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null |
What information supports the conclusion that Beth inherited this trait?
|
[
"Beth and her mother both wear their hair in braids.",
"Beth's parents have red hair. They passed down this trait to Beth."
] |
B
|
Read the description of a trait.
Beth has red 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.
Beth has red hair.
Question: What information supports the conclusion that Beth inherited this trait?
Options: (A) Beth and her mother both wear their hair in braids. (B) Beth's parents have red hair. They passed down this trait to Beth.
|
Answer: The answer is B.
|
Context: Read the description of a trait.
Beth has red hair.
Question: What information supports the conclusion that Beth inherited this trait?
Options: (A) Beth and her mother both wear their hair in braids. (B) Beth's parents have red hair. They passed down this trait to Beth.
Answer: The answer is B.
|
||
null |
Based on this information, what is Bianca's genotype for the eye color gene?
|
[
"brown eyes",
"EE"
] |
B
|
In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for brown eyes, and the allele e is for red eyes.
Bianca, a guinea pig from this group, has brown eyes. Bianca has two alleles for brown eyes.
|
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. Bianca has two alleles for brown eyes (E). So, Bianca's genotype for the eye color gene is EE.
|
Context: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for brown eyes, and the allele e is for red eyes.
Bianca, a guinea pig from this group, has brown eyes. Bianca has two alleles for brown eyes.
Question: Based on this information, what is Bianca's genotype for the eye color gene?
Options: (A) brown eyes (B) EE
|
Answer: The answer is B.
|
Context: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele E is for brown eyes, and the allele e is for red eyes.
Bianca, a guinea pig from this group, has brown eyes. Bianca has two alleles for brown eyes.
Question: Based on this information, what is Bianca's genotype for the eye color gene?
Options: (A) brown eyes (B) EE
Answer: The answer is B.
|
|
null |
Using only these supplies, which question can Rita investigate with an experiment?
|
[
"Do squash plants grow larger if the seeds are planted in small pots or in large pots?",
"If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?",
"Do squash plants grow larger if the seeds are planted with compost or without compost?"
] |
C
|
Rita has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
one type of squash seeds
four large clay pots
soil
a compost pile
water
|
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: Rita has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
one type of squash seeds
four large clay pots
soil
a compost pile
water
Question: Using only these supplies, which question can Rita investigate with an experiment?
Options: (A) Do squash plants grow larger if the seeds are planted in small pots or in large pots? (B) If squash seeds and tomato seeds are planted with compost, which type of plant grows larger? (C) Do squash plants grow larger if the seeds are planted with compost or without compost?
|
Answer: The answer is C.
|
Context: Rita has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
one type of squash seeds
four large clay pots
soil
a compost pile
water
Question: Using only these supplies, which question can Rita investigate with an experiment?
Options: (A) Do squash plants grow larger if the seeds are planted in small pots or in large pots? (B) If squash seeds and tomato seeds are planted with compost, which type of plant grows larger? (C) Do squash plants grow larger if the seeds are planted with compost or without compost?
Answer: The answer is C.
|
||
null |
Which text uses the word factoid in its traditional sense?
|
[
"As a geneticist, Tracy enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.",
"As a geneticist, Tracy dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field."
] |
B
|
closed choice
|
grade10
|
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 factoid in its traditional sense: something made up presented as a true fact.
As a geneticist, Tracy dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
The first text uses factoid in its nontraditional sense: a trivial but true fact.
As a geneticist, Tracy enjoys watching science documentaries and sharing various factoids she's learned with her colleagues.
Most style guides recommend to use the traditional sense of the word factoid because it is considered more standard.
|
Context: N/A
Question: Which text uses the word factoid in its traditional sense?
Options: (A) As a geneticist, Tracy enjoys watching science documentaries and sharing various factoids she's learned with her colleagues. (B) As a geneticist, Tracy dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
|
Answer: The answer is B.
|
Context: N/A
Question: Which text uses the word factoid in its traditional sense?
Options: (A) As a geneticist, Tracy enjoys watching science documentaries and sharing various factoids she's learned with her colleagues. (B) As a geneticist, Tracy dislikes many popular sci-fi movies because they often present audiences with factoids that misrepresent her field.
Answer: The answer is B.
|
||
null |
Suppose Henry decides to plant the hickory tree. Which result would be a cost?
|
[
"The hickory tree will use up more space than the carnations would have used up.",
"Henry will get to look at the hickory tree. He thinks it will look more beautiful than the carnations would have looked."
] |
A
|
Henry is deciding whether to plant carnations or a hickory tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.
|
closed choice
|
grade4
|
social science
|
economics
|
Basic economic principles
|
Costs and benefits
|
Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
|
This result is a cost. It involves giving up or spending something that Henry wants or needs:
The hickory tree will use up more space than the carnations would have used up.
|
Context: Henry is deciding whether to plant carnations or a hickory tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.
Question: Suppose Henry decides to plant the hickory tree. Which result would be a cost?
Options: (A) The hickory tree will use up more space than the carnations would have used up. (B) Henry will get to look at the hickory tree. He thinks it will look more beautiful than the carnations would have looked.
|
Answer: The answer is A.
|
Context: Henry is deciding whether to plant carnations or a hickory tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.
Question: Suppose Henry decides to plant the hickory tree. Which result would be a cost?
Options: (A) The hickory tree will use up more space than the carnations would have used up. (B) Henry will get to look at the hickory tree. He thinks it will look more beautiful than the carnations would have looked.
Answer: The answer is A.
|
|
null |
Which soccer ball has less thermal energy?
|
[
"the colder soccer ball",
"the hotter soccer ball"
] |
A
|
Two soccer balls are identical except for their temperatures.
|
closed choice
|
grade6
|
natural science
|
physics
|
Thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
What happens if the amount of matter changes? A 1-kilogram brick at 70°F has half as much thermal energy as a 2-kilogram brick at 70°F. The two bricks have the same temperature, but the smaller brick has half as many atoms. So, it has half as much thermal energy.
|
The two soccer balls are made of the same material and have the same mass. So, the colder soccer ball has less thermal energy.
|
Context: Two soccer balls are identical except for their temperatures.
Question: Which soccer ball has less thermal energy?
Options: (A) the colder soccer ball (B) the hotter soccer ball
|
Answer: The answer is A.
|
Context: Two soccer balls are identical except for their temperatures.
Question: Which soccer ball has less thermal energy?
Options: (A) the colder soccer ball (B) the hotter soccer ball
Answer: The answer is A.
|
|
null |
Using only these supplies, which question can Tracy investigate with an experiment?
|
[
"Does milk chocolate or dark chocolate melt faster when heated on the stove?",
"Does dark chocolate or white chocolate melt faster when heated on the stove?",
"Does milk chocolate melt faster when heated in a microwave or on a stove?"
