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null |
Which logical fallacy is used in the text?
A rainbow appeared in the sky the day before basketball tryouts, and I made the team! If there's a rainbow when I try out in the spring, I'm sure I'll make the team again.
|
[
"ad hominem: a personal attack against one's opponent",
"false causation: the assumption that because two things happened together, one caused the other"
] |
B
|
closed choice
|
grade8
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that the rainbow is responsible for the speaker making the basketball team. However, even though the speaker made the team after the rainbow appeared, that doesn't necessarily mean that the rainbow was responsible. This illustrates a type of logical fallacy known as false causation.
|
Context: N/A
Question: Which logical fallacy is used in the text?
A rainbow appeared in the sky the day before basketball tryouts, and I made the team! If there's a rainbow when I try out in the spring, I'm sure I'll make the team again.
Options: (A) ad hominem: a personal attack against one's opponent (B) false causation: the assumption that because two things happened together, one caused the other
|
Answer: The answer is B.
|
Context: N/A
Question: Which logical fallacy is used in the text?
A rainbow appeared in the sky the day before basketball tryouts, and I made the team! If there's a rainbow when I try out in the spring, I'm sure I'll make the team again.
Options: (A) ad hominem: a personal attack against one's opponent (B) false causation: the assumption that because two things happened together, one caused the other
Answer: The answer is B.
|
||
null |
Which is a run-on sentence?
|
[
"All the things in the back of the closet.",
"Jayla is from Springdale now she lives in Dover."
] |
B
|
closed choice
|
grade3
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Is it a complete sentence, a fragment, or a run-on?
|
A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
Knows the answer.
This is a sentence fragment. It is missing a subject.
Who knows the answer? She knows the answer.
The bright red car.
This is a sentence fragment. It is missing a verb.
What did the bright red car do? The bright red car stopped.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside.
|
Jayla is from Springdale now she lives in Dover is a run-on sentence. It has two sentences that are joined without end punctuation: Jayla is from Springdale and Now she lives in Dover.
|
Context: N/A
Question: Which is a run-on sentence?
Options: (A) All the things in the back of the closet. (B) Jayla is from Springdale now she lives in Dover.
|
Answer: The answer is B.
|
Context: N/A
Question: Which is a run-on sentence?
Options: (A) All the things in the back of the closet. (B) Jayla is from Springdale now she lives in Dover.
Answer: The answer is B.
|
||
null |
Which phrase has a more positive connotation?
|
[
"a cozy house",
"a small house"
] |
A
|
closed choice
|
grade4
|
language science
|
vocabulary
|
Shades of meaning
|
Positive and negative connotation
|
Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.
|
A cozy house has a more positive connotation. A cozy house is small, but it is comfortable and warm.
|
Context: N/A
Question: Which phrase has a more positive connotation?
Options: (A) a cozy house (B) a small house
|
Answer: The answer is A.
|
Context: N/A
Question: Which phrase has a more positive connotation?
Options: (A) a cozy house (B) a small house
Answer: The answer is A.
|
||
null |
How long is a basketball court?
|
[
"28 meters",
"28 centimeters",
"28 kilometers",
"28 millimeters"
] |
A
|
Select the best estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.
|
The best estimate for the length of a basketball court is 28 meters.
28 millimeters and 28 centimeters are too short. 28 kilometers is too long.
|
Context: Select the best estimate.
Question: How long is a basketball court?
Options: (A) 28 meters (B) 28 centimeters (C) 28 kilometers (D) 28 millimeters
|
Answer: The answer is A.
|
Context: Select the best estimate.
Question: How long is a basketball court?
Options: (A) 28 meters (B) 28 centimeters (C) 28 kilometers (D) 28 millimeters
Answer: The answer is A.
|
|
null |
What is the volume of a kitchen sink?
|
[
"26 milliliters",
"26 liters"
] |
B
|
Select the better estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.
|
The better estimate for the volume of a kitchen sink is 26 liters.
26 milliliters is too little.
|
Context: Select the better estimate.
Question: What is the volume of a kitchen sink?
Options: (A) 26 milliliters (B) 26 liters
|
Answer: The answer is B.
|
Context: Select the better estimate.
Question: What is the volume of a kitchen sink?
Options: (A) 26 milliliters (B) 26 liters
Answer: The answer is B.
|
|
null |
Which sentence is more formal?
|
[
"The principal said that a lot of students graduating from Oakville High School got into the colleges they wanted to go to.",
"The principal announced that half of Oakville High School's graduating class had been accepted to their top-choice colleges."
] |
B
|
closed choice
|
grade7
|
language science
|
writing-strategies
|
Author's purpose and tone
|
Which sentence is more formal?
|
Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
|
The second sentence is less formal. You can tell because it uses overly simple or imprecise language (said, a lot of, got into).
The first sentence uses more precise language, so it is more formal overall.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) The principal said that a lot of students graduating from Oakville High School got into the colleges they wanted to go to. (B) The principal announced that half of Oakville High School's graduating class had been accepted to their top-choice colleges.
|
Answer: The answer is B.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) The principal said that a lot of students graduating from Oakville High School got into the colleges they wanted to go to. (B) The principal announced that half of Oakville High School's graduating class had been accepted to their top-choice colleges.
Answer: The answer is B.
|
||
null |
Based on this information, what is Kumal's phenotype for the coat pattern trait?
|
[
"a spotted coat",
"a black coat"
] |
A
|
In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (A) is dominant over the allele for a spotted coat (a).
Kumal is a jaguar from this group. Kumal has the homozygous genotype aa for the coat pattern gene.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
Kumal's genotype for the coat pattern gene is aa. Kumal's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Kumal's phenotype for the coat pattern trait must be a spotted coat.
To check this answer, consider whether Kumal's alleles are dominant or recessive. The allele for a black coat (A) is dominant over the allele for a spotted coat (a). This means A is a dominant allele, and a is a recessive allele.
Kumal's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Kumal's phenotype for the coat pattern trait must be a spotted coat.
|
Context: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (A) is dominant over the allele for a spotted coat (a).
Kumal is a jaguar from this group. Kumal has the homozygous genotype aa for the coat pattern gene.
Question: Based on this information, what is Kumal's phenotype for the coat pattern trait?
Options: (A) a spotted coat (B) a black coat
|
Answer: The answer is A.
|
Context: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (A) is dominant over the allele for a spotted coat (a).
Kumal is a jaguar from this group. Kumal has the homozygous genotype aa for the coat pattern gene.
Question: Based on this information, what is Kumal's phenotype for the coat pattern trait?
Options: (A) a spotted coat (B) a black coat
Answer: The answer is A.
|
|
null |
Based on this information, what is Mer's phenotype for the tail spots trait?
|
[
"a spotted tail",
"an unspotted tail"
] |
B
|
In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for an unspotted tail (i) is recessive to the allele for a spotted tail (I).
Mer is a guppy from this group. Mer has the homozygous genotype ii for the tail spots gene.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
Mer's genotype for the tail spots gene is ii. Mer's genotype of ii has only i alleles. The i allele is for an unspotted tail. So, Mer's phenotype for the tail spots trait must be an unspotted tail.
To check this answer, consider whether Mer's alleles are dominant or recessive. The allele for an unspotted tail (i) is recessive to the allele for a spotted tail (I). This means I is a dominant allele, and i is a recessive allele.
Mer's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Mer's phenotype for the tail spots trait must be an unspotted tail.
|
Context: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for an unspotted tail (i) is recessive to the allele for a spotted tail (I).
Mer is a guppy from this group. Mer has the homozygous genotype ii for the tail spots gene.
Question: Based on this information, what is Mer's phenotype for the tail spots trait?
Options: (A) a spotted tail (B) an unspotted tail
|
Answer: The answer is B.
|
Context: In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for an unspotted tail (i) is recessive to the allele for a spotted tail (I).
Mer is a guppy from this group. Mer has the homozygous genotype ii for the tail spots gene.
Question: Based on this information, what is Mer's phenotype for the tail spots trait?
Options: (A) a spotted tail (B) an unspotted tail
Answer: The answer is B.
|
|
null |
Complete the sentence.
Cracking open a peanut is a ().
|
[
"chemical change",
"physical change"
] |
B
|
closed choice
|
grade2
|
natural science
|
chemistry
|
Physical and chemical change
|
Identify physical and chemical changes
|
Chemical changes and physical changes are two ways matter can change.
In a chemical change, the type of matter changes.
Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
In a physical change, the type of matter stays the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state.
|
Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.
|
Context: N/A
Question: Complete the sentence.
Cracking open a peanut is a ().
Options: (A) chemical change (B) physical change
|
Answer: The answer is B.
|
Context: N/A
Question: Complete the sentence.
Cracking open a peanut is a ().
Options: (A) chemical change (B) physical change
Answer: The answer is B.
|
||
null |
Which logical fallacy is used in the text?
President Ballard is an effective communicator, because he has a natural talent for speaking with people.
|
[
"circular reasoning: an argument that supports a claim with the claim itself",
"false dichotomy: an argument that presents only two choices when more options exist"
] |
A
|
closed choice
|
grade7
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that President Ballard is an effective communicator because he communicates well. However, the "evidence" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.
|
Context: N/A
Question: Which logical fallacy is used in the text?
President Ballard is an effective communicator, because he has a natural talent for speaking with people.
Options: (A) circular reasoning: an argument that supports a claim with the claim itself (B) false dichotomy: an argument that presents only two choices when more options exist
|
Answer: The answer is A.
|
Context: N/A
Question: Which logical fallacy is used in the text?
President Ballard is an effective communicator, because he has a natural talent for speaking with people.
Options: (A) circular reasoning: an argument that supports a claim with the claim itself (B) false dichotomy: an argument that presents only two choices when more options exist
Answer: The answer is A.
|
||
null |
Which word would you find on a dictionary page with the following guide words?
giraffe - grade
|
[
"glossy",
"generally"
] |
A
|
closed choice
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since glossy is between the guide words giraffe - grade, it would be found on that page.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
giraffe - grade
Options: (A) glossy (B) generally
|
Answer: The answer is A.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
giraffe - grade
Options: (A) glossy (B) generally
Answer: The answer is A.
|
||
null |
What do these two changes have in common?
rust forming on a bicycle frame
grilling a hamburger
|
[
"Both are caused by cooling.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes."
