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Which of the following fossils is younger? Select the more likely answer. | [
"wood",
"mammal tooth",
"All of the above",
"None of the above",
"I don't know"
] | 1 | This diagram shows fossils in an undisturbed sedimentary rock sequence. | closed choice | grade8 | natural science | earth-science | Fossils | Compare ages of fossils in a rock sequence | A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. | Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is younger:
The mammal tooth fossil is in a shallower layer in the rock sequence than the wood fossil. So, the mammal tooth fossil is most likely younger than the wood fossil. | B | 200 | |
What is the name of the colony shown? | [
"North Carolina",
"Rhode Island",
"Connecticut",
"New Hampshire",
"I don't know"
] | 1 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Rhode Island. | B | 201 | |||
Which property do these three objects have in common? | [
"stretchy",
"colorful",
"bumpy",
"None of the above",
"I don't know"
] | 2 | Select the best answer. | closed choice | grade3 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A bumpy object is covered in lumps and bumps. All three objects are bumpy.
A stretchy object gets longer when you pull on it. None of the objects are stretchy.
A colorful object has one or more bright colors. The gold nugget is colorful, but the pretzel and the log are not.
The property that all three objects have in common is bumpy. | C | 202 | |
Which of these states is farthest north? | [
"South Carolina",
"Oklahoma",
"Minnesota",
"Delaware",
"I don't know"
] | 2 | closed choice | grade3 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Minnesota is farthest north. | C | 203 | ||
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",
"None of the above",
"I don't know"
] | 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 | 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. | Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | B | 204 | |
Will these magnets attract or repel each other? | [
"repel",
"attract",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Two magnets are placed as shown. | closed choice | grade5 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. | A | 205 | |
Which better describes the Taklamakan Desert ecosystem? | [
"It has warm, wet summers. It also has long, cold winters.",
"It has long, cold winters. It also has a small amount of rain or snow.",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. | closed choice | grade4 | 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 cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has long, cold winters. It also has a small amount of rain or snow. | B | 206 | |
Which of the following could Omar's test show? | [
"how much athletes would sweat in the fabric",
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"if the sample fabric would absorb one drop of water in less than one second",
"None of the above",
"I don't know"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Omar, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Omar thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water. | closed choice | grade8 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | B | 207 | ||
What is the capital of Kansas? | [
"Topeka",
"Wichita",
"Kansas City",
"Jefferson City",
"I don't know"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Topeka is the capital of Kansas. | A | 208 | |||
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample B",
"neither; the samples have the same temperature",
"sample A",
"None of the above",
"I don't know"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade8 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | C | 209 | |
Which plant can produce eggs and sperm? | [
"a mature fern",
"a heart-shaped plant",
"All of the above",
"None of the above",
"I don't know"
] | 1 | This diagram shows the life cycle of a fern. | closed choice | grade7 | natural science | biology | Plant reproduction | Moss and fern life cycles | Fern plants reproduce using both asexual reproduction and sexual reproduction.
Mature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.
When a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.
Fertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.
The mature fern can make spores and begin the fern life cycle again. | A heart-shaped plant can produce eggs and sperm.
A mature fern produces spores, not eggs and sperm. | B | 210 | |
Complete the statement.
Bromomethane is (). | [
"a compound",
"an elementary substance",
"All of the above",
"None of the above",
"I don't know"
] | 0 | The model below represents a molecule of bromomethane. Bromomethane was once used by farmers to kill harmful organisms in soil. It is no longer used because it damages the atmosphere's ozone layer. | closed choice | grade5 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. | Count the number of chemical elements represented in the model. Then, decide if bromomethane is an elementary substance or a compound.
In this model, each ball is labeled with C for carbon, H for hydrogen, or Br for bromine. So, the model shows you that bromomethane is made of three chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, bromomethane is a compound. | A | 211 | |
What can Latrell and Todd trade to each get what they want? | [
"Latrell can trade his tomatoes for Todd's sandwich.",
"Todd can trade his almonds for Latrell's tomatoes.",
"Latrell can trade his tomatoes for Todd's broccoli.",
"Todd can trade his broccoli for Latrell's oranges.",
"I don't know"
] | 2 | 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.
Latrell and Todd open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Latrell wanted broccoli in his lunch and Todd was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Latrell wanted broccoli in his lunch and Todd was hoping for tomatoes. Look at the labeled part of the images.