] |
A
|
Tracy leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
one bar of milk chocolate
one bar of dark chocolate
a stove
a pot
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
|
Context: Tracy leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
one bar of milk chocolate
one bar of dark chocolate
a stove
a pot
Question: Using only these supplies, which question can Tracy investigate with an experiment?
Options: (A) Does milk chocolate or dark chocolate melt faster when heated on the stove? (B) Does dark chocolate or white chocolate melt faster when heated on the stove? (C) Does milk chocolate melt faster when heated in a microwave or on a stove?
|
Answer: The answer is A.
|
Context: Tracy leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
one bar of milk chocolate
one bar of dark chocolate
a stove
a pot
Question: Using only these supplies, which question can Tracy investigate with an experiment?
Options: (A) Does milk chocolate or dark chocolate melt faster when heated on the stove? (B) Does dark chocolate or white chocolate melt faster when heated on the stove? (C) Does milk chocolate melt faster when heated in a microwave or on a stove?
Answer: The answer is A.
|
||
null |
How long is a potato?
|
[
"6 miles",
"6 yards",
"6 inches",
"6 feet"
] |
C
|
Select the best estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary 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 customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long.
|
The best estimate for the length of a potato is 6 inches.
6 feet, 6 yards, and 6 miles are all too long.
|
Context: Select the best estimate.
Question: How long is a potato?
Options: (A) 6 miles (B) 6 yards (C) 6 inches (D) 6 feet
|
Answer: The answer is C.
|
Context: Select the best estimate.
Question: How long is a potato?
Options: (A) 6 miles (B) 6 yards (C) 6 inches (D) 6 feet
Answer: The answer is C.
|
|
null |
Which tense does the sentence use?
Hannah towers over her older sister.
|
[
"present tense",
"future tense",
"past tense"
] |
A
|
closed choice
|
grade5
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in present tense. You can tell because it uses a present-tense verb, towers. The verb ends in -s and tells you about something that is true or happening now.
|
Context: N/A
Question: Which tense does the sentence use?
Hannah towers over her older sister.
Options: (A) present tense (B) future tense (C) past tense
|
Answer: The answer is A.
|
Context: N/A
Question: Which tense does the sentence use?
Hannah towers over her older sister.
Options: (A) present tense (B) future tense (C) past tense
Answer: The answer is A.
|
||
null |
Which figure of speech is used in this text?
Roll on, thou dark and deep blue Ocean—roll!
—Lord Byron, "Childe Harold's Pilgrimage"
|
[
"chiasmus",
"apostrophe"
] |
B
|
closed choice
|
grade11
|
language science
|
figurative-language
|
Literary devices
|
Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement
|
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.
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 apostrophe, a direct address to an absent person or a nonhuman entity.
Thou dark and deep blue Ocean is a direct address to the ocean, a nonhuman entity.
|
Context: N/A
Question: Which figure of speech is used in this text?
Roll on, thou dark and deep blue Ocean—roll!
—Lord Byron, "Childe Harold's Pilgrimage"
Options: (A) chiasmus (B) apostrophe
|
Answer: The answer is B.
|
Context: N/A
Question: Which figure of speech is used in this text?
Roll on, thou dark and deep blue Ocean—roll!
—Lord Byron, "Childe Harold's Pilgrimage"
Options: (A) chiasmus (B) apostrophe
Answer: The answer is B.
|
||
null |
Which correctly shows the title of a book?
|
[
"\"Little House in the Big Woods\"",
"***Little House in the Big Woods***"
] |
B
|
closed choice
|
grade6
|
language science
|
punctuation
|
Formatting
|
Formatting titles
|
The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
A Midsummer Night's Dream
The title of a poem, song, article, or short story should be in quotation marks.
"You Are My Sunshine"
|
A book should be in italics.
The correct title is **Little House in the Big Woods**.
|
Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) "Little House in the Big Woods" (B) ***Little House in the Big Woods***
|
Answer: The answer is B.
|
Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) "Little House in the Big Woods" (B) ***Little House in the Big Woods***
Answer: The answer is B.
|
||
null |
What information supports the conclusion that Hayley acquired this trait?
|
[
"Hayley is most interested in human biology.",
"Hayley learned biology by reading, observing, and experimenting."
] |
B
|
Read the description of a trait.
Hayley knows a lot about biology.
|
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.
Hayley knows a lot about biology.
Question: What information supports the conclusion that Hayley acquired this trait?
Options: (A) Hayley is most interested in human biology. (B) Hayley learned biology by reading, observing, and experimenting.
|
Answer: The answer is B.
|
Context: Read the description of a trait.
Hayley knows a lot about biology.
Question: What information supports the conclusion that Hayley acquired this trait?
Options: (A) Hayley is most interested in human biology. (B) Hayley learned biology by reading, observing, and experimenting.
Answer: The answer is B.
|
||
null |
Which of the following contains a vague pronoun reference?
|
[
"Leah roomed with Olivia last year, but Olivia's messiness became a point of contention.",
"Leah roomed with Olivia last year, but her messiness became a point of contention."
] |
B
|
closed choice
|
grade7
|
language science
|
writing-strategies
|
Pronouns and antecedents
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The second answer choice contains a vague pronoun reference. The pronoun her could refer to Leah's or Olivia's.
The first answer choice shows a possible correction for the vague pronoun reference. Her has been replaced with Olivia's.
Leah roomed with Olivia last year, but Olivia's messiness became a point of contention.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Leah roomed with Olivia last year, but Olivia's messiness became a point of contention. (B) Leah roomed with Olivia last year, but her messiness became a point of contention.
|
Answer: The answer is B.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Leah roomed with Olivia last year, but Olivia's messiness became a point of contention. (B) Leah roomed with Olivia last year, but her messiness became a point of contention.
Answer: The answer is B.
|
||
null |
Complete the sentence so that it uses personification.
The sculptor hoped that her clay would be () than it had been the day before.
|
[
"softer",
"more obedient"
] |
B
|
closed choice
|
grade10
|
language science
|
writing-strategies
|
Creative techniques
|
Use personification
|
Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.
|
Complete the sentence with the phrase more obedient. It describes the clay as if it were a person who can choose to obey or disobey.
|
Context: N/A
Question: Complete the sentence so that it uses personification.
The sculptor hoped that her clay would be () than it had been the day before.
Options: (A) softer (B) more obedient
|
Answer: The answer is B.
|
Context: N/A
Question: Complete the sentence so that it uses personification.
The sculptor hoped that her clay would be () than it had been the day before.
