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0
|
Use the timeline to complete the following sentence.
The year () was before 100 CE.
|
[
"200 CE",
"300 BCE",
"500 CE"
] | 1
|
B
|
Timelines are used to show when events happened. Timelines go from left to right. Events on the left happened earlier than events on the right.
On some timelines, dates are divided into two categories based on their relation to the year 1 CE.
Dates that occurred before 1 CE are labeled BCE, or Before the Common Era. BCE dates count backward from 1 CE, so larger BCE dates happened longer ago.
Dates that occurred in 1 CE or later are labeled CE, or Common Era. CE dates count forward from 1 CE, so larger CE dates happened more recently.
Look at the following timeline. Then complete the sentence below.
|
Use the timeline to complete the following sentence.
The year () was before 100 CE.
A. 200 CE
B. 300 BCE
C. 500 CE
Context: Timelines are used to show when events happened. Timelines go from left to right. Events on the left happened earlier than events on the right.
On some timelines, dates are divided into two categories based on their relation to the year 1 CE.
Dates that occurred before 1 CE are labeled BCE, or Before the Common Era. BCE dates count backward from 1 CE, so larger BCE dates happened longer ago.
Dates that occurred in 1 CE or later are labeled CE, or Common Era. CE dates count forward from 1 CE, so larger CE dates happened more recently.
Look at the following timeline. Then complete the sentence below.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
world-history
|
Social studies skills
|
Reading and creating timelines with BCE and CE
| -1
|
|
1
|
Which of the following could Kamal's test show?
|
[
"which design would have the least traffic noise in the concert area",
"which design would have the greatest distance between the concert area and the road",
"if at least 20% of the park would be shaded by trees in each design"
] | 1
|
B
|
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.
Kamal was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Kamal thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.
|
Which of the following could Kamal's test show?
A. which design would have the least traffic noise in the concert area
B. which design would have the greatest distance between the concert area and the road
C. if at least 20% of the park would be shaded by trees in each design
Context: 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.
Kamal was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Kamal thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
| -1
|
|
2
|
What are rays?
|
[
"Rays are birds that swim in the water.",
"Rays are fish that do not have fins.",
"Rays are fish that are shaped like kites."
] | 2
|
C
|
Read the first part of the passage about rays.
Rays are a kind of fish. But they do not look like other fish. Most rays are shaped like big, flat kites.
Rays have great big fins that look like wings. The fins help rays swim. Rays look like birds flying in the water.
|
What are rays?
A. Rays are birds that swim in the water.
B. Rays are fish that do not have fins.
C. Rays are fish that are shaped like kites.
Context: Read the first part of the passage about rays.
Rays are a kind of fish. But they do not look like other fish. Most rays are shaped like big, flat kites.
Rays have great big fins that look like wings. The fins help rays swim. Rays look like birds flying in the water.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
reading-comprehension
|
Read-alone texts
|
Read passages about animals
| -1
|
|
3
|
What is the capital of Colorado?
|
[
"Colorado Springs",
"Boulder",
"Denver",
"Juneau"
] | 2
|
C
|
What is the capital of Colorado?
A. Colorado Springs
B. Boulder
C. Denver
D. Juneau
Answer with the option letter from the given choices directly.
|
The answer is C.
|
geography
|
State capitals
|
Identify the 50 state capitals
| -1
|
||
4
|
Which letter marks the Louisiana territory?
|
[
"A",
"D",
"C",
"B"
] | 2
|
C
|
In 1803, the United States government bought a large piece of land called the Louisiana territory. This deal, known as the Louisiana Purchase, nearly doubled the size of the country.
The territory of the Louisiana Purchase included most of the land west of the Mississippi River and east of the Rocky Mountains. Look at the map. Then answer the question below.
|
Which letter marks the Louisiana territory?
A. A
B. D
C. C
D. B
Context: In 1803, the United States government bought a large piece of land called the Louisiana territory. This deal, known as the Louisiana Purchase, nearly doubled the size of the country.
The territory of the Louisiana Purchase included most of the land west of the Mississippi River and east of the Rocky Mountains. Look at the map. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
us-history
|
The Early Republic
|
The Louisiana Purchase
| -1
|
|
5
|
What type of rock is gabbro?
|
[
"sedimentary",
"igneous",
"metamorphic"
] | 1
|
B
|
This is a piece of gabbro. It formed through the cooling of melted rock below the earth's surface, called magma.
As the magma cooled, mineral grains began to form. Gabbro is made of minerals such as olivine and feldspar. The mineral grains in gabbro are large. This is because the magma cooled slowly.
|
What type of rock is gabbro?
A. sedimentary
B. igneous
C. metamorphic
Context: This is a piece of gabbro. It formed through the cooling of melted rock below the earth's surface, called magma.
As the magma cooled, mineral grains began to form. Gabbro is made of minerals such as olivine and feldspar. The mineral grains in gabbro are large. This is because the magma cooled slowly.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
earth-science
|
Rocks and minerals
|
Classify rocks as igneous, sedimentary, or metamorphic
| -1
|
|
6
|
Which area voted for Lincoln?
|
[
"the Northeast",
"the South"
] | 0
|
A
|
In the 1860 election, the Republican party nominated Abraham Lincoln for president. Meanwhile, the Democrats could not decide on one candidate. Look at the 1860 election map. Then answer the question below.
|
Which area voted for Lincoln?
A. the Northeast
B. the South
Context: In the 1860 election, the Republican party nominated Abraham Lincoln for president. Meanwhile, the Democrats could not decide on one candidate. Look at the 1860 election map. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
us-history
|
The Civil War and Reconstruction
|
The Civil War: the beginning of the war
| -1
|
|
7
|
During this time, thermal energy was transferred from () to ().
|
[
"each bottle . . . the surroundings",
"the surroundings . . . each bottle"
] | 1
|
B
|
Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.
|
During this time, thermal energy was transferred from () to ().
A. each bottle . . . the surroundings
B. the surroundings . . . each bottle
Context: Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Thermal energy
|
Compare thermal energy transfers
| -1
|
|
8
|
Complete the sentence.
The word "antebellum" means ().
|
[
"before the feast",
"after the long peace",
"after the election",
"before the war"
] | 3
|
D
|
The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.
|
Complete the sentence.
The word "antebellum" means ().
A. before the feast
B. after the long peace
C. after the election
D. before the war
Context: The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.
Answer with the option letter from the given choices directly.
|
The answer is D.
|
us-history
|
The Antebellum period
|
Causes of the Civil War: Missouri Compromise to Bleeding Kansas
| -1
|
|
9
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each greenhouse",
"each greenhouse . . . the surroundings"
] | 0
|
A
|
Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.
|
During this time, thermal energy was transferred from () to ().
A. the surroundings . . . each greenhouse
B. each greenhouse . . . the surroundings
Context: Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Thermal energy
|
Compare thermal energy transfers
| -1
|
|
10
|
Complete the sentence.