Latrell has tomatoes. Todd has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | C | 212 | ||
Which better describes the Peary Land ecosystem? | [
"It has mostly small plants. It also has short, cold summers.",
"It has warm summers. It also has cool winters.",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland. | closed choice | grade4 | 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, Peary Land has mostly small plants. It also has short, cool summers. | A | 213 | |
Which part of an apple tree can make seeds? | [
"the flowers",
"the fruit",
"All of the above",
"None of the above",
"I don't know"
] | 0 | This diagram shows the life cycle of an apple tree. | closed choice | grade8 | natural science | biology | Plant reproduction | Angiosperm and conifer life cycles | Flowering plants, called angiosperms, use their flowers for sexual reproduction.
Flowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.
Both the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.
Pollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.
After pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.
The new plant can grow flowers and begin the angiosperm plant life cycle again. | An apple tree's flowers can make seeds. Inside a flower, a sperm cell and an egg fuse to make a fertilized egg. The fertilized egg grows into a seed.
The fruit grows from the ovary around the seeds. But the fruit does not make the seeds. | A | 214 | |
Which country is highlighted? | [
"Dominica",
"Haiti",
"Cuba",
"the Dominican Republic",
"I don't know"
] | 3 | closed choice | grade8 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is the Dominican Republic.
Why does the Dominican Republic share its island with another country?
The Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.
Though many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. | D | 215 | |||
Which animal's mouth is also adapted to tear through meat? | [
"marmot",
"tiger",
"All of the above",
"None of the above",
"I don't know"
] | 1 | are carnivores, or meat eaters. They eat small mammals and birds. The lynx's mouth is adapted to tear through meat.
Figure: Eurasian lynx. | closed choice | grade5 | 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 an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. | Look at the picture of the Eurasian lynx.
The Eurasian lynx has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The Eurasian lynx uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The tiger has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.
The marmot has large front teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The marmot uses its mouth to gnaw on plant matter. | B | 216 | |
What is the capital of Virginia? | [
"Charleston",
"Richmond",
"Norfolk",
"Arlington",
"I don't know"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Richmond is the capital of Virginia. | B | 217 | |||
In this food web, which organism contains matter that eventually moves to the bat star? | [
"kelp",
"sea otter",
"orca",
"None of the above",
"I don't know"
] | 0 | Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade6 | natural science | biology | Ecological interactions | Interpret food webs II | 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. | Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bat star.
The only arrow pointing from the sea otter leads to the orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea otter to the bat star.There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. There is one path matter can take from the kelp to the bat star: kelp->kelp bass->bat star. orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the orca to the bat star.. | A | 218 | |
Earth's organisms rely on the atmosphere for which of the following? | [
"oxygen",
"sunlight",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Read the text. Then answer the question.
Earth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight. | closed choice | grade6 | natural science | earth-science | Climate change | The greenhouse effect | Read the text carefully. The underlined text below shows information about each answer choice.
Earth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.
Earth's atmosphere contains many different gases, including oxygen and carbon dioxide. These gases are both taken in and released by living organisms. Animals breathe in oxygen and breathe out carbon dioxide. Plants use carbon dioxide and release oxygen during photosynthesis.
Some of the gases that make up the atmosphere also insulate Earth, helping to maintain its stable temperatures.
While many gases interact with sunlight, Earth's atmosphere does not provide sunlight. | A | 219 | ||
What is the capital of Massachusetts? | [
"Hartford",
"Boston",
"Montpelier",
"Albany",
"I don't know"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Boston is the capital of Massachusetts. | B | 220 | |||
Which of the following could Bryant's test show? | [
"whether a parachute with a 1 m vent would swing too much at 400 km per hour",
"how steady a parachute with a 1 m vent was at 200 km per hour",
"if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour",
"None of the above",
"I don't know"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Bryant was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Bryant put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel. | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | B | 221 | ||
Which animal is also adapted to be camouflaged in a sandy desert? | [
"kingsnake",
"horned viper",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Camels live in dry places such as deserts. The is adapted to be camouflaged in a sandy desert.
Figure: camel. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: skins and body coverings | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. | Look at the picture of the camel.