Options: (A) softer (B) more obedient
Answer: The answer is B.
|
||
null |
Complete the paragraph.
Earth's surface is made mostly of rock. Water, wind, and ice can break down this rock to form ().
|
[
"melted rock",
"loose pieces",
"bigger pieces"
] |
B
|
closed choice
|
grade4
|
natural science
|
literacy-in-science
|
Rocks and minerals
|
Changes to Earth's surface: erosion
|
Water, wind, and ice can break down rock into loose pieces. This breakdown of rock is called weathering. Here are some ways that weathering can happen.
Water crashes into a rock. Over time, the rock starts breaking down into smaller pieces.
Wind blows grains of sand into a rock. As the sand hits the rock, small pieces break off from the rock.
Water flows into a crack in a rock. On a cold night, the water freezes to form ice. As the water freezes, it takes up more space. This makes the crack bigger. Over time, the crack becomes big enough to break the rock into smaller pieces.
|
Context: N/A
Question: Complete the paragraph.
Earth's surface is made mostly of rock. Water, wind, and ice can break down this rock to form ().
Options: (A) melted rock (B) loose pieces (C) bigger pieces
|
Answer: The answer is B.
|
Context: N/A
Question: Complete the paragraph.
Earth's surface is made mostly of rock. Water, wind, and ice can break down this rock to form ().
Options: (A) melted rock (B) loose pieces (C) bigger pieces
Answer: The answer is B.
|
|||
null |
What do these two changes have in common?
crushing a mineral into powder
knitting yarn into a scarf
|
[
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by cooling.",
"Both are caused by heating."
] |
B
|
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.
Crushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.
Knitting yarn into a scarf is a physical change. The yarn gets a different shape, but it is still made of the same type of matter.
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?
crushing a mineral into powder
knitting yarn into a scarf
Options: (A) Both are chemical changes. (B) Both are only physical 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?
crushing a mineral into powder
knitting yarn into a scarf
Options: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are caused by heating.
Answer: The answer is B.
|
||
null |
What information supports the conclusion that Olivia inherited this trait?
|
[
"Olivia's neighbor also has straight hair.",
"Olivia's biological parents have red hair. Olivia also has red hair.",
"Olivia's biological mother often wears her straight hair in a ponytail."
] |
C
|
Read the description of a trait.
Olivia has straight hair.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
|
Context: Read the description of a trait.
Olivia has straight hair.
Question: What information supports the conclusion that Olivia inherited this trait?
Options: (A) Olivia's neighbor also has straight hair. (B) Olivia's biological parents have red hair. Olivia also has red hair. (C) Olivia's biological mother often wears her straight hair in a ponytail.
|
Answer: The answer is C.
|
Context: Read the description of a trait.
Olivia has straight hair.
Question: What information supports the conclusion that Olivia inherited this trait?
Options: (A) Olivia's neighbor also has straight hair. (B) Olivia's biological parents have red hair. Olivia also has red hair. (C) Olivia's biological mother often wears her straight hair in a ponytail.
Answer: The answer is C.
|
||
null |
Which pencil has a lower temperature?
|
[
"the pencil with more thermal energy",
"the pencil with less thermal energy"
] |
B
|
Two pencils are identical except for their thermal energies.
|
closed choice
|
grade6
|
natural science
|
physics
|
Thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.
|
The two pencils are made of the same material and have the same mass. So, the pencil with less thermal energy has a lower temperature.
|
Context: Two pencils are identical except for their thermal energies.
Question: Which pencil has a lower temperature?
Options: (A) the pencil with more thermal energy (B) the pencil with less thermal energy
|
Answer: The answer is B.
|
Context: Two pencils are identical except for their thermal energies.
Question: Which pencil has a lower temperature?
Options: (A) the pencil with more thermal energy (B) the pencil with less thermal energy
Answer: The answer is B.
|
|
null |
Which word would you find on a dictionary page with the following guide words?
pear - pump
|
[
"princess",
"path"
] |
A
|
closed choice
|
grade4
|
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 princess is between the guide words pear - pump, 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?
pear - pump
Options: (A) princess (B) path
|
Answer: The answer is A.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
pear - pump
Options: (A) princess (B) path
Answer: The answer is A.
|
||
null |
Complete the statement.
Ammonia is ().
|
[
"a compound",
"an elementary substance"
] |
A
|
Most of the ammonia produced every year is used by farmers to help crops grow. The chemical formula for ammonia is NH3.
|
closed choice
|
grade5
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using chemical formulas
|
Every substance around you is made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the element fluorine is F, and the symbol for the element beryllium is Be.
The symbol for each element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one symbol.
The symbol may be followed by a subscript. A subscript is text that is smaller and placed lower than the normal line of text. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript tells you the number of atoms in each molecule.
For example, the chemical formula for the elementary substance oxygen is O2. The formula has a subscript of 2. This subscript tells you that there are two atoms in the molecule represented by this chemical formula.
The chemical element represented by the symbol O is also called oxygen. So, the formula O2 tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple symbols.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. This combination is shown in the compound's chemical formula, BeF2. In the formula, the symbol Be represents one beryllium atom. The symbol F followed by the subscript 2 represents two fluorine atoms.
|
You can tell whether ammonia is an elementary substance or a compound by counting the number of symbols in its chemical formula. A symbol contains either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for ammonia is NH3. This formula contains two symbols: N for nitrogen and H for hydrogen. So, the formula tells you that ammonia is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, ammonia is a compound.
|
Context: Most of the ammonia produced every year is used by farmers to help crops grow. The chemical formula for ammonia is NH3.
Question: Complete the statement.
Ammonia is ().
Options: (A) a compound (B) an elementary substance
|
Answer: The answer is A.
|
Context: Most of the ammonia produced every year is used by farmers to help crops grow. The chemical formula for ammonia is NH3.
Question: Complete the statement.
Ammonia is ().
Options: (A) a compound (B) an elementary substance
Answer: The answer is A.
|
|
null |
Suppose Lola decides to go on the scorpion. Which result would be a cost?
|
[
"Lola will save some ride tickets. She needs fewer tickets to go on the scorpion than on the flying bobsled.",
"Lola will give up the chance to go on the flying bobsled. She would have had more fun on that ride."
] |
B
|
Lola is deciding which ride to go on at the fair. She can go on either the flying bobsled or the scorpion. She wants to have as much fun as possible at the fair.
|
closed choice
|
grade4
|
social science
|
economics
|
Basic economic principles
|
Costs and benefits
|
Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
|
This result is a cost. It involves giving up or spending something that Lola wants or needs:
Lola will give up the chance to go on the flying bobsled. She would have had more fun on that ride.
|
Context: Lola is deciding which ride to go on at the fair. She can go on either the flying bobsled or the scorpion. She wants to have as much fun as possible at the fair.