The Motagua Fault formed at a () boundary.
|
[
"transform",
"convergent",
"divergent"
] | 0
|
A
|
Read the passage and look at the picture.
The Motagua Fault cuts across Guatemala, marking the boundary between the North American Plate and the Caribbean Plate. The two plates slide past each other along this fault, moving at a rate of about 20 millimeters per year.
In February of 1976, the plates along the Motagua Fault moved suddenly, causing a magnitude 7.5 earthquake. The earthquake made a visible crack in the ground that was over 160 kilometers long!
|
Complete the sentence.
The Motagua Fault formed at a () boundary.
A. transform
B. convergent
C. divergent
Context: Read the passage and look at the picture.
The Motagua Fault cuts across Guatemala, marking the boundary between the North American Plate and the Caribbean Plate. The two plates slide past each other along this fault, moving at a rate of about 20 millimeters per year.
In February of 1976, the plates along the Motagua Fault moved suddenly, causing a magnitude 7.5 earthquake. The earthquake made a visible crack in the ground that was over 160 kilometers long!
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Plate tectonics
|
Describe tectonic plate boundaries around the world
| -1
|
|
11
|
How are sloths able to hang on to trees?
|
[
"Their claws are like hooks.",
"Their fur is sticky."
] | 0
|
A
|
Read the passage about sloths and algae.
Sloths spend most of their lives up in trees. Their long claws, shaped like hooks, help them hang on to the branches. Sloths eat and sleep in trees, sometimes hanging upside down.
Sloths don't move a whole lot. Sometimes algae, tiny green plants, grow on their fur. Algae can make sloths look green! This helps sloths hide from other animals in the trees. Algae are also a tasty treat for sloths. A hungry sloth might eat some of its own algae for a snack!
|
How are sloths able to hang on to trees?
A. Their claws are like hooks.
B. Their fur is sticky.
Context: Read the passage about sloths and algae.
Sloths spend most of their lives up in trees. Their long claws, shaped like hooks, help them hang on to the branches. Sloths eat and sleep in trees, sometimes hanging upside down.
Sloths don't move a whole lot. Sometimes algae, tiny green plants, grow on their fur. Algae can make sloths look green! This helps sloths hide from other animals in the trees. Algae are also a tasty treat for sloths. A hungry sloth might eat some of its own algae for a snack!
Answer with the option letter from the given choices directly.
|
The answer is A.
|
reading-comprehension
|
Independent reading comprehension
|
Read and understand informational passages
| -1
|
|
12
|
Which state is highlighted?
|
[
"Georgia",
"Alabama",
"West Virginia",
"Mississippi"
] | 3
|
D
|
Which state is highlighted?
A. Georgia
B. Alabama
C. West Virginia
D. Mississippi
Answer with the option letter from the given choices directly.
|
The answer is D.
|
geography
|
States
|
Identify states of the Southeast
| -1
|
||
13
|
Which statement is true about the average monthly precipitation in Charlotte?
|
[
"Precipitation does not change much from month to month.",
"Charlotte has a rainy season and a dry season.",
"January is the month with the highest average precipitation."
] | 0
|
A
|
Use the graph to answer the question below.
|
Which statement is true about the average monthly precipitation in Charlotte?
A. Precipitation does not change much from month to month.
B. Charlotte has a rainy season and a dry season.
C. January is the month with the highest average precipitation.
Context: Use the graph to answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Weather and climate
|
Use climate data to make predictions
| -1
|
|
14
|
Look at the picture. Which word best describes how this toast smells?
|
[
"burnt",
"lemony",
"fruity"
] | 0
|
A
|
Look at the picture. Which word best describes how this toast smells?
A. burnt
B. lemony
C. fruity
Answer with the option letter from the given choices directly.
|
The answer is A.
|
writing-strategies
|
Descriptive details
|
Choose the sensory details that match the picture
| -1
|
||
15
|
Which label marks the Mauryan Empire?
|
[
"C",
"A",
"B"
] | 2
|
C
|
The Mauryan (MAU-ree-uhn) Empire was an ancient empire that lasted from about 321 BCE to 185 BCE. At its largest, the leader of the Mauryan Empire controlled almost all of South Asia. The following map shows some ancient empires. Look at the map. Then answer the question below.
|
Which label marks the Mauryan Empire?
A. C
B. A
C. B
Context: The Mauryan (MAU-ree-uhn) Empire was an ancient empire that lasted from about 321 BCE to 185 BCE. At its largest, the leader of the Mauryan Empire controlled almost all of South Asia. The following map shows some ancient empires. Look at the map. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
world-history
|
Ancient South Asia
|
The Mauryan Empire
| -1
|
|
16
|
Which continent is highlighted?
|
[
"Africa",
"Asia",
"Europe",
"South America"
] | 1
|
B
|
Which continent is highlighted?
A. Africa
B. Asia
C. Europe
D. South America
Answer with the option letter from the given choices directly.
|
The answer is B.
|
geography
|
Oceans and continents
|
Identify oceans and continents
| -1
|
||
17
|
Based on the definition of the "Columbian Exchange" above, which arrow could show a part of the Columbian Exchange?
|
[
"4",
"1",
"2"
] | 2
|
C
|
In the following questions, you will learn about the Columbian Exchange. Historians use the term "Columbian Exchange" to describe the movement of diseases, animals, plants, people, and resources between the Americas and the rest of the world.
The map below shows different routes around the world. Look at the map. Then answer the question below.
|
Based on the definition of the "Columbian Exchange" above, which arrow could show a part of the Columbian Exchange?
A. 4
B. 1
C. 2
Context: In the following questions, you will learn about the Columbian Exchange. Historians use the term "Columbian Exchange" to describe the movement of diseases, animals, plants, people, and resources between the Americas and the rest of the world.
The map below shows different routes around the world. Look at the map. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
world-history
|
Age of Exploration
|
The Columbian Exchange
| -1
|
|
18
|
Which of the following statements is true?
|
[
"Soap is a reactant in the saponification reaction.",
"Together, the products of a chemical reaction have the same arrangement of atoms as the reactants.",
"A chemical change occurs during saponification."
] | 2
|
C
|
A substance's chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged. Substances with different chemical structures have different physical and chemical properties.
When a substance is a reactant in a chemical reaction, its chemical structure changes. During the reaction, the atoms that make up the reactants are rearranged to form products. After the reaction, the products together are composed of the same atoms as the reactants, but those atoms are arranged in a different way. So, the products have different chemical structures than the reactants.
The chemical reaction that produces soap is called saponification. During one type of saponification, oil and sodium hydroxide undergo a chemical change to produce glycerol and soap. As a result of this reaction, the soap has different properties than the oil and sodium hydroxide. Some of these properties are what give soap its cleaning ability.
|
Which of the following statements is true?
A. Soap is a reactant in the saponification reaction.
B. Together, the products of a chemical reaction have the same arrangement of atoms as the reactants.
C. A chemical change occurs during saponification.
Context: A substance's chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged. Substances with different chemical structures have different physical and chemical properties.