The camel has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
This kingsnake has red, black, and yellow rings on its body. It is not adapted to be camouflaged in a sandy desert. | B | 222 | |
Which country is highlighted? | [
"Papua New Guinea",
"Fiji",
"New Zealand",
"Samoa",
"I don't know"
] | 1 | closed choice | grade7 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Fiji. | B | 223 | |||
Look at the models of molecules below. Select the elementary substance. | [
"methane",
"tetraphosphorus",
"ethane",
"None of the above",
"I don't know"
] | 1 | closed choice | grade6 | natural science | chemistry | Atoms and molecules | Identify elementary substances and compounds using models | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. | B | 224 | |||
What is the capital of California? | [
"Little Rock",
"Boston",
"Milwaukee",
"Sacramento",
"I don't know"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Sacramento is the capital of California. | D | 225 | |||
What is the capital of Alaska? | [
"Honolulu",
"Phoenix",
"Juneau",
"Sacramento",
"I don't know"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Juneau is the capital of Alaska. | C | 226 | |||
Which is this organism's common name? | [
"Ceratophrys cornuta",
"Surinam horned frog",
"All of the above",
"None of the above",
"I don't know"
] | 1 | This organism is Ceratophrys cornuta. It is also called a Surinam horned frog. | 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. | Ceratophrys cornuta is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Ceratophrys cornuta is the organism's scientific name. So, you know that Surinam horned frog is the common name. | B | 227 | |
Which of the following could Cameron's test show? | [
"if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour",
"how steady a parachute with a 1 m vent was at 200 km per hour",
"whether a parachute with a 1 m vent would swing too much at 400 km per hour",
"None of the above",
"I don't know"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Cameron was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Cameron put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel. | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | B | 228 | ||
What is this horse fly's scientific name? | [
"Scaptia lata",
"Scaptia beyonceae",
"All of the above",
"None of the above",
"I don't know"
] | 1 | This species of horse fly was discovered in Australia in 1981. It has a golden abdomen. This horse fly was named after the singer and actress Beyoncé Knowles-Carter! | closed choice | grade4 | natural science | biology | Scientific names | Origins of scientific names | When a scientist identifies a new organism, he or she chooses its scientific name.
Sometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.
Many of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. | This organism's scientific name refers to Beyoncé Knowles-Carter.
The word beyonceae refers to Beyoncé Knowles-Carter. So, this horse fly's scientific name is Scaptia beyonceae. | B | 229 | |
Does Rafflesia arnoldii have cells that have a nucleus? | [
"no",
"yes",
"All of the above",
"None of the above",
"I don't know"
] | 1 | This organism is Rafflesia arnoldii. It is a member of the plant kingdom.
Rafflesia arnoldii has the largest flowers in the world. A single flower can be three feet wide! R. arnoldii is commonly called a corpse flower because the flower smells like rotting meat. | yes or no | grade5 | natural science | biology | Classification | Describe, classify, and compare kingdoms | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes | Rafflesia arnoldii is a plant. Plant cells have a nucleus. | B | 230 | |
What is the capital of Wisconsin? | [
"Frankfort",
"Lincoln",
"Green Bay",
"Madison",
"I don't know"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Madison is the capital of Wisconsin. | D | 231 | |||
Does this passage describe the weather or the climate? | [
"weather",
"climate",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Figure: Houston.
Houston is a city near the coast of Texas. On average, Houston receives about 49 inches of rain each 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.
Houston is a city near the coast of Texas. On average, Houston receives about 49 inches of rain each year.
The underlined part of the passage tells you about the usual pattern of precipitation in Houston. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | B | 232 | |
What is the expected ratio of offspring with black wool to offspring with white wool? Choose the most likely ratio. | [
"2:2",
"1:3",
"4:0",
"3:1",
"0:4"
] | 2 | In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for white wool (L) is dominant over the allele for black wool (l).
This Punnett square shows a cross between two sheep. | 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 black wool or white wool, consider whether each phenotype is the dominant or recessive allele's version of the wool color trait. The question tells you that the L allele, which is for white wool, is dominant over the l allele, which is for black wool.
Black wool is the recessive allele's version of the wool color trait. A sheep with the recessive version of the wool color trait must have only recessive alleles for the wool color gene. So, offspring with black wool must have the genotype ll.
All 4 boxes in the Punnett square have the genotype ll.
White wool is the dominant allele's version of the wool color trait. A sheep with the dominant version of the wool color trait must have at least one dominant allele for the wool color gene. So, offspring with white wool must have the genotype LL or Ll.
There are 0 boxes in the Punnett square with the genotype LL or Ll.
So, the expected ratio of offspring with black wool to offspring with white wool is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black wool. This cross is expected to never produce offspring with white wool. | C | 233 | |
Which property do these two objects have in common? | [
"bouncy",
"soft",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Select the better answer. | closed choice | grade2 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Different objects can have the same properties. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A soft object changes shape when you squeeze it. Both objects are soft.
A bouncy object will bounce back from the floor if you drop it. The ball of wet clay is not bouncy.
The property that both objects have in common is soft. | B | 234 | |
Which solution has a higher concentration of blue particles? | [
"neither; their concentrations are the same",
"Solution B",
"Solution A",
"None of the above",
"I don't know"
] | 1 | The diagram below is a model of two solutions. Each blue ball represents one particle of solute. | closed choice | grade6 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. | B | 235 | |
Which term matches the picture? | [
"fimbriae",
"flagella",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Read the text.
Flagella and fimbriae are both structures that extend from bacterial cell bodies, but these structures have very different purposes.