] |
D
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Cooking a hamburger is caused by heating. But rust forming on a bicycle frame is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
Context: N/A
Question: What do these two changes have in common?
rust forming on a bicycle frame
grilling a hamburger
Options: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are chemical changes.
|
Answer: The answer is D.
|
Context: N/A
Question: What do these two changes have in common?
rust forming on a bicycle frame
grilling a hamburger
Options: (A) Both are caused by cooling. (B) Both are only physical changes. (C) Both are caused by heating. (D) Both are chemical changes.
Answer: The answer is D.
|
||
null |
What do these two changes have in common?
using a large magnet to remove pieces of iron from a junkyard
sewing an apron
|
[
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] |
A
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before.
Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
Context: N/A
Question: What do these two changes have in common?
using a large magnet to remove pieces of iron from a junkyard
sewing an apron
Options: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are caused by cooling.
|
Answer: The answer is A.
|
Context: N/A
Question: What do these two changes have in common?
using a large magnet to remove pieces of iron from a junkyard
sewing an apron
Options: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by heating. (D) Both are caused by cooling.
Answer: The answer is A.
|
||
null |
What is the volume of a test tube?
|
[
"16 liters",
"16 milliliters"
] |
B
|
Select the better estimate.
|
closed choice
|
grade4
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.
|
The better estimate for the volume of a test tube is 16 milliliters.
16 liters is too much.
|
Context: Select the better estimate.
Question: What is the volume of a test tube?
Options: (A) 16 liters (B) 16 milliliters
|
Answer: The answer is B.
|
Context: Select the better estimate.
Question: What is the volume of a test tube?
Options: (A) 16 liters (B) 16 milliliters
Answer: The answer is B.
|
|
null |
Which text uses the word unique in its traditional sense?
|
[
"Elise made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.",
"Elise wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one."
] |
A
|
closed choice
|
grade9
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The first text uses unique in its traditional sense: being the only one of its kind.
Elise made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself.
The second text uses unique in its nontraditional sense: interesting or unusual. Elise may have been looking for an unusual name, but if she found it on a baby name website, it is not actually one of a kind.
Elise wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.
Most style guides recommend to use the traditional sense of the word unique because it is considered more standard.
|
Context: N/A
Question: Which text uses the word unique in its traditional sense?
Options: (A) Elise made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself. (B) Elise wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.
|
Answer: The answer is A.
|
Context: N/A
Question: Which text uses the word unique in its traditional sense?
Options: (A) Elise made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself. (B) Elise wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one.
Answer: The answer is A.
|
||
null |
Which is a compound sentence?
|
[
"The average American eats three pounds of sugar each week.",
"Mike grew too many pumpkins, so he sold the extras at the market."
] |
B
|
closed choice
|
grade4
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple or compound?
|
A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.
|
The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
Mike grew too many pumpkins, so he sold the extras at the market.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) The average American eats three pounds of sugar each week. (B) Mike grew too many pumpkins, so he sold the extras at the market.
|
Answer: The answer is B.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) The average American eats three pounds of sugar each week. (B) Mike grew too many pumpkins, so he sold the extras at the market.
Answer: The answer is B.
|
||
null |
Based on this information, what is Thor's genotype for the coat pattern gene?
|
[
"a black coat",
"AA"
] |
B
|
In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
Thor, a jaguar from this group, has a black coat. Thor has two alleles for a black coat.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's genotype for a gene is its combination of alleles for that gene. Thor has two alleles for a black coat (A). So, Thor's genotype for the coat pattern gene is AA.
|
Context: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
Thor, a jaguar from this group, has a black coat. Thor has two alleles for a black coat.
Question: Based on this information, what is Thor's genotype for the coat pattern gene?
Options: (A) a black coat (B) AA
|
Answer: The answer is B.
|
Context: In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat.
Thor, a jaguar from this group, has a black coat. Thor has two alleles for a black coat.
Question: Based on this information, what is Thor's genotype for the coat pattern gene?
Options: (A) a black coat (B) AA
Answer: The answer is B.
|
|
null |
Would you find the word direction on a dictionary page with the following guide words?
do - duty
|
[
"yes",
"no"
] |
B
|
yes or no
|
grade2
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
|
Put the words in alphabetical order.
Since direction is not between the guide words do - duty, it would not be found on that page.
|
Context: N/A
Question: Would you find the word direction on a dictionary page with the following guide words?
do - duty
Options: (A) yes (B) no
|
Answer: The answer is B.
|
Context: N/A
Question: Would you find the word direction on a dictionary page with the following guide words?
do - duty
Options: (A) yes (B) no
Answer: The answer is B.
|
||
null |
Which is a compound sentence?
|
[
"I had an old token for my subway fare, but the new system only accepts paper fare cards.",
"Open and honest communication is the foundation of a healthy relationship."
] |
A
|
closed choice
|
grade5
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but.
I had an old token for my subway fare, but the new system only accepts paper fare cards.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) I had an old token for my subway fare, but the new system only accepts paper fare cards. (B) Open and honest communication is the foundation of a healthy relationship.
|
Answer: The answer is A.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) I had an old token for my subway fare, but the new system only accepts paper fare cards. (B) Open and honest communication is the foundation of a healthy relationship.
Answer: The answer is A.
|
||
null |
Select the one substance that is not a mineral.
|
[
"Wood is not a pure substance. It is formed in nature.",
"Native gold is a solid. It is not made by living things.",
"Baryte is a pure substance. It is not made by living things."
] |
A
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify minerals using properties
|
Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
|
Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
Native gold is a mineral.
Baryte is a mineral.
Wood is not a pure substance. But all minerals are pure substances.
So, wood is not a mineral.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Wood is not a pure substance. It is formed in nature. (B) Native gold is a solid. It is not made by living things. (C) Baryte is a pure substance. It is not made by living things.
|
Answer: The answer is A.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Wood is not a pure substance. It is formed in nature. (B) Native gold is a solid. It is not made by living things. (C) Baryte is a pure substance. It is not made by living things.
Answer: The answer is A.
|
||
null |
Which text message is more formal?
|
[
"Ms. Wyatt is already here. She's waiting in the lobby.",
"Heads up! Wyatt is here. In the lobby."
] |
A
|
closed choice
|
grade10
|
language science
|
writing-strategies
|
Audience, purpose, and tone
|
Which text is most formal?
|
Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners.
|
The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Wyatt). The other text message includes more casual language and sentence fragments.
|
Context: N/A
Question: Which text message is more formal?
Options: (A) Ms. Wyatt is already here. She's waiting in the lobby. (B) Heads up! Wyatt is here. In the lobby.
|
Answer: The answer is A.
|
Context: N/A
Question: Which text message is more formal?
Options: (A) Ms. Wyatt is already here. She's waiting in the lobby. (B) Heads up! Wyatt is here. In the lobby.
Answer: The answer is A.
|
||
null |
Which figure of speech is used in this text?
I've heard that Christine & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now.
|
[
"euphemism",
"apostrophe"
] |
A
|
closed choice
|
grade12
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget.
|
Context: N/A
Question: Which figure of speech is used in this text?
I've heard that Christine & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now.
Options: (A) euphemism (B) apostrophe
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
I've heard that Christine & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now.
Options: (A) euphemism (B) apostrophe
Answer: The answer is A.
|
||
null |
Compare the motion of two birds. Which bird was moving at a higher speed?
|
[
"a bird that moved 25kilometers in 5hours",
"a bird that moved 15kilometers in 5hours"
] |
A
|
closed choice
|
grade2
|
natural science
|
physics
|
Force and motion
|
Compare the speeds of moving objects
|
An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.
|
Look at the distance each bird moved and the time it took to move that distance.
One bird moved 25 kilometers in 5 hours.
The other bird moved 15 kilometers in 5 hours.
Notice that each bird spent the same amount of time moving. The bird that moved 25 kilometers moved a farther distance in that time. So, that bird must have moved at a higher speed.
|
Context: N/A
Question: Compare the motion of two birds. Which bird was moving at a higher speed?
Options: (A) a bird that moved 25kilometers in 5hours (B) a bird that moved 15kilometers in 5hours
|
Answer: The answer is A.
|
Context: N/A
Question: Compare the motion of two birds. Which bird was moving at a higher speed?
Options: (A) a bird that moved 25kilometers in 5hours (B) a bird that moved 15kilometers in 5hours
Answer: The answer is A.
|
||
null |
Which word would you find on a dictionary page with the following guide words?
page - pie
|
[
"peek",
"proud"
] |
A
|
closed choice
|
grade2
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
|
Put the words in alphabetical order.
Since peek is between the guide words page - pie, it would be found on that page.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
page - pie
Options: (A) peek (B) proud
|
Answer: The answer is A.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
page - pie
Options: (A) peek (B) proud
Answer: The answer is A.
|
||
null |
What is the volume of a blender?
|
[
"60 gallons",
"60 cups",
"60 fluid ounces"
] |
C
|
Select the best estimate.
|
closed choice
|
grade4
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.
|
The best estimate for the volume of a blender is 60 fluid ounces.
60 cups and 60 gallons are both too much.
|
Context: Select the best estimate.
Question: What is the volume of a blender?
Options: (A) 60 gallons (B) 60 cups (C) 60 fluid ounces
|
Answer: The answer is C.
|
Context: Select the best estimate.
Question: What is the volume of a blender?
Options: (A) 60 gallons (B) 60 cups (C) 60 fluid ounces
Answer: The answer is C.
|
|
null |
What do these two changes have in common?
milk going sour
roasting a marshmallow over a campfire
|
[
"Both are chemical changes.",
"Both are caused by cooling.",
"Both are caused by heating.",
"Both are only physical changes."
] |
A
|
closed choice
|
grade4
|
natural science
|
chemistry
|
Physical and chemical change
|
Compare physical and chemical changes
|
Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste.
Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Roasting is caused by heating. But milk going sour is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
Context: N/A
Question: What do these two changes have in common?
milk going sour
roasting a marshmallow over a campfire
Options: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are caused by heating. (D) Both are only physical changes.
|
Answer: The answer is A.
|
Context: N/A
Question: What do these two changes have in common?
milk going sour
roasting a marshmallow over a campfire
Options: (A) Both are chemical changes. (B) Both are caused by cooling. (C) Both are caused by heating. (D) Both are only physical changes.
Answer: The answer is A.
|
||
null |
What kind of sentence is this?
Scarlett considers Paris the most romantic city in the world.
|
[
"exclamatory",
"declarative",
"interrogative"
] |
B
|
closed choice
|
grade10
|
language science
|
punctuation
|
Sentences, fragments, and run-ons
|
Is the sentence declarative, interrogative, imperative, or exclamatory?
|
There are four kinds of sentences.
A declarative sentence is a statement and always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An interrogative sentence asks a question and always ends with a question mark.
Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
I can't wait to travel through Europe this summer!
|
The sentence is a statement and ends with a period. It is a declarative sentence.
|
Context: N/A
Question: What kind of sentence is this?
Scarlett considers Paris the most romantic city in the world.
Options: (A) exclamatory (B) declarative (C) interrogative
|
Answer: The answer is B.
|
Context: N/A
Question: What kind of sentence is this?
Scarlett considers Paris the most romantic city in the world.
Options: (A) exclamatory (B) declarative (C) interrogative
Answer: The answer is B.
|
||
null |
Would you find the word survey on a dictionary page with the following guide words?
shampoo - silly
|
[
"no",
"yes"
] |
A
|
yes or no
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since survey is not between the guide words shampoo - silly, it would not be found on that page.
|
Context: N/A
Question: Would you find the word survey on a dictionary page with the following guide words?
shampoo - silly
Options: (A) no (B) yes
|
Answer: The answer is A.
|
Context: N/A
Question: Would you find the word survey on a dictionary page with the following guide words?
shampoo - silly
Options: (A) no (B) yes
Answer: The answer is A.
|
||
null |
How long is a soccer field?
|
[
"115 meters",
"115 centimeters"
] |
A
|
Select the better estimate.
|
closed choice
|
grade3
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers?
The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing.
Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters.
There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter.
There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.
|
The better estimate for the length of a soccer field is 115 meters.
115 centimeters is too short.
|
Context: Select the better estimate.
Question: How long is a soccer field?
Options: (A) 115 meters (B) 115 centimeters
|
Answer: The answer is A.
|
Context: Select the better estimate.
Question: How long is a soccer field?
Options: (A) 115 meters (B) 115 centimeters
Answer: The answer is A.
|
|
null |
What does the euphemism in this text suggest?
Mr. Chen is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.
|
[
"Mr. Chen lives near his family.",
"Mr. Chen is old."
] |
B
|
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The euphemism golden years indicates that Mr. Chen is old. Golden years is a nicer way of referring to old age.
|
Context: N/A
Question: What does the euphemism in this text suggest?
Mr. Chen is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.
Options: (A) Mr. Chen lives near his family. (B) Mr. Chen is old.
|
Answer: The answer is B.
|
Context: N/A
Question: What does the euphemism in this text suggest?
Mr. Chen is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.
Options: (A) Mr. Chen lives near his family. (B) Mr. Chen is old.
Answer: The answer is B.
|
||
null |
Which correctly shows the title of a book?
|
[
"step by Wicked step",
"Step by Wicked Step"
] |
B
|
closed choice
|
grade4
|
language science
|
capitalization
|
Formatting
|
Capitalizing titles
|
In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach
These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or
|
Capitalize the first word, the last word, and every important word in between. The word by is not important, so it should not be capitalized.
The correct title is Step by Wicked Step.
|
Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) step by Wicked step (B) Step by Wicked Step
|
Answer: The answer is B.
|
Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) step by Wicked step (B) Step by Wicked Step
Answer: The answer is B.
|
||
null |
Which object has less thermal energy?
|
[
"a pot of spaghetti sauce at a temperature of 50°C",
"a pot of spaghetti sauce at a temperature of 60°C"
] |
A
|
The objects are identical except for their temperatures.
|
closed choice
|
grade3
|
natural science
|
physics
|
Heat and thermal energy
|
How is temperature related to thermal energy?
|
All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
|
The two pots of spaghetti sauce have the same mass but different temperatures. Since the 50°C pot of spaghetti sauce is colder than the 60°C pot of spaghetti sauce, it has less thermal energy.
|
Context: The objects are identical except for their temperatures.
Question: Which object has less thermal energy?
Options: (A) a pot of spaghetti sauce at a temperature of 50°C (B) a pot of spaghetti sauce at a temperature of 60°C
|
Answer: The answer is A.
|
Context: The objects are identical except for their temperatures.
Question: Which object has less thermal energy?
Options: (A) a pot of spaghetti sauce at a temperature of 50°C (B) a pot of spaghetti sauce at a temperature of 60°C
Answer: The answer is A.
|
|
null |
Which greeting is correct for a letter?
|
[
"Dear Grandma mia,",
"Dear Grandma Mia,"
] |
B
|
closed choice
|
grade3
|
language science
|
punctuation
|
Formatting
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The first greeting is correct:
Its first word is capitalized, and it ends with a comma. Grandma Mia is capitalized because it is a proper noun.
|
Context: N/A
Question: Which greeting is correct for a letter?
Options: (A) Dear Grandma mia, (B) Dear Grandma Mia,
|
Answer: The answer is B.
|
Context: N/A
Question: Which greeting is correct for a letter?
Options: (A) Dear Grandma mia, (B) Dear Grandma Mia,
Answer: The answer is B.
|
||
null |
Which figure of speech is used in this text?
Peter is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent.
|
[
"simile",
"allusion"
] |
B
|
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses an allusion, a brief reference to someone or something well known.
Benedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British.
|
Context: N/A
Question: Which figure of speech is used in this text?
Peter is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent.
Options: (A) simile (B) allusion
|
Answer: The answer is B.
|
Context: N/A
Question: Which figure of speech is used in this text?
Peter is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent.
Options: (A) simile (B) allusion
Answer: The answer is B.
|
||
null |
Which is softer?
|
[
"cotton head band",
"diamond"
] |
A
|
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Compare properties of materials
|
Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.
|
Soft is a property. A soft material changes shape when you press on it.
Look at each picture, one at a time. Imagine touching the material shown in each picture.
Of the choices, the cotton head band is softer. If you squeeze cotton fabric, it will change shape.
|
Context: N/A
Question: Which is softer?
Options: (A) cotton head band (B) diamond
|
Answer: The answer is A.
|
Context: N/A
Question: Which is softer?
Options: (A) cotton head band (B) diamond
Answer: The answer is A.
|
||
null |
What kind of sentence is this?
Whose responsibility is it to wake the mayor when there is an emergency?
|
[
"exclamatory",
"declarative",
"interrogative"
] |
C
|
closed choice
|
grade6
|
language science
|
punctuation
|
Sentences, fragments, and run-ons
|
Is the sentence declarative, interrogative, imperative, or exclamatory?
|
There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer!
|
The sentence asks something, and it ends with a question mark. It is an interrogative sentence.
|
Context: N/A
Question: What kind of sentence is this?
Whose responsibility is it to wake the mayor when there is an emergency?
Options: (A) exclamatory (B) declarative (C) interrogative
|
Answer: The answer is C.
|
Context: N/A
Question: What kind of sentence is this?
Whose responsibility is it to wake the mayor when there is an emergency?
Options: (A) exclamatory (B) declarative (C) interrogative
Answer: The answer is C.
|
||
null |
Does this passage describe the weather or the climate?
Edward lives in a town with hot summers and freezing cold winters.
|
[
"weather",
"climate"
] |
B
|
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade3
|
natural science
|
earth-science
|
Weather and climate
|
What's the difference between weather and climate?
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the text carefully.
Edward lives in a town with hot summers and freezing cold winters.
This passage tells you about the usual temperatures where Edward lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
Edward lives in a town with hot summers and freezing cold winters.
Options: (A) weather (B) climate
|
Answer: The answer is B.
|
Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
Edward lives in a town with hot summers and freezing cold winters.
Options: (A) weather (B) climate
Answer: The answer is B.
|
|
null |
Which text uses the word literally in its traditional sense?
|
[
"The curry that the chef prepared was so spicy that Julian's mouth was literally on fire by the time he finished his meal.",
"The curry that the chef prepared was so spicy that Julian literally had to drink three glasses of milk to ease the pain."
] |
B
|
closed choice
|
grade12
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The second text uses literally in its traditional sense: in a factual, non-exaggerated way.
The curry that the chef prepared was so spicy that Julian literally had to drink three glasses of milk to ease the pain.
The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Julian's mouth may be in pain, but it is not actually on fire.
The curry that the chef prepared was so spicy that Julian's mouth was literally on fire by the time he finished his meal.
Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.
|
Context: N/A
Question: Which text uses the word literally in its traditional sense?
Options: (A) The curry that the chef prepared was so spicy that Julian's mouth was literally on fire by the time he finished his meal. (B) The curry that the chef prepared was so spicy that Julian literally had to drink three glasses of milk to ease the pain.
|
Answer: The answer is B.
|
Context: N/A
Question: Which text uses the word literally in its traditional sense?
Options: (A) The curry that the chef prepared was so spicy that Julian's mouth was literally on fire by the time he finished his meal. (B) The curry that the chef prepared was so spicy that Julian literally had to drink three glasses of milk to ease the pain.
Answer: The answer is B.
|
||
null |
Which sentence is more formal?
|
[
"Susan McKee is an ace reporter, so it was not surprising that she was nominated for an award.",
"Susan McKee is an excellent reporter, so it came as no surprise when her work was nominated for an award."
] |
B
|
closed choice
|
grade8
|
language science
|
writing-strategies
|
Author's purpose and tone
|
Which sentence is more formal?
|
Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
|
The second sentence is less formal. You can tell because it uses slang (ace).
The first sentence uses formal language in place of the slang, so it is more formal overall.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) Susan McKee is an ace reporter, so it was not surprising that she was nominated for an award. (B) Susan McKee is an excellent reporter, so it came as no surprise when her work was nominated for an award.
|
Answer: The answer is B.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) Susan McKee is an ace reporter, so it was not surprising that she was nominated for an award. (B) Susan McKee is an excellent reporter, so it came as no surprise when her work was nominated for an award.
Answer: The answer is B.
|
||
null |
Which is a compound sentence?
|
[
"Tomorrow the actors will practice their lines onstage.",
"I pretend to be a knight, and Jeanette pretends to be an astronaut."
] |
B
|
closed choice
|
grade5
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple or compound?
|
A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.
|
The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and.
I pretend to be a knight, and Jeanette pretends to be an astronaut.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) Tomorrow the actors will practice their lines onstage. (B) I pretend to be a knight, and Jeanette pretends to be an astronaut.
|
Answer: The answer is B.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) Tomorrow the actors will practice their lines onstage. (B) I pretend to be a knight, and Jeanette pretends to be an astronaut.
Answer: The answer is B.
|
||
null |
Which tense does the sentence use?
The girl will take a bath before bed.
|
[
"present tense",
"past tense",
"future tense"
] |
C
|
closed choice
|
grade3
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in future tense. You can tell because it uses will before the main verb, take. The verb tells you about something that is going to happen.
|
Context: N/A
Question: Which tense does the sentence use?
