthest south?
Choices:
A. Vermont
B. North Dakota
C. Iowa
D. Michigan
Answer with the letter.
| 2C
|
|
Lecture: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
Question: Can Drosophila melanogaster cells make their own food?
Hint: This organism is Drosophila melanogaster. It is a member of the animal kingdom.
Drosophila melanogaster is commonly called a fruit fly. Many scientists study fruit flies to learn about how animals grow and live.
Choices:
A. yes
B. no
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: 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.
Choices:
A. sample A
B. sample B
C. neither; the samples have the same temperature
Answer with the letter.
| 1B
|
|
Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
Question: Identify the question that Lisa's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Lisa prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Lisa soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Lisa scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.
Choices:
A. Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?
B. Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?
Answer with the letter.
| 1B
|
|
Question: What is the capital of New York?
Choices:
A. Montpelier
B. Albany
C. Concord
D. Augusta
Answer with the letter.
| 1B
|
|
Question: Which of these cities is marked on the map?
Choices:
A. Salt Lake City
B. San Francisco
C. Phoenix
D. Seattle
Answer with the letter.
| 0A
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of blue particles?
Hint: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Choices:
A. Solution A
B. Solution B
C. neither; their concentrations are the same
Answer with the letter.
| 0A
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. attract
B. repel
Answer with the letter.
| 0A
|
|
Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
Question: Look at the models of molecules below. Select the elementary substance.
Choices:
A. carbon tetraiodide
B. ozone
C. 2-chloroethanol
Answer with the letter.
| 1B
|
|
Question: What can Cora and Leon trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Cora and Leon open their lunch boxes in the school cafeteria. Neither Cora nor Leon got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Cora's lunch Leon's lunch
Choices:
A. Leon can trade his almonds for Cora's tomatoes.
B. Leon can trade his broccoli for Cora's oranges.
C. Cora can trade her tomatoes for Leon's carrots.
D. Cora can trade her tomatoes for Leon's broccoli.
Answer with the letter.
| 3D
|
|
Lecture: 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.
Question: During this time, thermal energy was transferred from () to ().
Hint: Darnell baked two identical cakes. When he took them out of the oven, he left one cake in its pan and took the other cake out of its pan to put it on a plate. This table shows how the temperature of each cake changed over 5minutes.
Choices:
A. each cake . . . the surroundings
B. the surroundings . . . each cake
Answer with the letter.
| 0A
|
|
Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
Question: Which ocean is highlighted?
Choices:
A. the Southern Ocean
B. the Arctic Ocean
C. the Indian Ocean
D. the Atlantic Ocean
Answer with the letter.
| 3D
|
|
Lecture: 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.
Question: Which of these states is farthest west?
Choices:
A. Idaho
B. Tennessee
C. Indiana
D. Florida
Answer with the letter.
| 0A
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
Question: Which property do these four objects have in common?
Hint: Select the best answer.
Choices:
A. sweet
B. salty
C. translucent
Answer with the letter.
| 2C
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of yellow particles?
Hint: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
Choices:
A. Solution B
B. Solution A
C. neither; their concentrations are the same
Answer with the letter.
| 2C
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: 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.
Choices:
A. The magnitude of the magnetic force is greater in Pair 2.
B. The magnitude of the magnetic force is greater in Pair 1.
C. The magnitude of the magnetic force is the same in both pairs.
Answer with the letter.
| 0A
|
|
Lecture: 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!
Question: Is eclogite a mineral or a rock?
Hint: Eclogite has the following properties:
naturally occurring
solid
made of light and dark mineral grains
no fixed crystal structure
not a pure substance
not made by living things
Choices:
A. rock
B. mineral
Answer with the letter.
| 0A
|
|
Question: Which country is highlighted?
Choices:
A. Fiji
B. the Federated States of Micronesia
C. Papua New Guinea
D. New Zealand
Answer with the letter.
| 0A
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: 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.
Choices:
A. The strength of the magnetic force is the same in both pairs.
B. The magnetic force is stronger in Pair 2.
C. The magnetic force is stronger in Pair 1.
Answer with the letter.
| 0A
|
|
Lecture: The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.
Question: Which part of the spinach plant do we usually eat?
Hint: People use spinach plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.
Choices:
A. the leaves
B. the fruit
C. the flowers
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: 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.
Choices:
A. sample A
B. neither; the samples have the same temperature
C. sample B
Answer with the letter.
| 0A
|
|
Question: What is the capital of Delaware?
Choices:
A. Wilmington
B. Georgetown
C. Tampa
D. Dover
Answer with the letter.
| 3D
|
|
Lecture: 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.
Question: Which animal is also adapted for climbing trees?
Hint: Crested black macaques live in the rain forests of Indonesia. They climb trees to find food and shelter. The macaque's hands and feet are adapted for climbing trees.