Flagella are long whip-like structures anchored in bacteria's cell membranes. The primary function of flagella is for cellular movement.
Fimbriae are short hair-like structures that protrude from the surface of the cell. Fimbriae allow bacterial cells to attach to surfaces, including other cells. | closed choice | grade6 | language science | vocabulary | Context clues | Determine the meaning of domain-specific words with pictures | Flagella are long whip-like structures that help cells move through liquids. | B | 236 | ||
Based on the timeline, which of the following statements is true? | [
"The Aztec civilization existed from around 1300 until 1521.",
"The Aztec were the only civilization to exist in the early Americas.",
"The Aztec civilization lasted longer than the Maya civilization.",
"None of the above",
"I don't know"
] | 0 | The Aztec were a people who created one of the most powerful civilizations in the early Americas. Historians call this civilization the Aztec Empire. Look at the timeline. Then answer the question below. | closed choice | grade6 | social science | world-history | Early Americas | Foundations of Aztec civilization | A | 237 | |||
What is the name of the colony shown? | [
"Florida",
"Virginia",
"North Carolina",
"Georgia",
"I don't know"
] | 3 | closed choice | grade4 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Georgia. | D | 238 | |||
Which animal's limbs are also adapted for swimming? | [
"California sea lion",
"flying fox",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Sea turtles live in the ocean. They cover long distances in search of food and places to nest.
The has four flippers for limbs. Its limbs are adapted for swimming.
Figure: sea turtle. | closed choice | grade5 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. | Look at the picture of the sea turtle.
The sea turtle uses its flippers to push itself through water. The flippers can also help it change direction while swimming.
Now look at each animal. Figure out which animal has a similar adaptation.
The California sea lion has flippers. Its limbs are adapted for swimming.
The flying fox has large wings and short legs. Its limbs are not adapted for swimming. The flying fox uses its limbs to fly and hang from trees. | A | 239 | |
What is the capital of Oregon? | [
"Albany",
"Boise",
"Nashville",
"Salem",
"I don't know"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Salem is the capital of Oregon. | D | 240 | |||
Is chocolate a mineral? | [
"no",
"yes",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Chocolate has the following properties:
solid
made in a chocolate factory
not a pure substance
no fixed crystal structure | yes or no | grade5 | 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.
| Chocolate does not have all the properties of a mineral. So, chocolate is not a mineral. | A | 241 | |
Identify the question that Stacy's experiment can best answer. | [
"Do radish plants grown under bright light have more leaves than radish plants grown under dim light?",
"Do radishes grown under bright light get bigger than radishes grown under dim light?",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Stacy planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Stacy watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil. | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | B | 242 | ||
Which of the following statements describes the Roman Empire during the Pax Romana? | [
"The Roman Empire only controlled land in Europe and Africa.",
"The Roman Empire controlled parts of Europe, Asia, and Africa.",
"The Roman Empire controlled all of the land around the Caspian Sea.",
"None of the above",
"I don't know"
] | 1 | The period of the Pax Romana, or the Roman Peace, lasted from 27 BCE to 180 CE. During this period, the Roman Empire reached its largest size. Look at the map of the Roman Empire during the Pax Romana. Then answer the question below. | closed choice | grade6 | social science | world-history | Rome and the Byzantine Empire | The fall of the Western Roman Empire | B | 243 | |||
What is the name of the colony shown? | [
"Connecticut",
"Mississippi",
"Pennsylvania",
"Massachusetts",
"I don't know"
] | 0 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Connecticut. | A | 244 | |||
What can Greg and Ben trade to each get what they want? | [
"Greg can trade his tomatoes for Ben's carrots.",
"Greg can trade his tomatoes for Ben's broccoli.",
"Ben can trade his almonds for Greg's tomatoes.",
"Ben can trade his broccoli for Greg's oranges.",
"I don't know"
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Greg and Ben open their lunch boxes in the school cafeteria. Neither Greg nor Ben 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.
Greg's lunch Ben's lunch | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Greg wants broccoli. Ben wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. | B | 245 | ||
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 B",
"sample A",
"None of the above",
"I don't know"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade8 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | C | 246 | |
Select the mammal below. | [
"green moray eel",
"red kangaroo",
"catfish",
"robin",
"I don't know"
] | 1 | Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A giraffe is an example of a mammal. | closed choice | grade4 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. | A robin is a bird. It has feathers, two wings, and a beak.
A robin is a songbird. It sings different songs at different times of the day.
A catfish is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, catfish do not have scales! They have slimy skin.
A green moray eel is a fish. It lives underwater. It has fins, not limbs.
Eels are long and thin. They may have small fins. They look like snakes, but they are fish!