The girl will take a bath before bed.
Options: (A) present tense (B) past tense (C) future tense
|
Answer: The answer is C.
|
Context: N/A
Question: Which tense does the sentence use?
The girl will take a bath before bed.
Options: (A) present tense (B) past tense (C) future tense
Answer: The answer is C.
|
||
null |
Which figure of speech is used in this text?
Kayla, I've told you a million times: you need to dry the dishes before you put them away.
|
[
"hyperbole",
"oxymoron"
] |
A
|
closed choice
|
grade9
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech: euphemism, hyperbole, oxymoron, paradox
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
|
The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
A million times is an exaggeration, since it is unlikely that Kayla has actually been told this a million times.
|
Context: N/A
Question: Which figure of speech is used in this text?
Kayla, I've told you a million times: you need to dry the dishes before you put them away.
Options: (A) hyperbole (B) oxymoron
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
Kayla, I've told you a million times: you need to dry the dishes before you put them away.
Options: (A) hyperbole (B) oxymoron
Answer: The answer is A.
|
||
null |
Which figure of speech is used in this text?
Jaylen's leaving his job? That's old news. He's been planning that for months.
|
[
"oxymoron",
"anaphora"
] |
A
|
closed choice
|
grade12
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic.
|
The text uses an oxymoron, a joining of two seemingly contradictory terms.
Old news is a contradiction, because news is recent information.
|
Context: N/A
Question: Which figure of speech is used in this text?
Jaylen's leaving his job? That's old news. He's been planning that for months.
Options: (A) oxymoron (B) anaphora
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
Jaylen's leaving his job? That's old news. He's been planning that for months.
Options: (A) oxymoron (B) anaphora
Answer: The answer is A.
|
||
null |
Which is harder?
|
[
"clay tile",
"paper bag"
] |
A
|
closed choice
|
grade3
|
natural science
|
physics
|
Materials
|
Compare properties of materials
|
Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.
|
Hard is a property. A hard material keeps its shape when you press on it with your finger.
Look at each picture, one at a time. Imagine pushing on the material shown in each picture.
Of the choices, the clay tile is harder. If you step on clay tile, it will not change shape.
|
Context: N/A
Question: Which is harder?
Options: (A) clay tile (B) paper bag
|
Answer: The answer is A.
|
Context: N/A
Question: Which is harder?
Options: (A) clay tile (B) paper bag
Answer: The answer is A.
|
||
null |
Which figure of speech is used in this text?
All for one, one for all.
—Alexandre Dumas, The Three Musketeers
|
[
"chiasmus",
"hyperbole"
] |
A
|
closed choice
|
grade11
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic.
|
The text uses chiasmus, an expression in which the second half parallels the first but reverses the order of words.
The second half of the sentence reverses the order of the words all and one relative to the first half.
|
Context: N/A
Question: Which figure of speech is used in this text?
All for one, one for all.
—Alexandre Dumas, The Three Musketeers
Options: (A) chiasmus (B) hyperbole
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
All for one, one for all.
—Alexandre Dumas, The Three Musketeers
Options: (A) chiasmus (B) hyperbole
Answer: The answer is A.
|
||
null |
Which type of sentence is this?
Lee took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
|
[
"compound",
"complex",
"compound-complex",
"simple"
] |
D
|
closed choice
|
grade8
|
language science
|
grammar
|
Phrases and clauses
|
Is the sentence simple, compound, complex, or compound-complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.
|
The sentence is simple. It is a single independent clause.
Lee took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
|
Context: N/A
Question: Which type of sentence is this?
Lee took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
Options: (A) compound (B) complex (C) compound-complex (D) simple
|
Answer: The answer is D.
|
Context: N/A
Question: Which type of sentence is this?
Lee took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
Options: (A) compound (B) complex (C) compound-complex (D) simple
Answer: The answer is D.
|
||
null |
Select the amphibian.
|
[
"green chameleon",
"hammerhead shark",
"western toad",
"Banggai cardinalfish"
] |
C
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Amphibians have moist skin and begin their lives in water.
|
A hammerhead shark is a fish. It lives underwater. It has fins, not limbs.
Hammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.
A green chameleon is a reptile. It has scaly, waterproof skin.
Chameleons eat insects. They use their long, sticky tongues to catch their prey.
A western toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.
|
Context: N/A
Question: Select the amphibian.
Options: (A) green chameleon (B) hammerhead shark (C) western toad (D) Banggai cardinalfish
|
Answer: The answer is C.
|
Context: N/A
Question: Select the amphibian.
Options: (A) green chameleon (B) hammerhead shark (C) western toad (D) Banggai cardinalfish
Answer: The answer is C.
|
||
null |
Is a strawberry a good or a service?
|
[
"a service",
"a good"
] |
B
|
closed choice
|
grade2
|
social science
|
economics
|
Economics
|
Goods and services
|
Everything you can buy is either a good or a service.
A good is something you can touch or hold in your hands. For example, a hammer is a good.
A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service.
|
To decide whether a strawberry is a good or a service, ask these questions:
Is a strawberry something you can touch? Yes.
Is a strawberry a job you might pay someone else to do? No.
So, a strawberry is a good.
|
Context: N/A
Question: Is a strawberry a good or a service?
Options: (A) a service (B) a good
|
Answer: The answer is B.
|
Context: N/A
Question: Is a strawberry a good or a service?
Options: (A) a service (B) a good
Answer: The answer is B.
|
||
null |
What does the euphemism in this text suggest?
Will is big-boned, so despite being in middle school, he often shops in the men's department.
|
[
"Will has larger bones than most people.",
"Will is overweight."
] |
B
|
closed choice
|
grade12
|
language science
|
figurative-language
|
Literary devices
|
Interpret the figure of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
|
The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The euphemism big-boned suggests that Will is overweight.
|
Context: N/A
Question: What does the euphemism in this text suggest?
Will is big-boned, so despite being in middle school, he often shops in the men's department.
Options: (A) Will has larger bones than most people. (B) Will is overweight.
|
Answer: The answer is B.
|
Context: N/A
Question: What does the euphemism in this text suggest?
Will is big-boned, so despite being in middle school, he often shops in the men's department.
Options: (A) Will has larger bones than most people. (B) Will is overweight.
Answer: The answer is B.
|
||
null |
Which sentence is more formal?
|
[
"On a date next week TBD, the library will close so that new computers can be installed.",
"The library will close for one day next week so that new computers can be installed."
] |
B
|
closed choice
|
grade7
|
language science
|
writing-strategies
|
Author's purpose and tone
|
Which sentence is more formal?
|
Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
|
The second sentence is less formal. You can tell because it uses abbreviated language (TBD).
The first sentence does not use abbreviated language, so it is more formal.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) On a date next week TBD, the library will close so that new computers can be installed. (B) The library will close for one day next week so that new computers can be installed.
|
Answer: The answer is B.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) On a date next week TBD, the library will close so that new computers can be installed. (B) The library will close for one day next week so that new computers can be installed.
Answer: The answer is B.
|
||
null |
Is the following trait inherited or acquired?
Jerry has five toes on each foot.
|
[
"inherited",
"acquired"
] |
A
|
Hint: Jerry was born with five toes on each foot.
|
closed choice
|
grade4
|
natural science
|
biology
|
Traits and heredity
|
Identify inherited and acquired traits
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
|
Most humans are born with five toes on each foot. So, having five toes is an inherited trait.
|
Context: Hint: Jerry was born with five toes on each foot.
Question: Is the following trait inherited or acquired?
Jerry has five toes on each foot.
Options: (A) inherited (B) acquired
|
Answer: The answer is A.
|
Context: Hint: Jerry was born with five toes on each foot.
Question: Is the following trait inherited or acquired?
Jerry has five toes on each foot.
Options: (A) inherited (B) acquired
Answer: The answer is A.
|
|
null |
Which word would you find on a dictionary page with the following guide words?
shy - spool
|
[
"symbol",
"slippery"
] |
B
|
closed choice
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since slippery is between the guide words shy - spool, it would be found on that page.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
shy - spool
Options: (A) symbol (B) slippery
|
Answer: The answer is B.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
shy - spool
Options: (A) symbol (B) slippery
Answer: The answer is B.
|
||
null |
Does this passage describe the weather or the climate?
The Atacama Desert in Chile is one of the driest places on Earth. It has an average precipitation of only 1.5 centimeters per year.
|
[
"weather",
"climate"
] |
B
|
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
What's the difference between weather and climate?
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the text carefully.
The Atacama Desert in Chile is one of the driest places on Earth. It has an average precipitation of only 1.5 centimeters per year.
This passage tells you about the usual precipitation in the Atacama Desert. It does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
The Atacama Desert in Chile is one of the driest places on Earth. It has an average precipitation of only 1.5 centimeters per year.
Options: (A) weather (B) climate
|
Answer: The answer is B.
|
Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
The Atacama Desert in Chile is one of the driest places on Earth. It has an average precipitation of only 1.5 centimeters per year.
Options: (A) weather (B) climate
Answer: The answer is B.
|
|
null |
Which of the following contains a vague pronoun reference?
|
[
"Mr. Garza was reaching for the ladle in the gravy bowl when his wife took it away.",
"Mr. Garza was reaching for the ladle in the gravy bowl when his wife took the ladle away."
] |
A
|
closed choice
|
grade10
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The second answer choice contains a vague pronoun reference. The pronoun it could refer to the ladle or the gravy bowl.
The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the ladle.
Mr. Garza was reaching for the ladle in the gravy bowl when his wife took the ladle away.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Mr. Garza was reaching for the ladle in the gravy bowl when his wife took it away. (B) Mr. Garza was reaching for the ladle in the gravy bowl when his wife took the ladle away.
|
Answer: The answer is A.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Mr. Garza was reaching for the ladle in the gravy bowl when his wife took it away. (B) Mr. Garza was reaching for the ladle in the gravy bowl when his wife took the ladle away.
Answer: The answer is A.
|
||
null |
Complete the sentence.
An icicle forming on the edge of a roof is a ().
|
[
"physical change",
"chemical change"
] |
A
|
closed choice
|
grade3
|
natural science
|
chemistry
|
Physical and chemical change
|
Identify physical and chemical changes
|
Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.
|
An icicle forming on the edge of a roof is a change of state. So, it is a physical change. Liquid water freezes and becomes solid, but it is still made of water. A different type of matter is not formed.
|
Context: N/A
Question: Complete the sentence.
An icicle forming on the edge of a roof is a ().