When a substance is a reactant in a chemical reaction, its chemical structure changes. During the reaction, the atoms that make up the reactants are rearranged to form products. After the reaction, the products together are composed of the same atoms as the reactants, but those atoms are arranged in a different way. So, the products have different chemical structures than the reactants.
The chemical reaction that produces soap is called saponification. During one type of saponification, oil and sodium hydroxide undergo a chemical change to produce glycerol and soap. As a result of this reaction, the soap has different properties than the oil and sodium hydroxide. Some of these properties are what give soap its cleaning ability.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
chemistry
|
Chemical reactions
|
Explore chemical structure and properties: soapmaking
| -1
|
|
19
|
Which part of a pine tree can grow into a new tree?
|
[
"a seed",
"a needle"
] | 0
|
A
|
This diagram shows the life cycle of a pine tree.
|
Which part of a pine tree can grow into a new tree?
A. a seed
B. a needle
Context: This diagram shows the life cycle of a pine tree.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Plant reproduction
|
Angiosperm and conifer life cycles
| -1
|
|
20
|
Which ocean is highlighted?
|
[
"the Southern Ocean",
"the Atlantic Ocean",
"the Arctic Ocean",
"the Pacific Ocean"
] | 1
|
B
|
Which ocean is highlighted?
A. the Southern Ocean
B. the Atlantic Ocean
C. the Arctic Ocean
D. the Pacific Ocean
Answer with the option letter from the given choices directly.
|
The answer is B.
|
geography
|
Physical Geography
|
Oceans and continents
| -1
|
||
21
|
Identify the question that Lindsey's experiment can best answer.
|
[
"Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?",
"Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"
] | 0
|
A
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Lindsey planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Lindsey added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Lindsey counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.
|
Identify the question that Lindsey's experiment can best answer.
A. Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?
B. Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?
Context: The passage below describes an experiment. Read the passage and then follow the instructions below.
Lindsey planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Lindsey added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Lindsey counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
| -1
|
|
22
|
During this time, thermal energy was transferred from () to ().
|
[
"each greenhouse . . . the surroundings",
"the surroundings . . . each greenhouse"
] | 1
|
B
|
Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.
|
During this time, thermal energy was transferred from () to ().
A. each greenhouse . . . the surroundings
B. the surroundings . . . each greenhouse
Context: Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Thermal energy
|
Compare thermal energy transfers
| -1
|
|
23
|
Which of the following statements is true?
|
[
"Each bryum moss cell is so small that it can be seen only with the help of a microscope.",
"The organism shown in the micrograph is made up of cells, but the organism in the photograph is not.",
"Each bryum moss cell is over 0.37 millimeters long."
] | 0
|
A
|
Look at the images and read the text. Then, answer the question.
Figure 1: a photograph of bryum moss.
This image is a photograph of a plant called bryum moss. The photograph was taken with an ordinary camera. It shows what you would see if you looked at bryum moss closely.
Figure 2: a micrograph of bryum moss.
This image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!
The micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells.
|
Which of the following statements is true?
A. Each bryum moss cell is so small that it can be seen only with the help of a microscope.
B. The organism shown in the micrograph is made up of cells, but the organism in the photograph is not.
C. Each bryum moss cell is over 0.37 millimeters long.
Context: Look at the images and read the text. Then, answer the question.
Figure 1: a photograph of bryum moss.
This image is a photograph of a plant called bryum moss. The photograph was taken with an ordinary camera. It shows what you would see if you looked at bryum moss closely.
Figure 2: a micrograph of bryum moss.
This image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!
The micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Cells
|
Understanding cells
| -1
|
|
24
|
What is the expected ratio of offspring that have horns to offspring that do not have horns? Choose the most likely ratio.
|
[
"0:4",
"2:2",
"1:3",
"4:0",
"3:1"
] | 3
|
D
|
In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
This Punnett square shows a cross between two cows.
|
What is the expected ratio of offspring that have horns to offspring that do not have horns? Choose the most likely ratio.
A. 0:4
B. 2:2
C. 1:3
D. 4:0
E. 3:1
Context: In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
This Punnett square shows a cross between two cows.
Answer with the option letter from the given choices directly.
|
The answer is D.
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
| -1
|
|
25
|
Which of these cities is marked on the map?
|
[
"Boston",
"New York City",
"Baltimore",
"Pittsburgh"
] | 2
|
C
|
Which of these cities is marked on the map?
A. Boston
B. New York City
C. Baltimore
D. Pittsburgh
Answer with the option letter from the given choices directly.
|
The answer is C.
|
geography
|
Cities
|
Cities of the Northeast
| -1
|
||
26
|
Which material is this bridge made of?
|
[
"metal",
"plastic"
] | 0
|
A
|
Which material is this bridge made of?
A. metal
B. plastic
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Materials
|
Identify multiple materials in objects
| -1
|
||
27
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnetic force is weaker in Pair 1.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 2."
] | 0
|
A
|
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.
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnetic force is weaker in Pair 1.
B. The strength of the magnetic force is the same in both pairs.
C. The magnetic force is weaker in Pair 2.
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Magnets
|
Compare strengths of magnetic forces
| -1
|
|
28
|
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"
] | 2
|
C
|
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.
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
A. sample B
B. neither; the samples have the same temperature
C. sample A
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
| -1
|
|
29
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 0
|
A
|
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
Will these magnets attract or repel each other?
A. attract
B. repel
Context: Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Magnets
|
Identify magnets that attract or repel
| -1
|
|
30
|
Which animal is also adapted to be camouflaged among green leaves?
|
[
"green silver-line",
"blue poison dart frog"
] | 0
|
A
|
Leaf insects live in the forests of Asia and Australia. The is adapted to be camouflaged among green leaves.
Figure: leaf insect.
|
Which animal is also adapted to be camouflaged among green leaves?
A. green silver-line
B. blue poison dart frog
Context: Leaf insects live in the forests of Asia and Australia. The is adapted to be camouflaged among green leaves.
Figure: leaf insect.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
| -1
|
|
31
|
What is the capital of Wisconsin?
|
[
"Bismarck",
"Milwaukee",
"Green Bay",
"Madison"
] | 3
|
D
|
What is the capital of Wisconsin?
A. Bismarck
B. Milwaukee
C. Green Bay
D. Madison
Answer with the option letter from the given choices directly.
|
The answer is D.
|
geography
|
State capitals
|
Identify state capitals of the Midwest
| -1
|
||
32
|
Which term matches the picture?
|
[
"cocoon",
"chrysalis"
] | 1
|
B
|
Read the text.
Butterflies and moths are easily mistaken for each other, but one distinction between them often appears during their pupal stage. When most butterfly caterpillars reach full size, they attach themselves to a leaf or other object and shed their skin a final time, forming a chrysalis, a hard, shell-like skin, which protects the pupa inside. The chrysalis may be dull and rough or shiny and smooth, usually blending into its surroundings. Most moth caterpillars, by contrast, create a cocoon to protect the pupa, rather than forming a chrysalis. The cocoons usually resemble hard silk pouches, but some moths also incorporate materials like hairs and twigs.
|
Which term matches the picture?