A red kangaroo is a mammal. It has fur and feeds its young milk.
Kangaroos hop to move around. They use their large tails for balance while hopping. | B | 247 | |
Complete the statement.
Propane is (). | [
"an elementary substance",
"a compound",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The model below represents a molecule of propane. Propane is used as fuel for heaters, engines, and outdoor grills. | closed choice | grade5 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. | Count the number of chemical elements represented in the model. Then, decide if propane is an elementary substance or a compound.
In this model, each ball is labeled with C for carbon or H for hydrogen. So, the model shows you that propane is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, propane is a compound. | B | 248 | |
Identify the question that Eric's experiment can best answer. | [
"Does temperature affect how much bacteria can grow in liquid?",
"Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Eric mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Eric used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria. | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | B | 249 | ||
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.",
"None of the above",
"I don't know"
] | 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 | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. | 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.
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. | B | 250 | |
What is the name of the colony shown? | [
"New Hampshire",
"Connecticut",
"Indiana",
"Ohio",
"I don't know"
] | 1 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Connecticut. | B | 251 | |||
What is the name of the colony shown? | [
"Mississippi",
"Maryland",
"Florida",
"Georgia",
"I don't know"
] | 3 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Georgia. | D | 252 | |||
Which of the following organisms is the omnivore in this food web? | [
"shiner",
"black crappie",
"copepod",
"None of the above",
"I don't know"
] | 2 | Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade5 | natural science | biology | Ecosystems | Interpret food webs I | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The black crappie has three arrows pointing to it. These arrows start from the rotifer, the water flea, and the shiner, which are all consumers. So, the black crappie is a consumer but not an omnivore.
The rotifer has an arrow pointing to it from the green algae, which is a producer. The rotifer also has an arrow pointing to it from the water flea, which is a consumer. The rotifer eats a producer and a consumer, so it is an omnivore.
The copepod has an arrow pointing to it from the golden algae, which is a producer. The copepod also has an arrow pointing to it from the rotifer, which is a consumer. The copepod eats a producer and a consumer, so it is an omnivore.
The shiner has only one arrow pointing to it. This arrow starts from the water flea, which is a consumer. So, the shiner is a consumer but not an omnivore. | C | 253 | |
Which property do these four objects have in common? | [
"shiny",
"sweet",
"transparent",
"None of the above",
"I don't know"
] | 0 | Select the best answer. | closed choice | grade5 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
Sugar has a sweet taste. The trombone is not sweet.
A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All four objects are shiny.
You can see clearly through a transparent object. None of the objects are transparent.
The property that all four objects have in common is shiny. | A | 254 | |
What is the capital of New Mexico? | [
"Denver",
"Albuquerque",
"Boston",
"Santa Fe",
"I don't know"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the West | Santa Fe is the capital of New Mexico. | D | 255 | |||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1.",
"None of the above",
"I don't know"
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. | C | 256 | |
Which country is highlighted? | [
"New Zealand",
"Australia",
"Tuvalu",
"Papua New Guinea",
"I don't know"
] | 0 | closed choice | grade7 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is New Zealand. | A | 257 | |||
Which solution has a higher concentration of purple particles? | [
"Solution B",
"Solution A",
"neither; their concentrations are the same",
"None of the above",
"I don't know"
] | 0 | The diagram below is a model of two solutions. Each purple ball represents one particle of solute. | closed choice | grade6 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles. | A | 258 | |
What is the capital of Louisiana? | [
"Baton Rouge",
"Nashville",
"New Orleans",
"Topeka",
"I don't know"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Baton Rouge is the capital of Louisiana. | A | 259 | |||
Which of these oceans does the prime meridian intersect? | [
"the Indian Ocean",
"the Atlantic Ocean",
"the Pacific Ocean",
"None of the above",
"I don't know"
] | 1 | closed choice | grade4 | social science | geography | Maps | Use lines of latitude and longitude | Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. | The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean. | B | 260 | ||
What is the capital of Vermont? | [
"Concord",
"Fargo",
"Burlington",
"Montpelier",
"I don't know"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Northeast | Montpelier is the capital of Vermont. | D | 261 | |||
What can Diana and Rebecca trade to each get what they want? | [
"Diana can trade her tomatoes for Rebecca's sandwich.",
"Rebecca can trade her almonds for Diana's tomatoes.",
"Rebecca can trade her broccoli for Diana's oranges.",
"Diana can trade her tomatoes for Rebecca's broccoli.",
"I don't know"
] | 3 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Diana and Rebecca open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Diana wanted broccoli in her lunch and Rebecca was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Diana wanted broccoli in her lunch and Rebecca was hoping for tomatoes. Look at the labeled part of the images.