Options: (A) physical change (B) chemical change
|
Answer: The answer is A.
|
Context: N/A
Question: Complete the sentence.
An icicle forming on the edge of a roof is a ().
Options: (A) physical change (B) chemical change
Answer: The answer is A.
|
||
null |
Based on this information, what is Toriel's phenotype for the coat color trait?
|
[
"a reddish-brown coat",
"a black coat"
] |
B
|
In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
Toriel is a horse from this group. Toriel has the homozygous genotype LL for the coat color gene.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
Toriel's genotype for the coat color gene is LL. Toriel's genotype of LL has only L allelles. The L allele is for a black coat. So, Toriel's phenotype for the coat color trait must be a black coat.
To check this answer, consider whether Toriel's alleles are dominant or recessive. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.
Toriel's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Toriel's phenotype for the coat color trait must be a black coat.
|
Context: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
Toriel is a horse from this group. Toriel has the homozygous genotype LL for the coat color gene.
Question: Based on this information, what is Toriel's phenotype for the coat color trait?
Options: (A) a reddish-brown coat (B) a black coat
|
Answer: The answer is B.
|
Context: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
Toriel is a horse from this group. Toriel has the homozygous genotype LL for the coat color gene.
Question: Based on this information, what is Toriel's phenotype for the coat color trait?
Options: (A) a reddish-brown coat (B) a black coat
Answer: The answer is B.
|
|
null |
Which of the following contains a vague pronoun reference?
|
[
"Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find the forms.",
"Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find them."
] |
B
|
closed choice
|
grade10
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun them could refer to the new employees or their intake forms.
The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the forms.
Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find the forms.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find the forms. (B) Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find them.
|
Answer: The answer is B.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find the forms. (B) Mr. Warren wanted the new employees to fill out their intake forms, but he couldn't find them.
Answer: The answer is B.
|
||
null |
Select the vertebrate.
|
[
"grasshopper",
"pig"
] |
B
|
Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
|
closed choice
|
grade3
|
natural science
|
biology
|
Classification
|
Identify vertebrates and invertebrates
|
Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have a hard outer cover on their body. Other invertebrates have a soft body.
|
A pig is a mammal. Like other mammals, a pig is a vertebrate. It has a backbone.
A grasshopper is an insect. Like other insects, a grasshopper is an invertebrate. It does not have a backbone. It has a hard outer cover.
|
Context: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
Question: Select the vertebrate.
Options: (A) grasshopper (B) pig
|
Answer: The answer is B.
|
Context: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
Question: Select the vertebrate.
Options: (A) grasshopper (B) pig
Answer: The answer is B.
|
|
null |
What do these two changes have in common?
a copper statue turning green
baking an apple pie
|
[
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by cooling.",
"Both are caused by heating."
] |
B
|
closed choice
|
grade4
|
natural science
|
chemistry
|
Physical and chemical change
|
Compare physical and chemical changes
|
Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
A copper statue turning green is a chemical change. The copper reacts with oxygen in the air. This reaction forms a different type of matter called copper oxide. The copper oxide is green.
Baking an apple pie is a chemical change. The type of matter in the pie changes when it is baked. The crust turns brown, and the apples become soft.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Baking is caused by heating. But a copper statue turning green is not.
Both are caused by cooling.
Neither change is caused by cooling.
|
Context: N/A
Question: What do these two changes have in common?
a copper statue turning green
baking an apple pie
Options: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are caused by heating.
|
Answer: The answer is B.
|
Context: N/A
Question: What do these two changes have in common?
a copper statue turning green
baking an apple pie
Options: (A) Both are only physical changes. (B) Both are chemical changes. (C) Both are caused by cooling. (D) Both are caused by heating.
Answer: The answer is B.
|
||
null |
What is the mass of a school bus?
|
[
"15 ounces",
"15 pounds",
"15 tons"
] |
C
|
Select the best estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of mass
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton.
|
The best estimate for the mass of a school bus is 15 tons.
15 ounces and 15 pounds are both too light.
|
Context: Select the best estimate.
Question: What is the mass of a school bus?
Options: (A) 15 ounces (B) 15 pounds (C) 15 tons
|
Answer: The answer is C.
|
Context: Select the best estimate.
Question: What is the mass of a school bus?
Options: (A) 15 ounces (B) 15 pounds (C) 15 tons
Answer: The answer is C.
|
|
null |
Which of the following contains a vague pronoun reference?
|
[
"After Maria scolded Susan for missing the deadline, she felt awful.",
"Maria felt awful after she scolded Susan for missing the deadline."
] |
A
|
closed choice
|
grade11
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun she could refer to Maria or Susan.
After Maria scolded Susan for missing the deadline, she felt awful.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Maria felt awful after she scolded Susan for missing the deadline.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) After Maria scolded Susan for missing the deadline, she felt awful. (B) Maria felt awful after she scolded Susan for missing the deadline.
|
Answer: The answer is A.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) After Maria scolded Susan for missing the deadline, she felt awful. (B) Maria felt awful after she scolded Susan for missing the deadline.
Answer: The answer is A.
|
||
null |
Does the sentence use a simile or a metaphor?
From across the room, Uncle Ronald's laughter was booming thunder.
|
[
"simile",
"metaphor"
] |
B
|
closed choice
|
grade5
|
language science
|
figurative-language
|
Literary devices
|
Identify similes and metaphors
|
Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader.
|
From across the room, Uncle Ronald's laughter was booming thunder.
The words laughter and thunder are compared without the word like or as. So, the sentence uses a metaphor.
|
Context: N/A
Question: Does the sentence use a simile or a metaphor?
From across the room, Uncle Ronald's laughter was booming thunder.
Options: (A) simile (B) metaphor
|
Answer: The answer is B.
|
Context: N/A
Question: Does the sentence use a simile or a metaphor?
From across the room, Uncle Ronald's laughter was booming thunder.
Options: (A) simile (B) metaphor
Answer: The answer is B.
|
||
null |
Select the liquid.
|
[
"ballet shoes",
"hammer",
"wet paint",
"ring"
] |
C
|
closed choice
|
grade3
|
natural science
|
physics
|
States of matter
|
Identify solids, liquids, and gases
|
Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
|
A ring is a solid. A solid has a size and shape of its own. A ring keeps its shape, even when you take it off your finger.
A ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own.
A hammer is a solid. A solid has a size and shape of its own. A hammer is made of iron and wood. Both iron and wood are solids.
Wet paint is a liquid. A liquid takes the shape of any container it is in. If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.
|
Context: N/A
Question: Select the liquid.
Options: (A) ballet shoes (B) hammer (C) wet paint (D) ring
|
Answer: The answer is C.
|
Context: N/A
Question: Select the liquid.
Options: (A) ballet shoes (B) hammer (C) wet paint (D) ring
Answer: The answer is C.
|
||
null |
What does the verbal irony in this text suggest?
"That fits you well," Bobby remarked after Paula's cap fell over her eyes for the tenth time.
|
[
"The cap was a good fit.",
"The cap was too big."
] |
B
|
closed choice
|
grade8
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses verbal irony, which involves saying one thing but implying something very different.
Fits you well ironically suggests that the cap was too big. The cap was falling over Paula's eyes, so it didn't fit her well at all.
|
Context: N/A
Question: What does the verbal irony in this text suggest?
"That fits you well," Bobby remarked after Paula's cap fell over her eyes for the tenth time.
Options: (A) The cap was a good fit. (B) The cap was too big.
|
Answer: The answer is B.
|
Context: N/A
Question: What does the verbal irony in this text suggest?
"That fits you well," Bobby remarked after Paula's cap fell over her eyes for the tenth time.
Options: (A) The cap was a good fit. (B) The cap was too big.
Answer: The answer is B.
|
||
null |
Select the description that doesn't belong.
|
[
"old",
"after",
"during",
"before"
] |
A
|
closed choice
|
grade3
|
language science
|
vocabulary
|
Categories
|
Select the words that don't belong
|
Old doesn't belong.
During, before, and after all describe the order of events.
|
Context: N/A
Question: Select the description that doesn't belong.
Options: (A) old (B) after (C) during (D) before
|
Answer: The answer is A.
|
Context: N/A
Question: Select the description that doesn't belong.
Options: (A) old (B) after (C) during (D) before
Answer: The answer is A.
|
|||
null |
What do these two changes have in common?
erosion caused by wind
mixing sand and water
|
[
"Both are caused by heating.",
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by cooling."
] |
B
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Chemical reactions
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.
|
Step 1: Think about each change.
Erosion caused by wind is a physical change. The wind carries away tiny pieces of rock. But the pieces of rock do not become a different type of matter.
Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are physical changes. No new matter is created.
Both are chemical changes.
Both changes are physical changes. They are not chemical changes.
Both are caused by heating.
Neither change is caused by heating.
Both are caused by cooling.
Neither change is caused by cooling.
|
Context: N/A
Question: What do these two changes have in common?
erosion caused by wind
mixing sand and water
Options: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by cooling.
|
Answer: The answer is B.
|
Context: N/A
Question: What do these two changes have in common?
erosion caused by wind
mixing sand and water
Options: (A) Both are caused by heating. (B) Both are only physical changes. (C) Both are chemical changes. (D) Both are caused by cooling.
Answer: The answer is B.
|
||
null |
Complete the sentence.
Stapling an envelope shut is a ().
|
[
"physical change",
"chemical change"
] |
A
|
closed choice
|
grade4
|
natural science
|
chemistry
|
Physical and chemical change
|
Identify physical and chemical changes
|
Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.
|
Stapling an envelope shut is a physical change. The envelope and the staple get new shapes. Both are still made of the same type of matter.
|
Context: N/A
Question: Complete the sentence.
Stapling an envelope shut is a ().
Options: (A) physical change (B) chemical change
|
Answer: The answer is A.
|
Context: N/A
Question: Complete the sentence.
Stapling an envelope shut is a ().
Options: (A) physical change (B) chemical change
Answer: The answer is A.
|
||
null |
Which tense does the sentence use?
We will camp for two nights.
|
[
"past tense",
"present tense",
"future tense"
] |
C
|
closed choice
|
grade2
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in future tense. You can tell because it uses will before the main verb, camp. The verb tells you about something that is going to happen.
|
Context: N/A
Question: Which tense does the sentence use?
We will camp for two nights.
Options: (A) past tense (B) present tense (C) future tense
|
Answer: The answer is C.
|
Context: N/A
Question: Which tense does the sentence use?
We will camp for two nights.