Question: Suppose Lola decides to go on the scorpion. Which result would be a cost?
Options: (A) Lola will save some ride tickets. She needs fewer tickets to go on the scorpion than on the flying bobsled. (B) Lola will give up the chance to go on the flying bobsled. She would have had more fun on that ride.
|
Answer: The answer is B.
|
Context: Lola is deciding which ride to go on at the fair. She can go on either the flying bobsled or the scorpion. She wants to have as much fun as possible at the fair.
Question: Suppose Lola decides to go on the scorpion. Which result would be a cost?
Options: (A) Lola will save some ride tickets. She needs fewer tickets to go on the scorpion than on the flying bobsled. (B) Lola will give up the chance to go on the flying bobsled. She would have had more fun on that ride.
Answer: The answer is B.
|
|
null |
Complete the statement.
Chloromethane is ().
|
[
"a compound",
"an elementary substance"
] |
A
|
Chloromethane is found in chemicals that some farmers use to kill weeds. The chemical formula for chloromethane is CH3Cl.
|
closed choice
|
grade6
|
natural science
|
chemistry
|
Atoms and molecules
|
Classify elementary substances and compounds using chemical formulas
|
There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms.
|
You can tell whether chloromethane is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for chloromethane, CH3 Cl, contains three atomic symbols: C for carbon, H for hydrogen, and Cl for chlorine. So, the formula tells you that chloromethane is composed of three chemical elements bonded together.
Since chloromethane is composed of multiple chemical elements bonded together, chloromethane is a compound.
|
Context: Chloromethane is found in chemicals that some farmers use to kill weeds. The chemical formula for chloromethane is CH3Cl.
Question: Complete the statement.
Chloromethane is ().
Options: (A) a compound (B) an elementary substance
|
Answer: The answer is A.
|
Context: Chloromethane is found in chemicals that some farmers use to kill weeds. The chemical formula for chloromethane is CH3Cl.
Question: Complete the statement.
Chloromethane is ().
Options: (A) a compound (B) an elementary substance
Answer: The answer is A.
|
|
null |
What information supports the conclusion that Tony acquired this trait?
|
[
"Tony's scar was caused by an accident. He cut his arm when he fell off his bicycle.",
"Some scars fade more quickly than others."
] |
A
|
Read the description of a trait.
Tony has a scar on his right arm.
|
closed choice
|
grade6
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
|
Context: Read the description of a trait.
Tony has a scar on his right arm.
Question: What information supports the conclusion that Tony acquired this trait?
Options: (A) Tony's scar was caused by an accident. He cut his arm when he fell off his bicycle. (B) Some scars fade more quickly than others.
|
Answer: The answer is A.
|
Context: Read the description of a trait.
Tony has a scar on his right arm.
Question: What information supports the conclusion that Tony acquired this trait?
Options: (A) Tony's scar was caused by an accident. He cut his arm when he fell off his bicycle. (B) Some scars fade more quickly than others.
Answer: The answer is A.
|
||
null |
Which kind of place usually has quieter neighborhoods?
|
[
"an urban area",
"a suburban area"
] |
B
|
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Compare urban, suburban, and rural areas
|
People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb.
|
Suburban areas usually have quieter neighborhoods. There are fewer people, and houses are farther apart.
|
Context: N/A
Question: Which kind of place usually has quieter neighborhoods?
Options: (A) an urban area (B) a suburban area
|
Answer: The answer is B.
|
Context: N/A
Question: Which kind of place usually has quieter neighborhoods?
Options: (A) an urban area (B) a suburban area
Answer: The answer is B.
|
||
null |
Which organ works with muscles to move the body?
|
[
"lungs",
"stomach",
"skeleton"
] |
C
|
closed choice
|
grade3
|
natural science
|
biology
|
Animals
|
Human organs and their functions
|
Context: N/A
Question: Which organ works with muscles to move the body?
Options: (A) lungs (B) stomach (C) skeleton
|
Answer: The answer is C.
|
Context: N/A
Question: Which organ works with muscles to move the body?
Options: (A) lungs (B) stomach (C) skeleton
Answer: The answer is C.
|
||||
null |
Which is a compound sentence?
|
[
"Mr. Buchanan's afternoon lecture was about art and culture in Germany before World War II.",
"Preston couldn't find the definition for flax in the book's glossary, so he looked it up online."
] |
B
|
closed choice
|
grade5
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple, compound, or complex?
|
A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
|
The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction so.
Preston couldn't find the definition for flax in the book's glossary, so he looked it up online.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) Mr. Buchanan's afternoon lecture was about art and culture in Germany before World War II. (B) Preston couldn't find the definition for flax in the book's glossary, so he looked it up online.
|
Answer: The answer is B.
|
Context: N/A
Question: Which is a compound sentence?
Options: (A) Mr. Buchanan's afternoon lecture was about art and culture in Germany before World War II. (B) Preston couldn't find the definition for flax in the book's glossary, so he looked it up online.
Answer: The answer is B.
|
||
null |
Select the living thing.
|
[
"windmill",
"paper clip",
"lion",
"brick wall"
] |
C
|
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify living and nonliving things
|
All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.
|
A lion is a living thing.
Lions grow and respond to their environment. They need food and water. Lions are made up of many cells.
A paper clip is not a living thing.
Paper clips do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
A brick wall is not a living thing.
Brick walls do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
A windmill is not a living thing.
A windmill does not have all the traits of a living thing. It moves in the wind, but it does not grow. It does not need food or water.
|
Context: N/A
Question: Select the living thing.
Options: (A) windmill (B) paper clip (C) lion (D) brick wall
|
Answer: The answer is C.
|
Context: N/A
Question: Select the living thing.
Options: (A) windmill (B) paper clip (C) lion (D) brick wall
Answer: The answer is C.
|
||
null |
What do these two changes have in common?
crushing a mineral into powder
pouring milk on oatmeal
|
[
"Both are chemical changes.",
"Both are only physical 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.
Crushing a mineral into powder is a physical change. The mineral breaks into tiny pieces. But it is still made of the same type of matter.
Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
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?
crushing a mineral into powder
pouring milk on oatmeal
Options: (A) Both are chemical changes. (B) Both are only physical 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?
crushing a mineral into powder
pouring milk on oatmeal
Options: (A) Both are chemical changes. (B) Both are only physical changes. (C) Both are caused by cooling. (D) Both are caused by heating.