Diana has tomatoes. Rebecca has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | D | 262 | ||
What can Marshall and Nick trade to each get what they want? | [
"Nick can trade his broccoli for Marshall's oranges.",
"Nick can trade his almonds for Marshall's tomatoes.",
"Marshall can trade his tomatoes for Nick's broccoli.",
"Marshall can trade his tomatoes for Nick's carrots.",
"I don't know"
] | 2 | 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.
Marshall and Nick open their lunch boxes in the school cafeteria. Neither Marshall nor Nick 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.
Marshall's lunch Nick's lunch | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Marshall wants broccoli. Nick wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. | C | 263 | ||
Which of these states is farthest south? | [
"Maine",
"Kansas",
"Montana",
"Wisconsin",
"I don't know"
] | 1 | closed choice | grade5 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south. | B | 264 | ||
Which solution has a higher concentration of green particles? | [
"Solution A",
"neither; their concentrations are the same",
"Solution B",
"None of the above",
"I don't know"
] | 0 | The diagram below is a model of two solutions. Each green ball represents one particle of solute. | closed choice | grade6 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. | A | 265 | |
What is the capital of New Jersey? | [
"Jersey City",
"Trenton",
"Augusta",
"Albany",
"I don't know"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Trenton is the capital of New Jersey. | B | 266 | |||
Identify the question that Irma's experiment can best answer. | [
"Does the amount of water in a glass affect whether eggs sink or float in the water?",
"Are eggs more likely to float in fresh water or salty water?",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Irma poured four ounces of water into each of six glasses. Irma dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Irma 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. Irma repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water. | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | B | 267 | ||
Look at the models of molecules below. Select the elementary substance. | [
"ozone",
"2-chloroethanol",
"benzene",
"None of the above",
"I don't know"
] | 0 | closed choice | grade6 | natural science | chemistry | Atoms and molecules | Identify elementary substances and compounds using models | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. | A | 268 | |||
Look at the picture. Which word best describes the sound this hammer makes? | [
"buzzing",
"dripping",
"banging",
"None of the above",
"I don't know"
] | 2 | closed choice | grade2 | language science | writing-strategies | Descriptive details | Choose the sensory details that match the picture | When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
| Look at the picture.
The word banging describes the sound this hammer makes.
Dripping and buzzing can also describe sounds. But they do not describe the sounds this hammer makes. | C | 269 | ||
Will these magnets attract or repel each other? | [
"attract",
"repel",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| To predict if these magnets will attract or repel, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. | B | 270 | |
Complete the statement.
Lithium bromide is (). | [
"an elementary substance",
"a compound",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The model below represents lithium bromide. Lithium bromide is used to absorb moisture from the air. | closed choice | grade8 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound potassium chloride.
In a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. | Use the model to determine whether lithium bromide is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.
You can see from the model that lithium bromide is composed of lithium atoms and bromine atoms bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that lithium bromide is composed of two chemical elements: lithium and bromine. Since lithium bromide is composed of multiple chemical elements bonded together, lithium bromide is a compound. | B | 271 | |
What is the capital of Hawaii? | [
"Juneau",
"Salt Lake City",
"Hilo",
"Honolulu",
"I don't know"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Honolulu is the capital of Hawaii. | D | 272 | |||
What is the capital of Minnesota? | [
"Saint Paul",
"Jefferson City",
"Topeka",
"Minneapolis",
"I don't know"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Saint Paul is the capital of Minnesota. | A | 273 | |||
Which solution has a higher concentration of pink particles? | [
"neither; their concentrations are the same",
"Solution B",
"Solution A",
"None of the above",
"I don't know"
] | 1 | The diagram below is a model of two solutions. Each pink ball represents one particle of solute. | closed choice | grade7 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles. | B | 274 | |
What is the capital of Alaska? | [
"Juneau",
"Olympia",
"Denver",
"Salt Lake City",
"I don't know"
] | 0 | closed choice | grade5 | social science | geography | State capitals | Identify the 50 state capitals | Juneau is the capital of Alaska. | A | 275 | |||
Will these magnets attract or repel each other? | [
"repel",
"attract",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. | A | 276 | |
What is the capital of Hawaii? | [
"Olympia",
"Honolulu",
"Hilo",
"Santa Fe",
"I don't know"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Honolulu is the capital of Hawaii. | B | 277 | |||
Which animal's mouth is also adapted for gnawing? | [
"Podolsk mole rat",
"tamandua",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Nutrias eat plant parts such as stems and branches. They eat by biting off small pieces at a time, or gnawing. The 's mouth is adapted for gnawing.
Figure: nutria. | closed choice | grade3 | 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 an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. | Look at the picture of the nutria.