Options: (A) past tense (B) present tense (C) future tense
Answer: The answer is C.
|
||
null |
What information supports the conclusion that Samuel inherited this trait?
|
[
"Samuel and his father both have short hair.",
"Samuel's parents were born with straight hair. They passed down this trait to Samuel."
] |
B
|
Read the description of a trait.
Samuel has straight hair.
|
closed choice
|
grade5
|
natural science
|
biology
|
Traits and heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
|
Context: Read the description of a trait.
Samuel has straight hair.
Question: What information supports the conclusion that Samuel inherited this trait?
Options: (A) Samuel and his father both have short hair. (B) Samuel's parents were born with straight hair. They passed down this trait to Samuel.
|
Answer: The answer is B.
|
Context: Read the description of a trait.
Samuel has straight hair.
Question: What information supports the conclusion that Samuel inherited this trait?
Options: (A) Samuel and his father both have short hair. (B) Samuel's parents were born with straight hair. They passed down this trait to Samuel.
Answer: The answer is B.
|
||
null |
Complete the sentence.
Mixing eggs, oil, and vinegar to make mayonnaise is a ().
|
[
"physical change",
"chemical change"
] |
A
|
closed choice
|
grade5
|
natural science
|
chemistry
|
Physical and chemical change
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.
|
Mixing eggs, oil, and vinegar to make mayonnaise is a physical change. Mayonnaise is a mixture. Making a mixture does not form a different type of matter. The eggs, oil, and vinegar look different when they are mixed together. But, their molecules do not change.
|
Context: N/A
Question: Complete the sentence.
Mixing eggs, oil, and vinegar to make mayonnaise is a ().
Options: (A) physical change (B) chemical change
|
Answer: The answer is A.
|
Context: N/A
Question: Complete the sentence.
Mixing eggs, oil, and vinegar to make mayonnaise is a ().
Options: (A) physical change (B) chemical change
Answer: The answer is A.
|
||
null |
Which change better matches the sentence?
Lava comes out of the ground.
|
[
"volcanic eruption",
"flood"
] |
A
|
closed choice
|
grade2
|
natural science
|
earth-science
|
Earth events
|
Classify changes to Earth's surface
|
Context: N/A
Question: Which change better matches the sentence?
Lava comes out of the ground.
Options: (A) volcanic eruption (B) flood
|
Answer: The answer is A.
|
Context: N/A
Question: Which change better matches the sentence?
Lava comes out of the ground.
Options: (A) volcanic eruption (B) flood
Answer: The answer is A.
|
||||
null |
Last year, there were seven men's clothing stores on Main Street in Milford. This year, there are only three. What probably happened to the overall supply of men's shirts in Milford?
|
[
"The supply probably went down.",
"The supply probably went up."
] |
A
|
closed choice
|
grade3
|
social science
|
economics
|
Supply and demand
|
Understand overall supply and demand
|
Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.
|
When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.
|
Context: N/A
Question: Last year, there were seven men's clothing stores on Main Street in Milford. This year, there are only three. What probably happened to the overall supply of men's shirts in Milford?
Options: (A) The supply probably went down. (B) The supply probably went up.
|
Answer: The answer is A.
|
Context: N/A
Question: Last year, there were seven men's clothing stores on Main Street in Milford. This year, there are only three. What probably happened to the overall supply of men's shirts in Milford?
Options: (A) The supply probably went down. (B) The supply probably went up.
Answer: The answer is A.
|
||
null |
Complete the statement. Assume that the motorcycle's mass did not change.
The gravitational potential energy stored between the motorcycle and Earth () as Emmett rode up the hill.
|
[
"decreased",
"increased",
"stayed the same"
] |
B
|
Read the text about an object in motion.
Emmett rode his motorcycle from the bottom of a hill to the top of the hill.
|
closed choice
|
grade7
|
natural science
|
physics
|
Kinetic and potential energy
|
Identify changes in gravitational potential energy
|
Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same
|
Think about how the distance between the motorcycle and the center of Earth changed.
The top of the hill is higher than the bottom of the hill. As Emmett rode toward the top of the hill, the distance between the motorcycle and the center of Earth increased. So, the gravitational potential energy stored between the motorcycle and Earth increased as Emmett rode up the hill.
|
Context: Read the text about an object in motion.
Emmett rode his motorcycle from the bottom of a hill to the top of the hill.
Question: Complete the statement. Assume that the motorcycle's mass did not change.
The gravitational potential energy stored between the motorcycle and Earth () as Emmett rode up the hill.
Options: (A) decreased (B) increased (C) stayed the same
|
Answer: The answer is B.
|
Context: Read the text about an object in motion.
Emmett rode his motorcycle from the bottom of a hill to the top of the hill.
Question: Complete the statement. Assume that the motorcycle's mass did not change.
The gravitational potential energy stored between the motorcycle and Earth () as Emmett rode up the hill.
Options: (A) decreased (B) increased (C) stayed the same
Answer: The answer is B.
|
|
null |
Which figure of speech is used in this text?
Edgar's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer.
|
[
"personification",
"metaphor"
] |
A
|
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses personification, giving human characteristics to nonhuman things.
Edgar's '64 Impala groaned describes the car as if it were human.
|
Context: N/A
Question: Which figure of speech is used in this text?
Edgar's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer.
Options: (A) personification (B) metaphor
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
Edgar's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer.
Options: (A) personification (B) metaphor
Answer: The answer is A.
|
||
null |
Which word is not like the others?
|
[
"water",
"juice",
"glass",
"milk"
] |
C
|
closed choice
|
grade2
|
language science
|
vocabulary
|
Categories
|
Which word is not like the others?
|
Some words are alike. They go together in a group.
Red, blue, and green go together. They are colors.
Mom, dad, grandma, and grandpa go together. They are people in a family.
|
Juice, water, and milk go together. They are drinks. Glass is not a drink, so it is not like the other words.
|
Context: N/A
Question: Which word is not like the others?
Options: (A) water (B) juice (C) glass (D) milk
|
Answer: The answer is C.
|
Context: N/A
Question: Which word is not like the others?
Options: (A) water (B) juice (C) glass (D) milk
Answer: The answer is C.
|
||
null |
What is the source of the allusion in the sentence below?
"Jason's personality is very Jekyll and Hyde," Sasha told her brother.
|
[
"literature",
"a song"
] |
A
|
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion Jekyll and Hyde is literature.
Robert Louis Stevenson's popular Victorian novella Dr. Jekyll and Mr. Hyde tells the story of a man with two distinct personalities. Known to the world as a kind and highly respected doctor, at night he transforms into a monstrous person.
The allusion Jekyll and Hyde means kind then cruel.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
"Jason's personality is very Jekyll and Hyde," Sasha told her brother.
Options: (A) literature (B) a song
|
Answer: The answer is A.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
"Jason's personality is very Jekyll and Hyde," Sasha told her brother.
Options: (A) literature (B) a song
Answer: The answer is A.
|
||
null |
Is the following trait inherited or acquired?
Wayne has naturally dark skin.
|
[
"acquired",
"inherited"
] |
B
|
closed choice
|
grade5
|
natural science
|
biology
|
Traits and heredity
|
Identify inherited and acquired traits
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
|
Humans do not choose their skin color. Babies get their skin color from their parents. So, Wayne's skin color is an inherited trait.
|
Context: N/A
Question: Is the following trait inherited or acquired?
Wayne has naturally dark skin.
Options: (A) acquired (B) inherited
|
Answer: The answer is B.
|
Context: N/A
Question: Is the following trait inherited or acquired?
Wayne has naturally dark skin.
Options: (A) acquired (B) inherited
Answer: The answer is B.
|
||
null |
Using only these supplies, which question can Chloe investigate with an experiment?
|
[
"Do round rocks or flat rocks skip more times when thrown across the river?",
"Do rocks skip more times when thrown across a river or across a pond?",
"Do small rocks or large rocks skip more times when thrown across the river?"
] |
C
|
Chloe likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
10 small flat rocks
10 large flat rocks
access to the river by her school
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
|
Context: Chloe likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
10 small flat rocks
10 large flat rocks
access to the river by her school
Question: Using only these supplies, which question can Chloe investigate with an experiment?
Options: (A) Do round rocks or flat rocks skip more times when thrown across the river? (B) Do rocks skip more times when thrown across a river or across a pond? (C) Do small rocks or large rocks skip more times when thrown across the river?
|
Answer: The answer is C.
|
Context: Chloe likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
10 small flat rocks
10 large flat rocks
access to the river by her school
Question: Using only these supplies, which question can Chloe investigate with an experiment?
Options: (A) Do round rocks or flat rocks skip more times when thrown across the river? (B) Do rocks skip more times when thrown across a river or across a pond? (C) Do small rocks or large rocks skip more times when thrown across the river?
Answer: The answer is C.
|
||
null |
What is the source of the allusion in the sentence below?
Adam said he would put in a good word for Sophia with their boss, but she knew he had a reputation as a Benedict Arnold.
|
[
"a movie",
"U.S. history"
] |
B
|
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion Benedict Arnold is U.S. history.
Benedict Arnold was an American officer who secretly aided the British during the American Revolution.
The allusion Benedict Arnold means a traitor.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Adam said he would put in a good word for Sophia with their boss, but she knew he had a reputation as a Benedict Arnold.
Options: (A) a movie (B) U.S. history
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Adam said he would put in a good word for Sophia with their boss, but she knew he had a reputation as a Benedict Arnold.
Options: (A) a movie (B) U.S. history
Answer: The answer is B.
|
||
null |
Which of the following contains a vague pronoun reference?
|
[
"At lunchtime, Steven can often be found reading at his favorite café, where the servers provide unlimited coffee refills.",
"At lunchtime, Steven can often be found reading at his favorite café, where they provide unlimited coffee refills."
] |
B
|
closed choice
|
grade11
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The second answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
The first answer choice shows a possible correction for the vague pronoun reference. They has been replaced with the servers.
At lunchtime, Steven can often be found reading at his favorite café, where the servers provide unlimited coffee refills.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) At lunchtime, Steven can often be found reading at his favorite café, where the servers provide unlimited coffee refills. (B) At lunchtime, Steven can often be found reading at his favorite café, where they provide unlimited coffee refills.
|
Answer: The answer is B.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) At lunchtime, Steven can often be found reading at his favorite café, where the servers provide unlimited coffee refills. (B) At lunchtime, Steven can often be found reading at his favorite café, where they provide unlimited coffee refills.
Answer: The answer is B.
|
||
null |
What information supports the conclusion that Matthew acquired this trait?
|
[
"Matthew learned history by reading.",
"Matthew is most interested in American history."