Figure: crested black macaque.
Choices:
A. common marmoset
B. chital
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Select the organism in the same species as the mountain zebra.
Hint: This organism is a mountain zebra. Its scientific name is Equus zebra.
Choices:
A. Camelus dromedarius
B. Equus zebra
C. Cervus canadensis
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: Which animal's feet are also adapted for digging?
Hint: s are found in many parts of Europe. They dig and live in burrows. These moles eat earthworms and nuts, which they find in the soil. The feet of the are adapted for digging.
Figure: European mole.
Choices:
A. eastern mole
B. tokay gecko
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Does this passage describe the weather or the climate?
Hint: Figure: San Francisco.
San Francisco is located on the coast of California. The city is known for warm winter temperatures.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Choices:
A. weather
B. climate
Answer with the letter.
| 1B
|
|
Lecture: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.
Question: Select the chemical formula for this molecule.
Choices:
A. PH2
B. P3H
C. P2H2
D. PH3
Answer with the letter.
| 3D
|
|
Lecture: A continent is one of the seven largest areas of land on earth.
Question: Which continent is highlighted?
Choices:
A. South America
B. North America
C. Asia
D. Europe
Answer with the letter.
| 3D
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. attract
B. repel
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: 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.
Choices:
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is greater in Pair 2.
C. The magnitude of the magnetic force is greater in Pair 1.
Answer with the letter.
| 2C
|
|
Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Question: Which material is this knife made of?
Choices:
A. metal
B. wool
Answer with the letter.
| 0A
|
|
Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
Question: Identify the question that Chase's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Chase put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Chase checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.
Choices:
A. Do steel nails take fewer days to rust in water compared to vinegar?
B. Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?
Answer with the letter.
| 0A
|
|
Question: Which country is highlighted?
Choices:
A. the Federated States of Micronesia
B. Vanuatu
C. Solomon Islands
D. Fiji
Answer with the letter.
| 3D
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. attract
B. repel
Answer with the letter.
| 0A
|
|
Question: What is the capital of Alabama?
Choices:
A. Biloxi
B. Montgomery
C. Birmingham
D. Jefferson City
Answer with the letter.
| 1B
|
|
Lecture: 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
Question: Which statement describes the Sonoran Desert ecosystem?
Hint: Figure: Sonoran Desert.
The Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.
Choices:
A. It has thick, moist soil.
B. It has warm, wet summers.
C. It has a small amount of rain.
Answer with the letter.
| 2C
|
|
Lecture: 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.
Question: Which is this organism's common name?
Hint: This organism is Ambystoma texanum. It is also called a small-mouth salamander.
Choices:
A. Ambystoma texanum
B. small-mouth salamander
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: During this time, thermal energy was transferred from () to ().
Hint: Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.
Choices:
A. each bottle . . . the surroundings
B. the surroundings . . . each bottle
Answer with the letter.
| 1B
|
|
Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
Question: Identify the question that Haley's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Haley planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Haley added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Haley counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.
Choices:
A. Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?
B. Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?
Answer with the letter.
| 1B
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. stretchy
B. slippery
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. repel
B. attract
Answer with the letter.
| 1B
|
|
Question: Which state is highlighted?
Choices:
A. Indiana
B. Missouri
C. Minnesota
D. Wisconsin
Answer with the letter.
| 2C
|
|
Lecture: 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.
Question: During this time, thermal energy was transferred from () to ().
Hint: Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.
Choices:
A. the surroundings . . . each greenhouse
B. each greenhouse . . . the surroundings
Answer with the letter.
| 0A
|
|
Question: Which country is highlighted?
Choices:
A. Australia
B. Solomon Islands
C. Papua New Guinea
D. Tuvalu
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: What is the expected ratio of offspring with wavy fur to offspring with straight fur? Choose the most likely ratio.
Hint: In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for wavy fur (f) is recessive to the allele for straight fur (F).
This Punnett square shows a cross between two Syrian hamsters.
Choices:
A. 0:4
B. 2:2
C. 1:3
D. 4:0
E. 3:1
Answer with the letter.
| 0A
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal is also adapted to be camouflaged in the snow?
Hint: Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.
Choices:
A. ptarmigan
B. hedgehog
Answer with the letter.
| 0A
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal is also adapted to be camouflaged in the snow?
Hint: s live in the Canadian Arctic and Greenland. The is adapted to be camouflaged in the snow.
Figure: Arctic hare.
Choices:
A. porcupine
B. snowy owl
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: What is the expected ratio of offspring with terminal flowers to offspring with axial flowers? Choose the most likely ratio.
Hint: This passage describes the flower position trait in pea plants:
Flowers can grow in different positions on a pea plant's stem. Axial flowers are in the middle of the plant's stem. Terminal flowers are at the tip of the stem.
In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele for axial flowers (F) is dominant over the allele for terminal flowers (f).