The nutria has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the nutria break off pieces of food that it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The Podolsk mole rat has large front teeth. Its mouth is adapted for gnawing.
The tamandua has a long tube-shaped mouth and no teeth. Its mouth is not adapted for gnawing. The tamandua uses its mouth to get insects out of holes and burrows. | A | 278 | |
What type of rock is marble? | [
"metamorphic",
"igneous",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Marble is a type of rock. It is used as a building material in many parts of the world. Marble forms when limestone is changed by heating and squeezing. | closed choice | grade3 | natural science | earth-science | Rocks and minerals | Classify rocks as igneous, sedimentary, or metamorphic | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. | Marble is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by heating and squeezing.
The center of our planet is very hot. Deep below Earth's surface, rocks can be heated to high temperatures. The rocks can also be squeezed by the weight of rocks around them. Sometimes, the heating and squeezing changes the type of minerals in a rock. These changes form a new type of rock, called a metamorphic rock. The word metamorphic comes from the word metamorphism, which means change. | A | 279 | |
What is the capital of Virginia? | [
"Richmond",
"Arlington",
"Lexington",
"Jefferson City",
"I don't know"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Richmond is the capital of Virginia. | A | 280 | |||
Which statement is true about the average monthly precipitation in Charlotte? | [
"Precipitation does not change much from month to month.",
"January is the month with the highest average precipitation.",
"June is wetter than July.",
"None of the above",
"I don't know"
] | 0 | Use the graph to answer the question below. | closed choice | grade4 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. | To describe the average precipitation trends in Charlotte, look at the graph.
Choice "Jan" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
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 "January is the month with the highest average precipitation." is incorrect.
Several other months have a slightly higher average precipitation than January.
Choice "Precipitation does not change much from month to month." is incorrect.
The average monthly precipitation changes only slightly throughout the year. | A | 281 | |
In this food web, which organism contains matter that eventually moves to the sea cucumber? | [
"bat star",
"kelp",
"kelp bass",
"black rockfish",
"I don't know"
] | 1 | Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade6 | natural science | biology | Ecological interactions | Interpret food webs II | 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. | Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->sea cucumber. black rockfish. The only arrow pointing from the black rockfish leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the black rockfish to the sea cucumber.. kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the kelp bass to the sea cucumber.. bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the bat star to the sea cucumber.. | B | 282 | |
What is the capital of Minnesota? | [
"Minneapolis",
"Frankfort",
"Indianapolis",
"Saint Paul",
"I don't know"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Saint Paul is the capital of Minnesota. | D | 283 | |||
During this time, thermal energy was transferred from () to (). | [
"each salmon . . . the surroundings",
"the surroundings . . . each salmon",
"All of the above",
"None of the above",
"I don't know"
] | 1 | Hansen lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes. | closed choice | grade7 | natural science | physics | Thermal energy | Compare thermal energy transfers | A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. | The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. | B | 284 | |
Identify the question that Sandeep's experiment can best answer. | [
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?",
"Can pennies hold more drops of pure water or water mixed with hand soap?",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Sandeep 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. Sandeep 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. Sandeep 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. | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | B | 285 | ||
Select the organism in the same species as the Victoria crowned pigeon. | [
"Goura victoria",
"Dendrobates leucomelas",
"Aequorea victoria",
"None of the above",
"I don't know"
] | 0 | This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria. | closed choice | grade5 | 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 Victoria crowned pigeon's scientific name is Goura victoria.
Dendrobates leucomelas does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Dendrobates leucomelas are not in the same species.
Aequorea victoria does have the same species within its genus as a Victoria crowned pigeon, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Goura victoria has the same scientific name as a Victoria crowned pigeon. So, these organisms are in the same species. | A | 286 | |
Is syenite a mineral or a rock? | [
"rock",
"mineral",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Syenite has the following properties:
coarse-grained texture
no fixed crystal structure
solid
naturally occurring
not made by organisms
not a pure substance | closed choice | grade8 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | 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! | The properties of syenite match the properties of a rock. So, syenite is a rock. | A | 287 | |
What is the name of the colony shown? | [
"Georgia",
"Iowa",
"Virginia",
"Delaware",
"I don't know"
] | 3 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Delaware. | D | 288 | |||
In this food web, which organism contains matter that eventually moves to the parasol fungus? | [
"gray fox",
"bobcat",
"black racer",
"beaver",
"I don't know"
] | 3 | 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. | closed choice | grade8 | natural science | biology | Ecological interactions | Interpret food webs II | 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. | Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the parasol fungus.
There are two arrows pointing from the gray fox to other organisms. One arrow points to the bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. The other arrow pointing from the gray fox leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the gray fox to the parasol fungus.