] |
A
|
Read the description of a trait.
Matthew knows a lot about history.
|
closed choice
|
grade4
|
natural science
|
biology
|
Traits and heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
|
Context: Read the description of a trait.
Matthew knows a lot about history.
Question: What information supports the conclusion that Matthew acquired this trait?
Options: (A) Matthew learned history by reading. (B) Matthew is most interested in American history.
|
Answer: The answer is A.
|
Context: Read the description of a trait.
Matthew knows a lot about history.
Question: What information supports the conclusion that Matthew acquired this trait?
Options: (A) Matthew learned history by reading. (B) Matthew is most interested in American history.
Answer: The answer is A.
|
||
null |
Compare the motion of two beluga whales. Which beluga whale was moving at a lower speed?
|
[
"a beluga whale that moved 30kilometers in 5hours",
"a beluga whale that moved 20kilometers in 5hours"
] |
B
|
closed choice
|
grade2
|
natural science
|
physics
|
Force and motion
|
Compare the speeds of moving objects
|
An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed.
|
Look at the distance each beluga whale moved and the time it took to move that distance.
One beluga whale moved 20 kilometers in 5 hours.
The other beluga whale moved 30 kilometers in 5 hours.
Notice that each beluga whale spent the same amount of time moving. The beluga whale that moved 20 kilometers moved a shorter distance in that time. So, that beluga whale must have moved at a lower speed.
|
Context: N/A
Question: Compare the motion of two beluga whales. Which beluga whale was moving at a lower speed?
Options: (A) a beluga whale that moved 30kilometers in 5hours (B) a beluga whale that moved 20kilometers in 5hours
|
Answer: The answer is B.
|
Context: N/A
Question: Compare the motion of two beluga whales. Which beluga whale was moving at a lower speed?
Options: (A) a beluga whale that moved 30kilometers in 5hours (B) a beluga whale that moved 20kilometers in 5hours
Answer: The answer is B.
|
||
null |
Select the one substance that is not a mineral.
|
[
"Quartz is not made by living things. It is a pure substance.",
"Pyrite is a pure substance. It is formed in nature.",
"Plastic is not a pure substance. It is made in a factory."
] |
C
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify minerals using properties
|
Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
|
Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
Pyrite is a mineral.
Quartz is a mineral.
Plastic is not a pure substance. But all minerals are pure substances.
Plastic is made in a factory. But all minerals are formed in nature.
So, plastic is not a mineral.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Quartz is not made by living things. It is a pure substance. (B) Pyrite is a pure substance. It is formed in nature. (C) Plastic is not a pure substance. It is made in a factory.
|
Answer: The answer is C.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Quartz is not made by living things. It is a pure substance. (B) Pyrite is a pure substance. It is formed in nature. (C) Plastic is not a pure substance. It is made in a factory.
Answer: The answer is C.
|
||
null |
Select the amphibian.
|
[
"robin",
"cane toad",
"sea turtle",
"koala"
] |
B
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Amphibians have moist skin and begin their lives in water.
|
A koala is a mammal. It has fur and feeds its young milk.
Koalas sleep for up to 20 hours a day!
A robin is a bird. It has feathers, two wings, and a beak.
A robin is a songbird. It sings different songs at different times of the day.
A sea turtle is a reptile. It has scaly, waterproof skin.
Sea turtles live in the water, but they lay their eggs on land.
A cane toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
|
Context: N/A
Question: Select the amphibian.
Options: (A) robin (B) cane toad (C) sea turtle (D) koala
|
Answer: The answer is B.
|
Context: N/A
Question: Select the amphibian.
Options: (A) robin (B) cane toad (C) sea turtle (D) koala
Answer: The answer is B.
|
||
null |
Does this passage describe the weather or the climate?
It is 65°F in Kylie's backyard.
|
[
"weather",
"climate"
] |
A
|
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade3
|
natural science
|
earth-science
|
Weather and climate
|
What's the difference between weather and climate?
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the text carefully.
It is 65°F in Kylie's backyard.
This passage tells you about the temperature in Kylie's backyard right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
It is 65°F in Kylie's backyard.
Options: (A) weather (B) climate
|
Answer: The answer is A.
|
Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
It is 65°F in Kylie's backyard.
Options: (A) weather (B) climate
Answer: The answer is A.
|
|
null |
What information supports the conclusion that Brody inherited this trait?
|
[
"Brody's mother cuts his hair every month.",
"Brody's parents have blond hair. They passed down this trait to Brody."
] |
B
|
Read the description of a trait.
Brody has blond hair.
|
closed choice
|
grade4
|
natural science
|
biology
|
Traits and heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
|
Context: Read the description of a trait.
Brody has blond hair.
Question: What information supports the conclusion that Brody inherited this trait?
Options: (A) Brody's mother cuts his hair every month. (B) Brody's parents have blond hair. They passed down this trait to Brody.
|
Answer: The answer is B.
|
Context: Read the description of a trait.
Brody has blond hair.
Question: What information supports the conclusion that Brody inherited this trait?
Options: (A) Brody's mother cuts his hair every month. (B) Brody's parents have blond hair. They passed down this trait to Brody.
Answer: The answer is B.
|
||
null |
Which object has the most thermal energy?
|
[
"a cherry pie at a temperature of 78°F",
"a cherry pie at a temperature of 73°F",
"a cherry pie at a temperature of 87°F"
] |
C
|
The objects are identical except for their temperatures.
|
closed choice
|
grade4
|
natural science
|
physics
|
Heat and thermal energy
|
How is temperature related to thermal energy?
|
All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
|
All three cherry pies have the same mass but different temperatures. Since the 87°F pie is the hottest, it has the most thermal energy.
|
Context: The objects are identical except for their temperatures.
Question: Which object has the most thermal energy?
Options: (A) a cherry pie at a temperature of 78°F (B) a cherry pie at a temperature of 73°F (C) a cherry pie at a temperature of 87°F
|
Answer: The answer is C.
|
Context: The objects are identical except for their temperatures.
Question: Which object has the most thermal energy?
Options: (A) a cherry pie at a temperature of 78°F (B) a cherry pie at a temperature of 73°F (C) a cherry pie at a temperature of 87°F
Answer: The answer is C.
|
|
null |
Which word would you find on a dictionary page with the following guide words?
slush - star
|
[
"seventh",
"spray"
] |
B
|
closed choice
|
grade7
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since spray is between the guide words slush - star, it would be found on that page.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
slush - star
Options: (A) seventh (B) spray
|
Answer: The answer is B.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
slush - star
Options: (A) seventh (B) spray
Answer: The answer is B.
|
||
null |
What kind of sentence is this?
What made Sally so upset?
|
[
"imperative",
"interrogative"
] |
B
|
closed choice
|
grade5
|
language science
|
punctuation
|
Sentences, fragments, and run-ons
|
Is the sentence declarative, interrogative, imperative, or exclamatory?
|
There are four kinds of sentences.
A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
I have an older brother and a younger sister.
An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
How tall are you?
An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
Read the first chapter by next week.
Look out for that car!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
Some whales are over ninety feet long!
I can't wait until tomorrow!
|
The sentence asks something, and it ends with a question mark. It is an interrogative sentence.
|
Context: N/A
Question: What kind of sentence is this?
What made Sally so upset?
Options: (A) imperative (B) interrogative
|
Answer: The answer is B.
|
Context: N/A
Question: What kind of sentence is this?
What made Sally so upset?
Options: (A) imperative (B) interrogative
Answer: The answer is B.
|
||
null |
What does the verbal irony in this text suggest?
"Sleeping through the rooster's crowing was no problem," Jack joked with a yawn.
|
[
"Jack slept poorly.",
"Jack slept well."
] |
A
|
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses verbal irony, which involves saying one thing but implying something very different.
Sleeping through the rooster's crowing was no problem ironically suggests that Jack slept poorly. Jack was tired, so the rooster's crowing was clearly a problem.
|
Context: N/A
Question: What does the verbal irony in this text suggest?
"Sleeping through the rooster's crowing was no problem," Jack joked with a yawn.
Options: (A) Jack slept poorly. (B) Jack slept well.
|
Answer: The answer is A.
|
Context: N/A
Question: What does the verbal irony in this text suggest?
"Sleeping through the rooster's crowing was no problem," Jack joked with a yawn.
Options: (A) Jack slept poorly. (B) Jack slept well.
Answer: The answer is A.
|
||
null |
Based on this information, what is this cucumber plant's genotype for the fruit texture gene?
|
[
"Ff",
"bumpy fruit"
] |
A
|
In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for bumpy fruit, and the allele f is for smooth fruit.
A certain cucumber plant from this group has bumpy fruit. This plant has one allele for bumpy fruit and one allele for smooth fruit.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's genotype for a gene is its combination of alleles for that gene. The cucumber plant has one allele for bumpy fruit (F) and one allele for smooth fruit (f). So, the plant's genotype for the fruit texture gene is Ff.
|
Context: In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for bumpy fruit, and the allele f is for smooth fruit.
A certain cucumber plant from this group has bumpy fruit. This plant has one allele for bumpy fruit and one allele for smooth fruit.
Question: Based on this information, what is this cucumber plant's genotype for the fruit texture gene?
Options: (A) Ff (B) bumpy fruit
|
Answer: The answer is A.
|
Context: In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for bumpy fruit, and the allele f is for smooth fruit.
A certain cucumber plant from this group has bumpy fruit. This plant has one allele for bumpy fruit and one allele for smooth fruit.
Question: Based on this information, what is this cucumber plant's genotype for the fruit texture gene?
Options: (A) Ff (B) bumpy fruit
Answer: The answer is A.
|
|
null |
Based on this information, what is Milo's genotype for the fur type gene?
|
[
"FF",
"straight fur"
] |
A
|
In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.
Milo, a cat from this group, has straight fur. Milo has two alleles for straight fur.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's genotype for a gene is its combination of alleles for that gene. Milo has two alleles for straight fur (F). So, Milo's genotype for the fur type gene is FF.
|
Context: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.
Milo, a cat from this group, has straight fur. Milo has two alleles for straight fur.
Question: Based on this information, what is Milo's genotype for the fur type gene?
Options: (A) FF (B) straight fur
|
Answer: The answer is A.
|
Context: In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele F is for straight fur, and the allele f is for curly fur.
Milo, a cat from this group, has straight fur. Milo has two alleles for straight fur.
Question: Based on this information, what is Milo's genotype for the fur type gene?