A. cocoon
B. chrysalis
Context: Read the text.
Butterflies and moths are easily mistaken for each other, but one distinction between them often appears during their pupal stage. When most butterfly caterpillars reach full size, they attach themselves to a leaf or other object and shed their skin a final time, forming a chrysalis, a hard, shell-like skin, which protects the pupa inside. The chrysalis may be dull and rough or shiny and smooth, usually blending into its surroundings. Most moth caterpillars, by contrast, create a cocoon to protect the pupa, rather than forming a chrysalis. The cocoons usually resemble hard silk pouches, but some moths also incorporate materials like hairs and twigs.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
word-study
|
Domain-specific vocabulary
|
Determine the meaning of domain-specific words with pictures
| -1
|
|
33
|
Which ocean is highlighted?
|
[
"the Indian Ocean",
"the Arctic Ocean",
"the Pacific Ocean",
"the Atlantic Ocean"
] | 0
|
A
|
Which ocean is highlighted?
A. the Indian Ocean
B. the Arctic Ocean
C. the Pacific Ocean
D. the Atlantic Ocean
Answer with the option letter from the given choices directly.
|
The answer is A.
|
geography
|
Physical Geography
|
Oceans and continents
| -1
|
||
34
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2."
] | 1
|
B
|
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 and shapes.
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is greater in Pair 1.
C. The magnitude of the magnetic force is greater in Pair 2.
Context: 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 and shapes.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
| -1
|
|
35
|
Select the true statement.
|
[
"Molecules from food can provide energy.",
"Animals need food, but plants don't."
] | 0
|
A
|
Plants, animals, and all other organisms need energy from food to live and grow.
How do organisms get energy from food? Inside an organism's cells, food molecules are broken down and rearranged through chemical reactions. The reactions release chemical energy that the cells can use to power growth and other important cell processes. These processes allow the entire organism to live and grow.
Figure: a bear getting food.
|
Select the true statement.
A. Molecules from food can provide energy.
B. Animals need food, but plants don't.
Context: Plants, animals, and all other organisms need energy from food to live and grow.
How do organisms get energy from food? Inside an organism's cells, food molecules are broken down and rearranged through chemical reactions. The reactions release chemical energy that the cells can use to power growth and other important cell processes. These processes allow the entire organism to live and grow.
Figure: a bear getting food.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Photosynthesis
|
How do plants use and change energy?
| -1
|
|
36
|
Which of the following organisms is the producer in this food web?
|
[
"orca",
"bat star",
"zooplankton",
"kelp"
] | 3
|
D
|
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.
|
Which of the following organisms is the producer in this food web?
A. orca
B. bat star
C. zooplankton
D. kelp
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is D.
|
biology
|
Ecological interactions
|
Interpret food webs I
| -1
|
|
37
|
Identify the question that Josiah'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?"
] | 1
|
B
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Josiah 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. Josiah 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. Josiah 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.
|
Identify the question that Josiah's experiment can best answer.
A. Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?
B. Can pennies hold more drops of pure water or water mixed with hand soap?
Context: The passage below describes an experiment. Read the passage and then follow the instructions below.
Josiah 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. Josiah 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. Josiah 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.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
| -1
|
|
38
|
Which state is highlighted?
|
[
"West Virginia",
"South Carolina",
"Mississippi",
"Oklahoma"
] | 3
|
D
|
Which state is highlighted?
A. West Virginia
B. South Carolina
C. Mississippi
D. Oklahoma
Answer with the option letter from the given choices directly.
|
The answer is D.
|
geography
|
States
|
Identify states of the Southeast
| -1
|
||
39
|
Which of these continents does the prime meridian intersect?
|
[
"Africa",
"North America",
"Asia"
] | 0
|
A
|
Which of these continents does the prime meridian intersect?
A. Africa
B. North America
C. Asia
Answer with the option letter from the given choices directly.
|
The answer is A.
|
geography
|
Maps
|
Use lines of latitude and longitude
| -1
|
||
40
|
Why are kangaroos called boxers?
|
[
"because of how they use their arms to fight",
"because they lick their arms before fighting",
"because they have strong back legs"
] | 0
|
A
|
Read the text about kangaroos.
Kangaroos are unusual-looking animals. But their funny-looking bodies help them survive in the wild. Thanks to their strong back legs, kangaroos can jump up to thirty feet high. They also pound their long feet and big tails on the ground to warn other kangaroos of danger.
Kangaroos use their short arms to defend themselves against each other or dangerous animals, such as wild dogs. Some people call kangaroos boxers because of the way they hold their arms when they fight. Kangaroos also sometimes lick their arms on hot days. They do this to cool off. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild.
|
Why are kangaroos called boxers?
A. because of how they use their arms to fight
B. because they lick their arms before fighting
C. because they have strong back legs
Context: Read the text about kangaroos.
Kangaroos are unusual-looking animals. But their funny-looking bodies help them survive in the wild. Thanks to their strong back legs, kangaroos can jump up to thirty feet high. They also pound their long feet and big tails on the ground to warn other kangaroos of danger.
Kangaroos use their short arms to defend themselves against each other or dangerous animals, such as wild dogs. Some people call kangaroos boxers because of the way they hold their arms when they fight. Kangaroos also sometimes lick their arms on hot days. They do this to cool off. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
reading-comprehension
|
Informational texts: level 1
|
Read passages about animals
| -1
|
|
41
|
Which air temperature was measured within the outlined area shown?
|
[
"23°C",
"12°C",
"-23°C"
] | 2
|
C
|
The map below shows air temperatures in the lower atmosphere on April 15, 2017. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
|
Which air temperature was measured within the outlined area shown?
A. 23°C
B. 12°C
C. -23°C
Context: The map below shows air temperatures in the lower atmosphere on April 15, 2017. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
Answer with the option letter from the given choices directly.
|
The answer is C.
|
earth-science
|
Weather and climate
|
Identify and compare air masses
| -1
|
|
42
|
Is native gold a mineral or a rock?
|
[
"mineral",
"rock"
] | 0
|
A
|
Native gold has the following properties:
metallic luster
made of the metal gold
found in nature
fixed crystal structure
not made by living things
solid
|
Is native gold a mineral or a rock?
A. mineral
B. rock
Context: Native gold has the following properties:
metallic luster
made of the metal gold
found in nature
fixed crystal structure
not made by living things
solid
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
| -1
|
|
43
|
Which property do these two objects have in common?
|
[
"colorful",
"stretchy"
] | 1
|
B
|
Select the better answer.
|
Which property do these two objects have in common?