The only arrow pointing from the black racer leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the black racer to the parasol fungus.There is one path matter can take from the black bear to the parasol fungus: black bear->parasol fungus. bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the bobcat to the parasol fungus.. There is one path matter can take from the beaver to the parasol fungus: beaver->black bear->parasol fungus. | D | 289 | |
Is an empty glass a solid, a liquid, or a gas? | [
"a gas",
"a liquid",
"a solid",
"None of the above",
"I don't know"
] | 2 | 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. | An empty glass is a solid. If someone drops a glass, it may break into pieces. But each piece will still have a size and shape of its own. | C | 290 | ||
Is Lithops bromfieldii made up of one cell? | [
"yes",
"no",
"All of the above",
"None of the above",
"I don't know"
] | 1 | This organism is Lithops bromfieldii. It is a member of the plant kingdom.
Lithops bromfieldii lives in South Africa. Each L. bromfieldii is made up of two brown or gray leaves. Because of its unusual appearance, L. bromfieldii is sometimes called a living stone. | yes or no | grade4 | natural science | biology | Classification | Describe, classify, and compare kingdoms | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes | Lithops bromfieldii is a plant. Plants are made up of many cells. | B | 291 | |
Which of these states is farthest north? | [
"Maryland",
"Nevada",
"Vermont",
"Louisiana",
"I don't know"
] | 2 | 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 north arrow is pointing. Vermont is farthest north. | C | 292 | ||
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 B",
"sample A",
"None of the above",
"I don't know"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade6 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | C | 293 | |
Will these magnets attract or repel each other? | [
"repel",
"attract",
"All of the above",
"None of the above",
"I don't know"
] | 0 | Two magnets are placed as shown. | closed choice | grade5 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. | A | 294 | |
Which of these states is farthest west? | [
"Florida",
"Louisiana",
"Kentucky",
"Vermont",
"I don't know"
] | 1 | closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Louisiana is farthest west. | B | 295 | ||
Based on the text, what is one thing that spinner dolphins do? | [
"They spin around in the air.",
"They hunt for food during the day.",
"They leap in the air to catch their food.",
"None of the above",
"I don't know"
] | 0 | Read the text about spinner dolphins.
Have you ever seen a dolphin spin through the water? How about a dolphin that jumps high above the ocean? If so, you have probably seen a spinner dolphin. These playful dolphins are able to leap into the air and then spin around a few times before crashing back into the water.
Though these dolphins love to play, they spend much of their day swimming peacefully in harbors and resting. This helps them conserve energy for the busy night ahead. When the sun goes down, spinner dolphins hunt for food. At night, the sea animals that the dolphins eat move from the deep ocean toward the surface of the water. After a night of hunting and eating, spinner dolphins are ready to rest in the harbors again. | closed choice | grade3 | language science | reading-comprehension | Informational texts: level 1 | Read passages about animals | Look at the text in bold below. It tells you that spinner dolphins spin around in the air.
Have you ever seen a dolphin spin through the water? How about a dolphin that jumps high above the ocean? If so, you have probably seen a spinner dolphin. These animals are able to leap into the air and then spin around a few times before crashing back into the water. | A | 296 | ||
Is a watch a solid, a liquid, or a gas? | [
"a solid",
"a liquid",
"a gas",
"None of the above",
"I don't know"
] | 0 | closed choice | grade4 | natural science | physics | States of matter | Identify and sort solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than 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. The oxygen you breathe is a gas. The helium in a balloon is also a gas. | A watch is a solid. A solid has a size and shape of its own.
A watch can bend to fit your wrist, but the watch will still have its own shape. | A | 297 | ||
What is the capital of Michigan? | [
"Tampa",
"Newport",
"Grand Rapids",
"Lansing",
"I don't know"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Lansing is the capital of Michigan. | D | 298 | |||
Which of the following was an independent variable in this experiment? | [
"the number of rusted steel squares",
"the type of liquid used",
"All of the above",
"None of the above",
"I don't know"
] | 1 | The passage below describes an experiment. Read the passage and think about the variables that are described.
Francesca was using steel to make rusted sculptures. After building each sculpture, she caused the steel in the sculpture to rust by placing it into a tub filled with salt water for eight hours. Francesca wondered if steel would rust faster submerged in vinegar instead of salt water.
To find out, Francesca cut ten squares of steel sheet metal and split them into two equal groups. She put one group of squares into a tub filled with salt water and the other group of squares into a tub filled with vinegar. Once an hour for eight hours, Francesca counted the number of rusted steel squares in each group.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a sculpture made from rusted steel. | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify independent and dependent variables | Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. | B | 299 |
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