Options: (A) FF (B) straight fur
Answer: The answer is A.
|
|
null |
What information supports the conclusion that Bella acquired this trait?
|
[
"Bella's scar was caused by an accident. She cut her leg when she was climbing a tree.",
"Some scars fade more quickly than others."
] |
A
|
Read the description of a trait.
Bella has a scar on her left leg.
|
closed choice
|
grade3
|
natural science
|
biology
|
Heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
|
Context: Read the description of a trait.
Bella has a scar on her left leg.
Question: What information supports the conclusion that Bella acquired this trait?
Options: (A) Bella's scar was caused by an accident. She cut her leg when she was climbing a tree. (B) Some scars fade more quickly than others.
|
Answer: The answer is A.
|
Context: Read the description of a trait.
Bella has a scar on her left leg.
Question: What information supports the conclusion that Bella acquired this trait?
Options: (A) Bella's scar was caused by an accident. She cut her leg when she was climbing a tree. (B) Some scars fade more quickly than others.
Answer: The answer is A.
|
||
null |
Which sentence states a fact?
|
[
"Tomato plants, with their bright colors and sturdy vines, make attractive additions to home gardens.",
"Certain insects help flowering plants reproduce by moving pollen between the plant's different parts."
] |
B
|
closed choice
|
grade6
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Distinguish facts from opinions
|
A fact is something that can be proved by research or observation.
Napoleon Bonaparte was shorter than King Louis XVI.
The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
Napoleon Bonaparte was a better leader than King Louis XVI.
The statement above is an opinion. People can have different ideas about what makes someone a "better" leader, so the statement cannot be proved.
|
The first sentence states a fact.
Certain insects help flowering plants reproduce by moving pollen between the plant's different parts.
It can be proved by reading an article about how flowering plants are pollinated.
The second sentence states an opinion.
Tomato plants, with their bright colors and sturdy vines, make attractive additions to home gardens.
Attractive shows what a person believes, thinks, or feels. Another person might have a different opinion about which plants make home gardens attractive.
|
Context: N/A
Question: Which sentence states a fact?
Options: (A) Tomato plants, with their bright colors and sturdy vines, make attractive additions to home gardens. (B) Certain insects help flowering plants reproduce by moving pollen between the plant's different parts.
|
Answer: The answer is B.
|
Context: N/A
Question: Which sentence states a fact?
Options: (A) Tomato plants, with their bright colors and sturdy vines, make attractive additions to home gardens. (B) Certain insects help flowering plants reproduce by moving pollen between the plant's different parts.
Answer: The answer is B.
|
||
null |
What information supports the conclusion that Edna acquired this trait?
|
[
"Edna is most interested in American history.",
"Edna learned history by reading."
] |
B
|
Read the description of a trait.
Edna knows a lot about history.
|
closed choice
|
grade5
|
natural science
|
biology
|
Traits and heredity
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.
|
Context: Read the description of a trait.
Edna knows a lot about history.
Question: What information supports the conclusion that Edna acquired this trait?
Options: (A) Edna is most interested in American history. (B) Edna learned history by reading.
|
Answer: The answer is B.
|
Context: Read the description of a trait.
Edna knows a lot about history.
Question: What information supports the conclusion that Edna acquired this trait?
Options: (A) Edna is most interested in American history. (B) Edna learned history by reading.
Answer: The answer is B.
|
||
null |
Select the solid.
|
[
"water in a fishbowl",
"rock",
"milk"
] |
B
|
closed choice
|
grade2
|
natural science
|
physics
|
States of matter
|
Identify solids and liquids
|
Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
|
Context: N/A
Question: Select the solid.
Options: (A) water in a fishbowl (B) rock (C) milk
|
Answer: The answer is B.
|
Context: N/A
Question: Select the solid.
Options: (A) water in a fishbowl (B) rock (C) milk
Answer: The answer is B.
|
|||
null |
Which figure of speech is used in this text?
Stefan's leaving his job? That's old news. He's been planning that for months.
|
[
"chiasmus",
"oxymoron"
] |
B
|
closed choice
|
grade12
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic.
|
The text uses an oxymoron, a joining of two seemingly contradictory terms.
Old news is a contradiction, because news is recent information.
|
Context: N/A
Question: Which figure of speech is used in this text?
Stefan's leaving his job? That's old news. He's been planning that for months.
Options: (A) chiasmus (B) oxymoron
|
Answer: The answer is B.
|
Context: N/A
Question: Which figure of speech is used in this text?
Stefan's leaving his job? That's old news. He's been planning that for months.
Options: (A) chiasmus (B) oxymoron
Answer: The answer is B.
|
||
null |
Choose the poem that uses repetition.
|
[
"There was a crooked man, and he walked a crooked mile.\nHe found a crooked sixpence upon a crooked stile.\nHe bought a crooked cat, which caught a crooked mouse,\nAnd they all lived together in a little crooked house.",
"Therefore all seasons shall be sweet to thee,\nWhether the summer clothe the general earth\nWith greenness, or the redbreast sit and sing\nBetwixt the tufts of snow on the bare branch."
] |
A
|
From Samuel Taylor Coleridge, "Frost at Midnight" and from Mother Goose, "The Crooked Sixpence"
|
closed choice
|
grade4
|
language science
|
reading-comprehension
|
Poetry elements
|
Identify elements of poetry
|
Poetry is a special kind of writing. It has many elements that make it different from ordinary writing. Knowing these elements can help you talk about poetry, understand it better, and enjoy it more.
A poem rhymes when it has a pattern of words that end in the same sound.
End rhyme is when the rhymes appear at the end of a poem's lines.
Little Betty Blue,
Lost her holiday shoe.
—From Mother Goose
Internal rhyme is when at least one of the rhyming words appears inside the poem's lines.
Sweet dreams of pleasant streams.
—From William Blake, "A Cradle Song"
Rhythm is the pattern of strong and weak syllables, or stress, in a poem. You can recognize rhythm in a poem by listening to how it sounds. Poems with regular rhythm have a beat, like in music.
He watches from his mountain walls,
And like a thunderbolt he falls.
—From Alfred, Lord Tennyson, "The Eagle"
The syllables in bold are strong. We say them with more force than the other syllables. In this poem, every weak syllable is followed by a strong syllable. Each line sounds like da-DUM da-DUM da-DUM da-DUM. To better hear the rhythm, try reading it aloud while clapping on each strong syllable.
Free verse is when a poem has neither a regular rhythm nor a rhyme pattern.
The old bridge has a wrinkled face.
He bends his back
For us to go over.
—From Hilda Conkling, "The Old Bridge"
The syllables in bold are strong. You can see this poem does not have a regular rhythm. It also doesn't have a rhyme pattern.
Repetition is when words, phrases, or whole lines are repeated.
The dainty flying squirrel
In vest of shining white,
In coat of silver gray,
And vest of shining white.
—Adapted from Mary E. Burt, "The Flying Squirrel"
Alliteration is when beginning consonant sounds are repeated in words that are close together.
Where the wild men watched and waited
Wolves in the forest, and bears in the bush.
—From Bayard Taylor, "A Night with a Wolf"
Onomatopoeia is when language sounds like what it talks about.
Sometimes the onomatopoeia uses made-up words:
Tlot-tlot! tlot-tlot! Had they heard it? The horse hoofs ringing clear.
—From Alfred Noyes, "The Highwayman"
Sometimes the onomatopoeia uses real words:
Hark! the honey bee is humming.
—From Mary Howitt, "The Voice of Spring"
|
This poem uses repetition. It repeats words, phrases, or lines.
There was a crooked man, and he walked a crooked mile.
He found a crooked sixpence upon a crooked stile.
And they all lived together in a little crooked house.
|
Context: From Samuel Taylor Coleridge, "Frost at Midnight" and from Mother Goose, "The Crooked Sixpence"
Question: Choose the poem that uses repetition.
Options: (A) There was a crooked man, and he walked a crooked mile.
He found a crooked sixpence upon a crooked stile.
He bought a crooked cat, which caught a crooked mouse,
And they all lived together in a little crooked house. (B) Therefore all seasons shall be sweet to thee,
Whether the summer clothe the general earth
With greenness, or the redbreast sit and sing
Betwixt the tufts of snow on the bare branch.
|
Answer: The answer is A.
|
Context: From Samuel Taylor Coleridge, "Frost at Midnight" and from Mother Goose, "The Crooked Sixpence"
Question: Choose the poem that uses repetition.
Options: (A) There was a crooked man, and he walked a crooked mile.
He found a crooked sixpence upon a crooked stile.
He bought a crooked cat, which caught a crooked mouse,
And they all lived together in a little crooked house. (B) Therefore all seasons shall be sweet to thee,
Whether the summer clothe the general earth
With greenness, or the redbreast sit and sing
Betwixt the tufts of snow on the bare branch.
Answer: The answer is A.
|
|
null |
Which sentence states a fact?
|
[
"Our five-cent coin is called a nickel, but it's mostly made of copper.",
"In today's economy, a nickel is just about worthless."
] |
A
|
closed choice
|
grade4
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Distinguish facts from opinions
|
A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping.
|
The second sentence states a fact.
Our five-cent coin is called a nickel, but it's mostly made of copper.
It can be proved by looking up information about U.S. coins.
The first sentence states an opinion.
In today's economy, a nickel is just about worthless.
Just about worthless shows what a person believes, thinks, or feels. Another person might have a different opinion about what is worthless.
|
Context: N/A
Question: Which sentence states a fact?
Options: (A) Our five-cent coin is called a nickel, but it's mostly made of copper. (B) In today's economy, a nickel is just about worthless.
|
Answer: The answer is A.
|
Context: N/A
Question: Which sentence states a fact?
Options: (A) Our five-cent coin is called a nickel, but it's mostly made of copper. (B) In today's economy, a nickel is just about worthless.
Answer: The answer is A.
|
||
null |
How long is a caterpillar?
|
[
"38 millimeters",
"38 kilometers",
"38 centimeters",
"38 meters"
] |
A
|
Select the best estimate.
|
closed choice
|
grade6
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.
|
The best estimate for the length of a caterpillar is 38 millimeters.
38 centimeters, 38 meters, and 38 kilometers are all too long.
|
Context: Select the best estimate.
Question: How long is a caterpillar?
Options: (A) 38 millimeters (B) 38 kilometers (C) 38 centimeters (D) 38 meters
|
Answer: The answer is A.
|
Context: Select the best estimate.
Question: How long is a caterpillar?
Options: (A) 38 millimeters (B) 38 kilometers (C) 38 centimeters (D) 38 meters
Answer: The answer is A.
|
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