Answer: The answer is B.
|
||
null |
Which object has more thermal energy?
|
[
"a 750-gram rock at a temperature of 95°F",
"a 750-gram rock at a temperature of 20°F"
] |
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 move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
|
The two rocks have the same mass but different temperatures. Since the 95°F rock is hotter than the 20°F rock, it has more thermal energy.
|
Context: The objects are identical except for their temperatures.
Question: Which object has more thermal energy?
Options: (A) a 750-gram rock at a temperature of 95°F (B) a 750-gram rock at a temperature of 20°F
|
Answer: The answer is A.
|
Context: The objects are identical except for their temperatures.
Question: Which object has more thermal energy?
Options: (A) a 750-gram rock at a temperature of 95°F (B) a 750-gram rock at a temperature of 20°F
Answer: The answer is A.
|
|
null |
Which drop of honey has more thermal energy?
|
[
"the hotter drop of honey",
"the colder drop of honey"
] |
A
|
Two drops of honey are identical except for their temperatures.
|
closed choice
|
grade5
|
natural science
|
physics
|
Heat and thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.
|
The two drops of honey are made of the same material and have the same mass. So, the hotter drop of honey has more thermal energy.
|
Context: Two drops of honey are identical except for their temperatures.
Question: Which drop of honey has more thermal energy?
Options: (A) the hotter drop of honey (B) the colder drop of honey
|
Answer: The answer is A.
|
Context: Two drops of honey are identical except for their temperatures.
Question: Which drop of honey has more thermal energy?
Options: (A) the hotter drop of honey (B) the colder drop of honey
Answer: The answer is A.
|
|
null |
What does the verbal irony in this text suggest?
"This salsa could use a little more spice," Cameron said as he gulped down water and wiped tears from his eyes.
|
[
"The salsa was too spicy.",
"The salsa triggered Cameron's allergies."
] |
A
|
closed choice
|
grade9
|
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.
Could use a little more spice ironically suggests that the salsa was too spicy. Cameron gulped down water and wiped tears from his eyes, indications that the salsa was indeed too spicy.
|
Context: N/A
Question: What does the verbal irony in this text suggest?
"This salsa could use a little more spice," Cameron said as he gulped down water and wiped tears from his eyes.
Options: (A) The salsa was too spicy. (B) The salsa triggered Cameron's allergies.
|
Answer: The answer is A.
|
Context: N/A
Question: What does the verbal irony in this text suggest?
"This salsa could use a little more spice," Cameron said as he gulped down water and wiped tears from his eyes.
Options: (A) The salsa was too spicy. (B) The salsa triggered Cameron's allergies.
Answer: The answer is A.
|
||
null |
Select the bird.
|
[
"cobra",
"salmon",
"bison",
"blue-footed booby"
] |
D
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds have feathers, two wings, and a beak.
|
A bison is a mammal. It has fur and feeds its young milk.
Male bison have horns. They can use their horns to defend themselves.
A salmon is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, salmon can live in both fresh water and salt water.
A blue-footed booby is a bird. It has feathers, two wings, and a beak.
Blue-footed boobies live on tropical islands in the Pacific Ocean.
A cobra is a reptile. It has scaly, waterproof skin.
Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.
|
Context: N/A
Question: Select the bird.
Options: (A) cobra (B) salmon (C) bison (D) blue-footed booby
|
Answer: The answer is D.
|
Context: N/A
Question: Select the bird.
Options: (A) cobra (B) salmon (C) bison (D) blue-footed booby
Answer: The answer is D.
|
||
null |
Is the following trait inherited or acquired?
Cara has naturally brown hair.
|
[
"inherited",
"acquired"
] |
A
|
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 natural hair color. Some people dye their hair. But this does not change their natural hair color.
Children get their natural hair color from their parents. So, Cara's hair color is an inherited trait.
|
Context: N/A
Question: Is the following trait inherited or acquired?
Cara has naturally brown hair.
Options: (A) inherited (B) acquired
|
Answer: The answer is A.
|
Context: N/A
Question: Is the following trait inherited or acquired?
Cara has naturally brown hair.
Options: (A) inherited (B) acquired
Answer: The answer is A.
|
||
null |
Assume all other forces on Hakim are balanced. Which statement describes the forces on Hakim?
|
[
"The forces are unbalanced, so there is a net force on Hakim.",
"The forces are balanced, so there is no net force on Hakim."
] |
B
|
Hakim is standing on a diving board at the pool. Earth's gravity is pulling down on Hakim with a force of 400N. The diving board is pushing up on Hakim with a force of 400N.
|
closed choice
|
grade7
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Balanced and unbalanced forces
|
A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object.
|
To determine if there is a net force on Hakim, look at the forces:
Earth's gravity is pulling Hakim down with a force of 400 N.
The diving board is pushing Hakim up with a force of 400 N.
The forces are in opposite directions, and the forces have the same magnitude: 400 N. This means that the forces are balanced, so there is no net force on Hakim.
|
Context: Hakim is standing on a diving board at the pool. Earth's gravity is pulling down on Hakim with a force of 400N. The diving board is pushing up on Hakim with a force of 400N.
Question: Assume all other forces on Hakim are balanced. Which statement describes the forces on Hakim?
Options: (A) The forces are unbalanced, so there is a net force on Hakim. (B) The forces are balanced, so there is no net force on Hakim.
|
Answer: The answer is B.
|
Context: Hakim is standing on a diving board at the pool. Earth's gravity is pulling down on Hakim with a force of 400N. The diving board is pushing up on Hakim with a force of 400N.
Question: Assume all other forces on Hakim are balanced. Which statement describes the forces on Hakim?
Options: (A) The forces are unbalanced, so there is a net force on Hakim. (B) The forces are balanced, so there is no net force on Hakim.
Answer: The answer is B.
|
|
null |
What is the source of the allusion in the sentence below?
Edward picked up his pace on the trail as his spidey sense began to tingle.
|
[
"Italian history",
"a comic book"
] |
B
|
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 spidey sense is a comic book.
The comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.
The allusion spidey sense means a sense of danger coming.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Edward picked up his pace on the trail as his spidey sense began to tingle.
Options: (A) Italian history (B) a comic book
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Edward picked up his pace on the trail as his spidey sense began to tingle.
Options: (A) Italian history (B) a comic book
Answer: The answer is B.
|
||
null |
Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop?
|
[
"a school bus carrying 600 pounds",
"a school bus carrying 500 pounds"
] |
A
|
Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus.
|
closed choice
|
grade2
|
natural science
|
physics
|
Force and motion
|
How do mass and force affect motion?
|
A force is a push or a pull.
A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
Forces can be different sizes.
Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object.
|
Look for the school bus that is heavier.