A. colorful
B. stretchy
Context: Select the better answer.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Materials
|
Compare properties of objects
| -1
|
|
44
|
What can Alvin and Mason trade to each get what they want?
|
[
"Mason can trade his almonds for Alvin's tomatoes.",
"Alvin can trade his tomatoes for Mason's carrots.",
"Mason can trade his broccoli for Alvin's oranges.",
"Alvin can trade his tomatoes for Mason's broccoli."
] | 3
|
D
|
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.
Alvin and Mason open their lunch boxes in the school cafeteria. Neither Alvin nor Mason 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.
Alvin's lunch Mason's lunch
|
What can Alvin and Mason trade to each get what they want?
A. Mason can trade his almonds for Alvin's tomatoes.
B. Alvin can trade his tomatoes for Mason's carrots.
C. Mason can trade his broccoli for Alvin's oranges.
D. Alvin can trade his tomatoes for Mason's broccoli.
Context: 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.
Alvin and Mason open their lunch boxes in the school cafeteria. Neither Alvin nor Mason 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.
Alvin's lunch Mason's lunch
Answer with the option letter from the given choices directly.
|
The answer is D.
|
economics
|
Basic economic principles
|
Trade and specialization
| -1
|
|
45
|
After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?
|
[
"the Akkadian Empire",
"the Elamite Empire",
"the Babylonian Empire",
"the Neo-Sumerian Empire"
] | 2
|
C
|
Look at the table. Then answer the question below.
|
After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?
A. the Akkadian Empire
B. the Elamite Empire
C. the Babylonian Empire
D. the Neo-Sumerian Empire
Context: Look at the table. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
world-history
|
Ancient Mesopotamia
|
Mesopotamian empires
| -1
|
|
46
|
What is the direction of this push?
|
[
"away from the bow string",
"toward the bow string"
] | 0
|
A
|
An archer shoots an arrow. The bow string quickly pushes the arrow forward.
|
What is the direction of this push?
A. away from the bow string
B. toward the bow string
Context: An archer shoots an arrow. The bow string quickly pushes the arrow forward.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Force and motion
|
Identify pushes and pulls
| -1
|
|
47
|
Which of the following was an independent variable in this experiment?
|
[
"the number of woodpeckers that visited the bird feeders",
"the type of food used in the bird feeders"
] | 1
|
B
|
The passage below describes an experiment. Read the passage and think about the variables that are described.
Rick often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Rick usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.
To test this idea, Rick gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Rick then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a woodpecker at a bird feeder.
|
Which of the following was an independent variable in this experiment?
A. the number of woodpeckers that visited the bird feeders
B. the type of food used in the bird feeders
Context: The passage below describes an experiment. Read the passage and think about the variables that are described.
Rick often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Rick usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.
To test this idea, Rick gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Rick then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a woodpecker at a bird feeder.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
science-and-engineering-practices
|
Designing experiments
|
Identify independent and dependent variables
| -1
|
|
48
|
Identify the question that Bridgette's experiment can best answer.
|
[
"Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?",
"Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"
] | 1
|
B
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Bridgette planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Bridgette added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Bridgette counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.
|
Identify the question that Bridgette's experiment can best answer.
A. Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?
B. Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?
Context: The passage below describes an experiment. Read the passage and then follow the instructions below.
Bridgette planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Bridgette added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Bridgette counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
| -1
|
|
49
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each salmon",
"each salmon . . . the surroundings"
] | 0
|
A
|
Tyler 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.
|
During this time, thermal energy was transferred from () to ().
A. the surroundings . . . each salmon
B. each salmon . . . the surroundings
Context: Tyler 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.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Thermal energy
|
Compare thermal energy transfers
| -1
|
|
50
|
Which of these cities is marked on the map?
|
[
"San Antonio",
"Charlotte",
"Nashville",
"Oklahoma City"
] | 3
|
D
|
Which of these cities is marked on the map?
A. San Antonio
B. Charlotte
C. Nashville
D. Oklahoma City
Answer with the option letter from the given choices directly.
|
The answer is D.
|
geography
|
Cities
|
Cities of the Southeast
| -1
|
||
51
|
Does this passage describe the weather or the climate?
|
[
"weather",
"climate"
] | 0
|
A
|
Figure: Gutenberg Castle, Liechtenstein.
Liechtenstein is a small country in Europe with many castles. Clouds settled over Gutenberg Castle on the first day of winter.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
Does this passage describe the weather or the climate?
A. weather
B. climate
Context: Figure: Gutenberg Castle, Liechtenstein.
Liechtenstein is a small country in Europe with many castles. Clouds settled over Gutenberg Castle on the first day of winter.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Weather and climate
|
Weather and climate around the world
| -1
|
|
52
|
Which country is highlighted?
|
[
"Tonga",
"the Marshall Islands",
"Fiji",
"Tuvalu"
] | 0
|
A
|
Which country is highlighted?
A. Tonga
B. the Marshall Islands
C. Fiji
D. Tuvalu
Answer with the option letter from the given choices directly.
|
The answer is A.
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
| -1
|
||
53
|
What is the direction of this push?
|
[
"away from the bottom magnet",
"toward the bottom magnet"
] | 0
|
A
|
A child's magnet hovers above another magnet on a desk. This happens because each magnet repels the other with a magnetic force. This force is a push.
The force from the magnet on the desk pushes up on the child's magnet.
|
What is the direction of this push?
A. away from the bottom magnet
B. toward the bottom magnet
Context: A child's magnet hovers above another magnet on a desk. This happens because each magnet repels the other with a magnetic force. This force is a push.
The force from the magnet on the desk pushes up on the child's magnet.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Force and motion
|
Identify directions of forces
| -1
|
|
54
|
Which of these organisms contains matter that was once part of the phytoplankton?
|
[
"black rockfish",
"sea otter"
] | 0
|
A
|
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.
|
Which of these organisms contains matter that was once part of the phytoplankton?
A. black rockfish
B. sea otter
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Ecological interactions
|
Interpret food webs II
| -1
|
|
55
|
Which material are these blocks made of?
|
[
"rock",
"wood"
] | 1
|
B
|
Which material are these blocks made of?
A. rock
B. wood
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Materials
|
Identify materials in objects
| -1
|
||
56
|
Which continent is highlighted?
|
[
"Australia",
"Asia",
"Africa",
"Antarctica"
] | 3
|
D
|
Which continent is highlighted?
A. Australia
B. Asia
C. Africa
D. Antarctica
Answer with the option letter from the given choices directly.
|
The answer is D.
|
geography
|
Oceans and continents
|
Identify oceans and continents
| -1
|
||
57
|
What can Percy and Cole trade to each get what they want?
|
[
"Percy can trade his tomatoes for Cole's broccoli.",
"Cole can trade his broccoli for Percy's oranges.",
"Cole can trade his almonds for Percy's tomatoes.",
"Percy can trade his tomatoes for Cole's carrots."
] | 0
|
A
|
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.
Percy and Cole open their lunch boxes in the school cafeteria. Neither Percy nor Cole 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.
Percy's lunch Cole's lunch
|
What can Percy and Cole trade to each get what they want?