This Punnett square shows a cross between two pea plants.
Choices:
A. 3:1
B. 0:4
C. 1:3
D. 2:2
E. 4:0
Answer with the letter.
| 1B
|
|
Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Australia
B. Asia
C. Europe
D. North America
Answer with the letter.
| 2C
|
|
Question: What is the name of the colony shown?
Choices:
A. Pennsylvania
B. New Jersey
C. Rhode Island
D. New York
Answer with the letter.
| 0A
|
|
Question: What is the name of the colony shown?
Choices:
A. Maryland
B. South Carolina
C. New Jersey
D. Iowa
Answer with the letter.
| 1B
|
|
Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.
Question: Select the reptile below.
Hint: Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Hermann's tortoise is an example of a reptile.
Choices:
A. human
B. Chinese alligator
C. red-headed poison frog
D. grass frog
Answer with the letter.
| 1B
|
|
Lecture: 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.
Question: Select the organism in the same genus as the Steller's sea eagle.
Hint: This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.
Choices:
A. Alopias pelagicus
B. Haliaeetus leucocephalus
C. Tyto alba
Answer with the letter.
| 1B
|
|
Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
Question: Identify the question that Rudy's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Rudy used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Rudy recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Rudy compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.
Choices:
A. Can pennies hold more drops of pure water or water mixed with hand soap?
B. Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: 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.
Choices:
A. sample B
B. neither; the samples have the same temperature
C. sample A
Answer with the letter.
| 2C
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. stretchy
B. opaque
Answer with the letter.
| 1B
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of green particles?
Hint: The diagram below is a model of two solutions. Each green ball represents one particle of solute.
Choices:
A. Solution A
B. Solution B
C. neither; their concentrations are the same
Answer with the letter.
| 0A
|
|
Question: What is the capital of Vermont?
Choices:
A. Montpelier
B. Burlington
C. Dover
D. Providence
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Which of these states is farthest east?
Choices:
A. Washington
B. New Jersey
C. Illinois
D. North Dakota
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: 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.
Choices:
A. The magnetic force is weaker in Pair 1.
B. The strength of the magnetic force is the same in both pairs.
C. The magnetic force is weaker in Pair 2.
Answer with the letter.
| 2C
|
|
Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
Question: Identify the question that Brenda's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Brenda poured four ounces of water into each of six glasses. Brenda dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Brenda placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Brenda repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.
Choices:
A. Does the amount of water in a glass affect whether eggs sink or float in the water?
B. Are eggs more likely to float in fresh water or salty water?
Answer with the letter.
| 1B
|
|
Lecture: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.
Question: Which trait did Canis dirus have? Select the trait you can observe on the fossil.
Hint: This picture shows a fossil of an ancient animal called Canis dirus.
Canis dirus went extinct over 10,000 years ago. Fossils of Canis dirus have been found in North and South America.
Choices:
A. horns
B. four legs
C. dark-brown fur
Answer with the letter.
| 1B
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of blue particles?
Hint: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Choices:
A. Solution A
B. neither; their concentrations are the same
C. Solution B
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Which material is this coat made of?
Choices:
A. wax
B. wool
Answer with the letter.
| 1B
|
|
Lecture: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
Question: Does Rangifer tarandus have cells that have a nucleus?
Hint: This organism is Rangifer tarandus. It is a member of the animal kingdom.
Rangifer tarandus is commonly called a reindeer. Both male and female reindeer grow large antlers on their heads. Each year, reindeer naturally shed their antlers. The antlers usually fall off in the spring or summer. Then, over the next three to four months, a new pair of antlers grows in its place.
Choices:
A. no
B. yes
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. repel
B. attract
Answer with the letter.
| 1B
|
|
Question: What can Layla and Emmy trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Layla and Emmy open their lunch boxes in the school cafeteria. Neither Layla nor Emmy got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Layla's lunch Emmy's lunch
Choices:
A. Layla can trade her tomatoes for Emmy's broccoli.
B. Emmy can trade her broccoli for Layla's oranges.
C. Layla can trade her tomatoes for Emmy's carrots.
D. Emmy can trade her almonds for Layla's tomatoes.
Answer with the letter.
| 0A
|
|
Lecture: 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.
Question: Which of these states is farthest south?
Choices:
A. Nebraska
B. Michigan
C. Vermont
D. Maine
Answer with the letter.
| 0A
|
|
Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
Question: Identify the question that Kirk's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Kirk set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Kirk watched cardinals visiting the feeders during the same hour each morning. During his observations, Kirk counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.
Choices:
A. Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?
B. Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?
Answer with the letter.
| 0A
|
|
Question: What is the capital of Mississippi?
Choices:
A. Jackson
B. Columbia
C. Charleston
D. Biloxi
Answer with the letter.
| 0A
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.