A school bus carrying 600 pounds is heavier than a school bus carrying 500 pounds. So, the school bus carrying 600 pounds needs a larger force to come to a stop in the same amount of time as the other bus.
|
Context: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus.
Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop?
Options: (A) a school bus carrying 600 pounds (B) a school bus carrying 500 pounds
|
Answer: The answer is A.
|
Context: Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus.
Question: Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop?
Options: (A) a school bus carrying 600 pounds (B) a school bus carrying 500 pounds
Answer: The answer is A.
|
|
null |
Which of the following contains a vague pronoun reference?
|
[
"At the conference, the authors met with some publishers to discuss their new books.",
"At the conference, the authors discussed their new books with some publishers."
] |
A
|
closed choice
|
grade7
|
language science
|
writing-strategies
|
Pronouns and antecedents
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun their could refer to the authors' or the publishers'.
At the conference, the authors met with some publishers to discuss their new books.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
At the conference, the authors discussed their new books with some publishers.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) At the conference, the authors met with some publishers to discuss their new books. (B) At the conference, the authors discussed their new books with some publishers.
|
Answer: The answer is A.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) At the conference, the authors met with some publishers to discuss their new books. (B) At the conference, the authors discussed their new books with some publishers.
Answer: The answer is A.
|
||
null |
What is the temperature of a cup of hot coffee?
|
[
"145°F",
"145°C"
] |
A
|
Select the better estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Estimate temperatures
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
|
The better estimate for the temperature of a cup of hot coffee is 145°F.
145°C is too hot.
|
Context: Select the better estimate.
Question: What is the temperature of a cup of hot coffee?
Options: (A) 145°F (B) 145°C
|
Answer: The answer is A.
|
Context: Select the better estimate.
Question: What is the temperature of a cup of hot coffee?
Options: (A) 145°F (B) 145°C
Answer: The answer is A.
|
|
null |
Is the following trait inherited or acquired?
Polly has naturally curly hair.
|
[
"inherited",
"acquired"
] |
A
|
Hint: Some humans are born with naturally curly hair. Others are born with naturally straight hair.
|
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.
|
Human hair can be naturally curly or naturally straight. Curly and straight are examples of hair texture.
Some people decide to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally curly hair is an inherited trait.
|
Context: Hint: Some humans are born with naturally curly hair. Others are born with naturally straight hair.
Question: Is the following trait inherited or acquired?
Polly has naturally curly hair.
Options: (A) inherited (B) acquired
|
Answer: The answer is A.
|
Context: Hint: Some humans are born with naturally curly hair. Others are born with naturally straight hair.
Question: Is the following trait inherited or acquired?
Polly has naturally curly hair.
Options: (A) inherited (B) acquired
Answer: The answer is A.
|
|
null |
Based on this information, what is Sage's phenotype for the fleece type trait?
|
[
"a hairy fleece",
"a woolly fleece"
] |
A
|
This passage describes the fleece type trait in sheep:
In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).
Sage is a sheep from this group. Sage has the homozygous genotype FF for the fleece type gene.
|
closed choice
|
grade8
|
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.
|
Sage's genotype for the fleece type gene is FF. Sage's genotype of FF has only F allelles. The F allele is for a hairy fleece. So, Sage's phenotype for the fleece type trait must be a hairy fleece.
To check this answer, consider whether Sage's alleles are dominant or recessive. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f). This means F is a dominant allele, and f is a recessive allele.
Sage's genotype of FF 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, Sage's phenotype for the fleece type trait must be a hairy fleece.
|
Context: This passage describes the fleece type trait in sheep:
In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).
Sage is a sheep from this group. Sage has the homozygous genotype FF for the fleece type gene.
Question: Based on this information, what is Sage's phenotype for the fleece type trait?
Options: (A) a hairy fleece (B) a woolly fleece
|
Answer: The answer is A.
|
Context: This passage describes the fleece type trait in sheep:
In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).
Sage is a sheep from this group. Sage has the homozygous genotype FF for the fleece type gene.
Question: Based on this information, what is Sage's phenotype for the fleece type trait?
Options: (A) a hairy fleece (B) a woolly fleece
Answer: The answer is A.
|
|
null |
What is the source of the allusion in the sentence below?
Looking at his life, we couldn't help but see Tucker as a Job-like figure.
|
[
"Roman history",
"the Bible"
] |
B
|
closed choice
|
grade11
|
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.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.
|
The source of the allusion Job is the Bible.
In the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.
The allusion Job means someone who patiently endures adversity.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Looking at his life, we couldn't help but see Tucker as a Job-like figure.
Options: (A) Roman history (B) the Bible
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Looking at his life, we couldn't help but see Tucker as a Job-like figure.
Options: (A) Roman history (B) the Bible
Answer: The answer is B.
|
||
null |
Which logical fallacy is used in the text?
Tyler, the company you work for just filed for bankruptcy! How can I trust you with our money?
|
[
"guilt by association: a negative association intended to discredit someone or something",
"appeal to nature: the assumption that natural things are always good"
] |
A
|
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 Tyler must be fiscally irresponsible, because he works for a company that went bankrupt. However, even though his company is perceived as fiscally irresponsible, that doesn't necessarily mean that Tyler is, too. This illustrates a type of logical fallacy known as guilt by association.
|
Context: N/A
Question: Which logical fallacy is used in the text?
Tyler, the company you work for just filed for bankruptcy! How can I trust you with our money?
Options: (A) guilt by association: a negative association intended to discredit someone or something (B) appeal to nature: the assumption that natural things are always good
|
Answer: The answer is A.
|
Context: N/A
Question: Which logical fallacy is used in the text?
Tyler, the company you work for just filed for bankruptcy! How can I trust you with our money?
Options: (A) guilt by association: a negative association intended to discredit someone or something (B) appeal to nature: the assumption that natural things are always good
Answer: The answer is A.
|
||
null |
What is the source of the allusion in the sentence below?
Bella anticipated that the free makeover her friend was promising would turn out to be a Trojan horse.
|
[
"British history",
"Greek mythology"
] |
B
|
closed choice
|
grade8
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion Trojan horse is Greek mythology.
In Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside.
The allusion Trojan horse means a deceptive or harmful offering.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Bella anticipated that the free makeover her friend was promising would turn out to be a Trojan horse.
Options: (A) British history (B) Greek mythology
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Bella anticipated that the free makeover her friend was promising would turn out to be a Trojan horse.
Options: (A) British history (B) Greek mythology
Answer: The answer is B.
|
||
null |
Which text uses the word ironic in its traditional sense?
|
[
"Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.",
"Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week."
] |
A
|
closed choice
|
grade10
|
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 ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Henry tried to get away from the snow but found himself in a snowstorm regardless.
Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
The first text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Henry's friends were in Florida the week before.
Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect.
|
Context: N/A
Question: Which text uses the word ironic in its traditional sense?
Options: (A) Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week. (B) Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
|
Answer: The answer is A.
|
Context: N/A
Question: Which text uses the word ironic in its traditional sense?
Options: (A) Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week. (B) Last winter, Henry took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
Answer: The answer is A.
|
||
null |
What is the source of the allusion in the sentence below?
Jeffrey spoke at the city council meeting, claiming the new recycling regulations were draconian.
|
[
"a fable",
"Greek history"
] |
B
|
closed choice
|
grade11
|
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.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.
|
The source of the allusion draconian is Greek history.
Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
The allusion draconian means harsh.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Jeffrey spoke at the city council meeting, claiming the new recycling regulations were draconian.
Options: (A) a fable (B) Greek history
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Jeffrey spoke at the city council meeting, claiming the new recycling regulations were draconian.
Options: (A) a fable (B) Greek history
Answer: The answer is B.
|
||
null |
How long does it take to do ten jumping jacks?
|
[
"22 seconds",
"22 hours"
] |
A
|
Select the better estimate.
|
closed choice
|
grade3
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose units of time
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.
|
The better estimate for how long it takes to do ten jumping jacks is 22 seconds.
22 hours is too slow.
|
Context: Select the better estimate.
Question: How long does it take to do ten jumping jacks?
Options: (A) 22 seconds (B) 22 hours
|
Answer: The answer is A.
|
Context: Select the better estimate.
Question: How long does it take to do ten jumping jacks?
Options: (A) 22 seconds (B) 22 hours
Answer: The answer is A.
|
|
null |
Use the evidence in the text to select the photosynthetic organism.
|
[
"Red sea urchins are marine animals covered with hard spines. The urchins' cells take in minerals from the water and use these minerals to form the spines.",
"Thistles are a type of flowering plant covered in prickly spines. Thistle plant cells contain chloroplasts, and their flowers contain a nectar that attracts birds and butterflies."
] |
B
|
closed choice
|
grade7
|
natural science
|
biology
|
Photosynthesis
|
Identify the photosynthetic organism
|
Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
Photosynthetic organisms also often have the following characteristics:
They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce.
|
This organism is photosynthetic:
The text tells you that thistle plant cells contain chloroplasts. This is evidence that the thistle is a photosynthetic organism.
This organism is not photosynthetic:
The text does not provide evidence that the red sea urchin is photosynthetic.
|
Context: N/A
Question: Use the evidence in the text to select the photosynthetic organism.
Options: (A) Red sea urchins are marine animals covered with hard spines. The urchins' cells take in minerals from the water and use these minerals to form the spines. (B) Thistles are a type of flowering plant covered in prickly spines. Thistle plant cells contain chloroplasts, and their flowers contain a nectar that attracts birds and butterflies.
|
Answer: The answer is B.
|
Context: N/A
Question: Use the evidence in the text to select the photosynthetic organism.
Options: (A) Red sea urchins are marine animals covered with hard spines. The urchins' cells take in minerals from the water and use these minerals to form the spines. (B) Thistles are a type of flowering plant covered in prickly spines. Thistle plant cells contain chloroplasts, and their flowers contain a nectar that attracts birds and butterflies.
Answer: The answer is B.
|
||
null |
Which statement describes the golf ball's motion?
|
[
"The golf ball is accelerating.",
"The golf ball has a constant velocity."
] |
B
|
A golf ball is sitting still on the grass three feet from the hole.
|
closed choice
|
grade8
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Identify whether objects are accelerating
|
An object's velocity describes its speed and its direction.
An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
moving in a straight line at a constant speed, or
remaining motionless.
If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
speeding up,
slowing down, or
changing direction.
|
The golf ball is remaining motionless. So, the golf ball has a constant velocity.
|
Context: A golf ball is sitting still on the grass three feet from the hole.
Question: Which statement describes the golf ball's motion?
Options: (A) The golf ball is accelerating. (B) The golf ball has a constant velocity.
|
Answer: The answer is B.
|
Context: A golf ball is sitting still on the grass three feet from the hole.
Question: Which statement describes the golf ball's motion?
Options: (A) The golf ball is accelerating. (B) The golf ball has a constant velocity.
Answer: The answer is B.
|
|
null |
Using only these supplies, which question can Britney investigate with an experiment?
|
[
"Do small rocks or large rocks skip more times when thrown across the river?",
"Do rocks skip more times when thrown across a river or across a pond?",
"Do round rocks or flat rocks skip more times when thrown across the river?"
] |
A
|
Britney 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: Britney 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 Britney investigate with an experiment?
Options: (A) Do small rocks or large 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 round rocks or flat rocks skip more times when thrown across the river?
|
Answer: The answer is A.
|
Context: Britney 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 Britney investigate with an experiment?
Options: (A) Do small rocks or large 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 round rocks or flat rocks skip more times when thrown across the river?
Answer: The answer is A.
|
||
null |
Select the invertebrate.
|
[
"turkey vulture",
"redback spider"
] |
B
|
Hint: Insects, spiders, and worms are invertebrates.
|
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 turkey vulture is a bird. Like other birds, a turkey vulture is a vertebrate. It has a backbone.
Like other spiders, a redback spider is an invertebrate. It does not have a backbone. It has a hard outer cover.
|
Context: Hint: Insects, spiders, and worms are invertebrates.
Question: Select the invertebrate.
Options: (A) turkey vulture (B) redback spider
|
Answer: The answer is B.
|
Context: Hint: Insects, spiders, and worms are invertebrates.
Question: Select the invertebrate.
Options: (A) turkey vulture (B) redback spider
Answer: The answer is B.
|
|
null |
Which tense does the sentence use?
Mr. Carson explained the idea to his son.
|
[
"future tense",
"present tense",
"past 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 past tense. You can tell because it uses a past-tense verb, explained. The verb ends in -ed and tells you about something that has already happened.
|
Context: N/A
Question: Which tense does the sentence use?
Mr. Carson explained the idea to his son.
Options: (A) future tense (B) present tense (C) past tense
|
Answer: The answer is C.
|
Context: N/A
Question: Which tense does the sentence use?
Mr. Carson explained the idea to his son.
Options: (A) future tense (B) present tense (C) past tense
Answer: The answer is C.
|
||
null |
Is a necklace 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 necklace is a good or a service, ask these questions:
Is a necklace something you can touch? Yes.
Is a necklace a job you might pay someone else to do? No.
So, a necklace is a good.
|
Context: N/A
Question: Is a necklace a good or a service?
Options: (A) a service (B) a good
|
Answer: The answer is B.
|
Context: N/A
Question: Is a necklace a good or a service?