A. Percy can trade his tomatoes for Cole's broccoli.
B. Cole can trade his broccoli for Percy's oranges.
C. Cole can trade his almonds for Percy's tomatoes.
D. Percy can trade his tomatoes for Cole's carrots.
Context: 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.
Percy and Cole open their lunch boxes in the school cafeteria. Neither Percy nor Cole 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.
Percy's lunch Cole's lunch
Answer with the option letter from the given choices directly.
|
The answer is A.
|
economics
|
Basic economic principles
|
Trade and specialization
| -1
|
|
58
|
Which of the following could Trevor's test show?
|
[
"if the weather station would work when the temperature was 50°C",
"how well the weather station would work when it was windy"
] | 0
|
A
|
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.
Trevor was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Trevor wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.
|
Which of the following could Trevor's test show?
A. if the weather station would work when the temperature was 50°C
B. how well the weather station would work when it was windy
Context: 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.
Trevor was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Trevor wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
| -1
|
|
59
|
What do seeds grow into?
|
[
"flowers",
"fruit",
"new plants"
] | 2
|
C
|
This drawing shows watermelon seeds.
|
What do seeds grow into?
A. flowers
B. fruit
C. new plants
Context: This drawing shows watermelon seeds.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
biology
|
Plants
|
How do flowering plants make new plants?
| -1
|
|
60
|
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 1.",
"The magnitude of the magnetic force is smaller in Pair 2."
] | 2
|
C
|
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.
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is smaller in Pair 1.
C. The magnitude of the magnetic force is smaller in Pair 2.
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
| -1
|
|
61
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample A",
"neither; the samples have the same temperature",
"sample B"
] | 0
|
A
|
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.
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
A. sample A
B. neither; the samples have the same temperature
C. sample B
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
| -1
|
|
62
|
Is thread a solid, a liquid, or a gas?
|
[
"a gas",
"a liquid",
"a solid"
] | 2
|
C
|
Is thread a solid, a liquid, or a gas?
A. a gas
B. a liquid
C. a solid
Answer with the option letter from the given choices directly.
|
The answer is C.
|
physics
|
States of matter
|
Classify matter as solid, liquid, or gas
| -1
|
||
63
|
Which property do these three objects have in common?
|
[
"transparent",
"fuzzy",
"yellow"
] | 1
|
B
|
Select the best answer.
|
Which property do these three objects have in common?
A. transparent
B. fuzzy
C. yellow
Context: Select the best answer.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Materials
|
Compare properties of objects
| -1
|
|
64
|
Which solution has a higher concentration of blue particles?
|
[
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 1
|
B
|
The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
|
Which solution has a higher concentration of blue particles?
A. Solution A
B. Solution B
C. neither; their concentrations are the same
Context: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
chemistry
|
Solutions
|
Compare concentrations of solutions
| -1
|
|
65
|
Which solution has a higher concentration of green particles?
|
[
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 0
|
A
|
The diagram below is a model of two solutions. Each green ball represents one particle of solute.
|
Which solution has a higher concentration of green particles?
A. Solution B
B. neither; their concentrations are the same
C. Solution A
Context: The diagram below is a model of two solutions. Each green ball represents one particle of solute.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
chemistry
|
Solutions
|
Compare concentrations of solutions
| -1
|
|
66
|
Does this passage describe the weather or the climate?
|
[
"weather",
"climate"
] | 0
|
A
|
Figure: Munich.
Munich, a city in Germany, received heavy snow on November 22, 1999.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
Does this passage describe the weather or the climate?
A. weather
B. climate
Context: Figure: Munich.
Munich, a city in Germany, received heavy snow on November 22, 1999.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Weather and climate
|
Weather and climate around the world
| -1
|
|
67
|
Earth's organisms rely on the atmosphere for which of the following?
|
[
"carbon dioxide",
"sunlight"
] | 0
|
A
|
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.
|
Earth's organisms rely on the atmosphere for which of the following?
A. carbon dioxide
B. sunlight
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Climate change
|
The greenhouse effect
| -1
|
|
68
|
Will these magnets attract or repel each other?
|
[
"attract",
"repel"
] | 1
|
B
|
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
Will these magnets attract or repel each other?
A. attract
B. repel
Context: Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Magnets
|
Identify magnets that attract or repel
| -1
|
|
69
|
Based on the Venn diagram, which animal has fins and breathes air?
|
[
"a whale",
"a fish"
] | 0
|
A
|
This Venn diagram shows information about some sea animals.
|
Based on the Venn diagram, which animal has fins and breathes air?
A. a whale
B. a fish
Context: This Venn diagram shows information about some sea animals.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
writing-strategies
|
Visual elements
|
Read graphic organizers
| -1
|
|
70
|
Which specific humidity level was measured within the outlined area shown?
|
[
"9 grams of water vapor per kilogram of air",
"10 grams of water vapor per kilogram of air",
"2 grams of water vapor per kilogram of air"
] | 2
|
C
|
The map below shows humidity in the lower atmosphere on May 3, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
|
Which specific humidity level was measured within the outlined area shown?
A. 9 grams of water vapor per kilogram of air
B. 10 grams of water vapor per kilogram of air
C. 2 grams of water vapor per kilogram of air
Context: The map below shows humidity in the lower atmosphere on May 3, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
Answer with the option letter from the given choices directly.
|
The answer is C.
|
earth-science
|
Weather and climate
|
Identify and compare air masses
| -1
|
|
71
|
Which area on the map shows China?
|
[
"B",
"C",
"D",
"A"
] | 0
|
A
|
China is the largest country in East Asia. The official name of China is the People's Republic of China. China's eastern coast borders the Pacific Ocean, and its southwestern region borders the Himalayan Mountains. Look at the map. Then answer the question below.
|
Which area on the map shows China?
A. B
B. C
C. D
D. A
Context: China is the largest country in East Asia. The official name of China is the People's Republic of China. China's eastern coast borders the Pacific Ocean, and its southwestern region borders the Himalayan Mountains. Look at the map. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
global-studies
|
Asia: society and environment
|
Country profile: China
| -1
|
|
72
|
Based on the time line, which book was published later?
|
[
"The Horse and His Boy",
"The Silver Chair"
] | 0
|
A
|
This time line shows the publication dates of the books in The Chronicles of Narnia by C. S. Lewis.
|
Based on the time line, which book was published later?
A. The Horse and His Boy
B. The Silver Chair
Context: This time line shows the publication dates of the books in The Chronicles of Narnia by C. S. Lewis.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
writing-strategies
|
Visual elements
|
Read graphic organizers
| -1
|
|
73
|
Which of the following is a characteristic of tropical coral reefs?
|
[
"They have many large rocks called corals.",
"They are usually found in the deep ocean.",
"They have warm, salty water."
] | 2
|
C
|
A tropical coral reef is a type of ecosystem in the ocean. Tropical coral reefs are found in warm, shallow water near the equator. They have many large formations called corals. Corals may look like rocks or plants, but they are actually structures made up of living animals and can grow over time.
Corals provide shelter for fish, crabs, eels, and many other organisms. These coral reef organisms are prey for larger animals, such as sea turtles, sharks, and dolphins. Most of these organisms need tropical coral reefs in order to survive and reproduce.
Figure 1: a tropical coral reef.
Figure 2: several types of corals.
|
Which of the following is a characteristic of tropical coral reefs?
A. They have many large rocks called corals.
B. They are usually found in the deep ocean.
C. They have warm, salty water.
Context: A tropical coral reef is a type of ecosystem in the ocean. Tropical coral reefs are found in warm, shallow water near the equator. They have many large formations called corals. Corals may look like rocks or plants, but they are actually structures made up of living animals and can grow over time.
Corals provide shelter for fish, crabs, eels, and many other organisms. These coral reef organisms are prey for larger animals, such as sea turtles, sharks, and dolphins. Most of these organisms need tropical coral reefs in order to survive and reproduce.
Figure 1: a tropical coral reef.
Figure 2: several types of corals.
Answer with the option letter from the given choices directly.
|
The answer is C.
|
literacy-in-science
|
Conservation
|
Coral reef biodiversity and human uses: explore a problem
| -1
|
|
74
|
Select the organism in the same species as the bobcat.
|
[
"Felis nigripes",
"Lynx rufus",
"Felis margarita"
] | 1
|
B
|
This organism is a bobcat. Its scientific name is Lynx rufus.
|
Select the organism in the same species as the bobcat.
A. Felis nigripes
B. Lynx rufus
C. Felis margarita
Context: This organism is a bobcat. Its scientific name is Lynx rufus.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
biology
|
Scientific names
|
Use scientific names to classify organisms
| -1
|
|
75
|
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."
] | 1
|
B
|
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.
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is greater in Pair 1.
B. The magnitude of the magnetic force is greater in Pair 2.
C. The magnitude of the magnetic force is the same in both pairs.
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Magnets
|
Compare magnitudes of magnetic forces
| -1
|
|
76
|
Which continent is highlighted?
|
[
"Europe",
"South America",
"Antarctica",
"Australia"
] | 0
|
A
|
Which continent is highlighted?
A. Europe
B. South America
C. Antarctica
D. Australia
Answer with the option letter from the given choices directly.
|
The answer is A.
|
geography
|
Oceans and continents
|
Identify oceans and continents
| -1
|
||
77
|
What is the expected ratio of offspring with a hairless body to offspring with a hairy body? Choose the most likely ratio.
|
[
"3:1",
"4:0",
"0:4",
"2:2",
"1:3"
] | 3
|
D
|
In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
This Punnett square shows a cross between two deer mice.
|
What is the expected ratio of offspring with a hairless body to offspring with a hairy body? Choose the most likely ratio.
A. 3:1
B. 4:0
C. 0:4
D. 2:2
E. 1:3
Context: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
This Punnett square shows a cross between two deer mice.
Answer with the option letter from the given choices directly.
|
The answer is D.
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
| -1
|
|
78
|
Why do people come to Panjin Red Beach?
|
[
"to eat the seepweed",
"to see its color"
] | 1
|
B
|
Read the passage about Panjin Red Beach.
Panjin Red Beach is in China. For most of the year, the beach is green. But in the fall, it turns bright red! People come from all over to see the beautiful red color.
The beach looks red because it is covered in a plant called seepweed. Many plants cannot live so close to the salty sea, but seepweed is different. It grows best in salty places. So, the beach is a great place for seepweed to grow.
|
Why do people come to Panjin Red Beach?
A. to eat the seepweed
B. to see its color
Context: Read the passage about Panjin Red Beach.
Panjin Red Beach is in China. For most of the year, the beach is green. But in the fall, it turns bright red! People come from all over to see the beautiful red color.
The beach looks red because it is covered in a plant called seepweed. Many plants cannot live so close to the salty sea, but seepweed is different. It grows best in salty places. So, the beach is a great place for seepweed to grow.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
reading-comprehension
|
Independent reading comprehension
|
Read and understand informational passages
| -1
|
|
79
|
Which of these cities is marked on the map?
|
[
"Milwaukee",
"Omaha",
"Indianapolis",
"Cleveland"
] | 1
|
B
|
Which of these cities is marked on the map?
A. Milwaukee
B. Omaha
C. Indianapolis
D. Cleveland
Answer with the option letter from the given choices directly.
|
The answer is B.
|
geography
|
Cities
|
Cities of the Midwest
| -1
|
||
80
|
What is the name of the colony shown?
|
[
"Rhode Island",
"Massachusetts",
"Vermont",
"Connecticut"
] | 1
|
B
|
What is the name of the colony shown?
A. Rhode Island
B. Massachusetts
C. Vermont
D. Connecticut
Answer with the option letter from the given choices directly.
|
The answer is B.
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
| -1
|
||
81
|
Which letter represents the location of Rome?
|
[
"E",
"D",
"A",
"C",
"B"
] | 4
|
E
|
The city of Rome is located on the Italian Peninsula. A peninsula is a landform with water on three sides. Rome has existed for about 2,700 years, and at one time, it was one of the wealthiest and most powerful cities in the world. Look at the map. Then answer the question below.
|
Which letter represents the location of Rome?
A. E
B. D
C. A
D. C
E. B
Context: The city of Rome is located on the Italian Peninsula. A peninsula is a landform with water on three sides. Rome has existed for about 2,700 years, and at one time, it was one of the wealthiest and most powerful cities in the world. Look at the map. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is E.
|
world-history
|
Rome and the Byzantine Empire
|
The beginnings of Rome
| -1
|
|
82
|
Is the water in a sink a solid, a liquid, or a gas?
|
[
"a liquid",
"a solid",
"a gas"
] | 0
|
A
|
Is the water in a sink a solid, a liquid, or a gas?
A. a liquid
B. a solid
C. a gas
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
States of matter
|
Classify matter as solid, liquid, or gas
| -1
|
||
83
|
Which material is this arrowhead made of?
|
[
"wool",
"rock"
] | 1
|
B
|
Which material is this arrowhead made of?
A. wool
B. rock
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Materials
|
Identify materials in objects
| -1
|
||
84
|
Which of the following could Owen's test show?
|
[
"the amount of sunlight the roof would get throughout the year",
"which side of the roof got more sun over one day",
"how many solar panels could fit on each side of the roof"
] | 1
|
B
|
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.
Owen was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Owen needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Owen installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.
|
Which of the following could Owen's test show?
A. the amount of sunlight the roof would get throughout the year
B. which side of the roof got more sun over one day
C. how many solar panels could fit on each side of the roof
Context: 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.
Owen was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Owen needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Owen installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
| -1
|
|
85
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each vial",
"each vial . . . the surroundings"
] | 0
|
A
|
Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.
|
During this time, thermal energy was transferred from () to ().
A. the surroundings . . . each vial
B. each vial . . . the surroundings
Context: Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
physics
|
Thermal energy
|
Compare thermal energy transfers
| -1
|
|
86
|
Which property do these four objects have in common?
|
[
"sticky",
"fragile",
"opaque"
] | 1
|
B
|
Select the best answer.
|
Which property do these four objects have in common?
A. sticky
B. fragile
C. opaque
Context: Select the best answer.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Materials
|
Compare properties of objects
| -1
|
|
87
|
Which term matches the picture?
|
[
"vascular plant",
"nonvascular plant"
] | 0
|
A
|
Read the text.
There are two main types of plants: vascular and nonvascular. Vascular plants have tubes in their stems that bring water and nutrients to different parts of the plant. These tubes allow vascular plants to grow to be much larger, on average, than nonvascular plants. Nonvascular plants don't have these tubes. They are smaller, shorter, and often found near water, because water can't move through these plants as easily.
|
Which term matches the picture?
A. vascular plant
B. nonvascular plant
Context: Read the text.
There are two main types of plants: vascular and nonvascular. Vascular plants have tubes in their stems that bring water and nutrients to different parts of the plant. These tubes allow vascular plants to grow to be much larger, on average, than nonvascular plants. Nonvascular plants don't have these tubes. They are smaller, shorter, and often found near water, because water can't move through these plants as easily.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
vocabulary
|
Context clues
|
Determine the meaning of domain-specific words with pictures
| -1
|
|
88
|
Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.
|
[
"true",
"false"
] | 0
|
A
|
Use the data to answer the question below.
|
Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.
A. true
B. false
Context: Use the data to answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
| -1
|
|
89
|
What is the direction of this push?
|
[
"toward the bride's foot",
"away from the bride's foot"
] | 1
|
B
|
A bride kicks over a pot of rice. Her foot pushes the pot, and the rice spills out.
|
What is the direction of this push?
A. toward the bride's foot
B. away from the bride's foot
Context: A bride kicks over a pot of rice. Her foot pushes the pot, and the rice spills out.
Answer with the option letter from the given choices directly.
|
The answer is B.
|
physics
|
Force and motion
|
Identify pushes and pulls
| -1
|
|
90
|
Select the organism in the same species as the Burmese python.
|
[
"Python bivittatus",
"Melanoplus bivittatus",
"Falco peregrinus"
] | 0
|
A
|
This organism is a Burmese python. Its scientific name is Python bivittatus.
|
Select the organism in the same species as the Burmese python.
A. Python bivittatus
B. Melanoplus bivittatus
C. Falco peregrinus
Context: This organism is a Burmese python. Its scientific name is Python bivittatus.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Classification and scientific names
|
Use scientific names to classify organisms
| -1
|
|
91
|
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
|
[
"to the left than to the right",
"to the right than to the left"
] | 0
|
A
|
The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
|
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
A. to the left than to the right
B. to the right than to the left
Context: The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
chemistry
|
Solutions
|
Diffusion across membranes
| -1
|
|
92
|
Which of these states is farthest north?
|
[
"Illinois",
"Oregon",
"Ohio",
"Arizona"
] | 1
|
B
|
Which of these states is farthest north?
A. Illinois
B. Oregon
C. Ohio
D. Arizona
Answer with the option letter from the given choices directly.
|
The answer is B.
|
geography
|
Maps
|
Read a map: cardinal directions
| -1
|
||
93
|
Select the fish below.
|
[
"mandarinfish",
"box turtle",
"keel-billed toucan",
"yak"
] | 0
|
A
|
Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A manta ray is an example of a fish.
|
Select the fish below.
A. mandarinfish
B. box turtle
C. keel-billed toucan
D. yak
Context: Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A manta ray is an example of a fish.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
| -1
|
|
94
|
Does this passage describe the weather or the climate?
|
[
"weather",
"climate"
] | 0
|
A
|
Figure: Santa Barbara.
Santa Barbara is a city in California. The temperature reached 70°F on December 25 last year.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
Does this passage describe the weather or the climate?
A. weather
B. climate
Context: Figure: Santa Barbara.
Santa Barbara is a city in California. The temperature reached 70°F on December 25 last year.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
earth-science
|
Weather and climate
|
Weather and climate around the world
| -1
|
|
95
|
Which continent is highlighted?
|
[
"Asia",
"South America",
"Australia",
"Africa"
] | 0
|
A
|
Which continent is highlighted?
A. Asia
B. South America
C. Australia
D. Africa
Answer with the option letter from the given choices directly.
|
The answer is A.
|
geography
|
Oceans and continents
|
Identify oceans and continents
| -1
|
||
96
|
Based on the timeline, which of the following statements is true?
|
[
"Hinduism began about 1,000 years before Buddhism.",
"Hinduism began about 3,000 years before Islam.",
"Hinduism began about 500 years before Judaism."
] | 0
|
A
|
The following timeline shows the approximate dates when several world religions began. Look at the timeline. Then answer the question below.
|
Based on the timeline, which of the following statements is true?
A. Hinduism began about 1,000 years before Buddhism.
B. Hinduism began about 3,000 years before Islam.
C. Hinduism began about 500 years before Judaism.
Context: The following timeline shows the approximate dates when several world religions began. Look at the timeline. Then answer the question below.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
world-history
|
World religions
|
Origins of Hinduism
| -1
|
|
97
|
What is the capital of Oklahoma?
|
[
"Tulsa",
"Des Moines",
"Oklahoma City",
"Montgomery"
] | 2
|
C
|
What is the capital of Oklahoma?
A. Tulsa
B. Des Moines
C. Oklahoma City
D. Montgomery
Answer with the option letter from the given choices directly.
|
The answer is C.
|
geography
|
State capitals
|
Identify state capitals of the Southeast
| -1
|
||
98
|
Which of the following statements describes the Roman Empire during the Pax Romana?
|
[
"The Roman Empire controlled all of the land around the Mediterranean Sea.",
"The Roman Empire only controlled land in Europe and Africa.",
"The Roman Empire controlled all of the land around the Caspian Sea."
] | 0
|
A
|
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.
|
Which of the following statements describes the Roman Empire during the Pax Romana?
A. The Roman Empire controlled all of the land around the Mediterranean Sea.
B. The Roman Empire only controlled land in Europe and Africa.
C. The Roman Empire controlled all of the land around the Caspian Sea.
Context: 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.
Answer with the option letter from the given choices directly.
|
The answer is A.
|
world-history
|
Rome and the Byzantine Empire
|
The fall of the Western Roman Empire
| -1
|
|
99
|
Which of these states is farthest south?
|
[
"Vermont",
"North Dakota",
"Iowa",
"Michigan"
] | 2
|
C
|
Which of these states is farthest south?
A. Vermont
B. North Dakota
C. Iowa
D. Michigan
Answer with the option letter from the given choices directly.
|
The answer is C.
|
geography
|
Maps
|
Read a map: cardinal directions
| -1
|
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