Options: (A) a service (B) a good
Answer: The answer is B.
|
||
null |
Which logical fallacy is used in the text?
Did you really vote for Edgar as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million?
|
[
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"guilt by association: a negative association intended to discredit someone or something"
] |
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 Edgar can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Edgar can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association.
|
Context: N/A
Question: Which logical fallacy is used in the text?
Did you really vote for Edgar as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million?
Options: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) guilt by association: a negative association intended to discredit someone or something
|
Answer: The answer is B.
|
Context: N/A
Question: Which logical fallacy is used in the text?
Did you really vote for Edgar as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million?
Options: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) guilt by association: a negative association intended to discredit someone or something
Answer: The answer is B.
|
||
null |
What is the volume of a water balloon?
|
[
"17 cups",
"17 gallons",
"17 fluid ounces"
] |
C
|
Select the best estimate.
|
closed choice
|
grade5
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon.
|
The best estimate for the volume of a water balloon is 17 fluid ounces.
17 cups and 17 gallons are both too much.
|
Context: Select the best estimate.
Question: What is the volume of a water balloon?
Options: (A) 17 cups (B) 17 gallons (C) 17 fluid ounces
|
Answer: The answer is C.
|
Context: Select the best estimate.
Question: What is the volume of a water balloon?
Options: (A) 17 cups (B) 17 gallons (C) 17 fluid ounces
Answer: The answer is C.
|
|
null |
Suppose Shawna decides to bake coffee cake muffins. Which result would be a cost?
|
[
"Shawna will give up some muffins. She could have made more cranberry muffins than coffee cake muffins.",
"Shawna will get to eat coffee cake muffins. She thinks coffee cake muffins are tastier than cranberry muffins."
] |
A
|
Shawna is deciding whether to bake coffee cake muffins or cranberry muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins.
|
closed choice
|
grade5
|
social science
|
economics
|
Basic economic principles
|
Costs and benefits
|
Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
|
This result is a cost. It involves giving up or spending something that Shawna wants or needs:
Shawna will give up some muffins. She could have made more cranberry muffins than coffee cake muffins.
|
Context: Shawna is deciding whether to bake coffee cake muffins or cranberry muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins.
Question: Suppose Shawna decides to bake coffee cake muffins. Which result would be a cost?
Options: (A) Shawna will give up some muffins. She could have made more cranberry muffins than coffee cake muffins. (B) Shawna will get to eat coffee cake muffins. She thinks coffee cake muffins are tastier than cranberry muffins.
|
Answer: The answer is A.
|
Context: Shawna is deciding whether to bake coffee cake muffins or cranberry muffins. She wants the muffins to be tasty. But she also wants to make a lot of muffins.
Question: Suppose Shawna decides to bake coffee cake muffins. Which result would be a cost?
Options: (A) Shawna will give up some muffins. She could have made more cranberry muffins than coffee cake muffins. (B) Shawna will get to eat coffee cake muffins. She thinks coffee cake muffins are tastier than cranberry muffins.
Answer: The answer is A.
|
|
null |
Which figure of speech is used in this text?
You look as if you're licking some invisible something on your lips.
|
[
"assonance",
"euphemism"
] |
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 assonance, the repetition of a vowel sound in a series of nearby words.
The words if, licking, invisible, and lips share a vowel sound.
|
Context: N/A
Question: Which figure of speech is used in this text?
You look as if you're licking some invisible something on your lips.
Options: (A) assonance (B) euphemism
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
You look as if you're licking some invisible something on your lips.
Options: (A) assonance (B) euphemism
Answer: The answer is A.
|
||
null |
What does the simile in this text suggest?
Leslie rubbed coconut oil on her hands, which were like the parched earth during a drought.
|
[
"Leslie's hands were dry and cracked.",
"Leslie was baking something."
] |
A
|
closed choice
|
grade11
|
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 simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
|
The text includes a simile, using like or as to compare two things that are not actually alike.
The simile like the parched earth during a drought suggests that Leslie's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked.
|
Context: N/A
Question: What does the simile in this text suggest?
Leslie rubbed coconut oil on her hands, which were like the parched earth during a drought.
Options: (A) Leslie's hands were dry and cracked. (B) Leslie was baking something.
|
Answer: The answer is A.
|
Context: N/A
Question: What does the simile in this text suggest?
Leslie rubbed coconut oil on her hands, which were like the parched earth during a drought.
Options: (A) Leslie's hands were dry and cracked. (B) Leslie was baking something.
Answer: The answer is A.
|
||
null |
Select the one substance that is not a mineral.
|
[
"Potassium feldspar is a solid. It is not made by living things.",
"Turquoise is formed in nature. It is a solid.",
"Plastic is made in a factory. It is a solid."
] |
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.
Potassium feldspar is a mineral.
Plastic is made in a factory. But all minerals are formed in nature.
So, plastic is not a mineral.
Turquoise is a mineral.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Potassium feldspar is a solid. It is not made by living things. (B) Turquoise is formed in nature. It is a solid. (C) Plastic is made in a factory. It is a solid.
|
Answer: The answer is C.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Potassium feldspar is a solid. It is not made by living things. (B) Turquoise is formed in nature. It is a solid. (C) Plastic is made in a factory. It is a solid.
Answer: The answer is C.
|
||
null |
Which sentence is more formal?
|
[
"Avila Electronics has a reputation for responding quickly to all customer concerns and questions.",
"Avila Electronics has a reputation for responding real quick to customer concerns and questions."
] |
A
|
closed choice
|
grade6
|
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 conversational language (real quick).
The first sentence uses formal language in place of the conversational language, so it is more formal overall.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) Avila Electronics has a reputation for responding quickly to all customer concerns and questions. (B) Avila Electronics has a reputation for responding real quick to customer concerns and questions.
|
Answer: The answer is A.
|
Context: N/A
Question: Which sentence is more formal?
Options: (A) Avila Electronics has a reputation for responding quickly to all customer concerns and questions. (B) Avila Electronics has a reputation for responding real quick to customer concerns and questions.
Answer: The answer is A.
|
||
null |
What information supports the conclusion that Ruben acquired this trait?
|
[
"Ruben's neighbor taught him how to repair a kite.",
"Ruben likes to fly a kite with his younger brother.",
"Ruben's friend taught him how to fly a kite."
] |
C
|
Read the description of a trait.
Ruben knows how to fly a kite.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
|
Context: Read the description of a trait.
Ruben knows how to fly a kite.
Question: What information supports the conclusion that Ruben acquired this trait?
Options: (A) Ruben's neighbor taught him how to repair a kite. (B) Ruben likes to fly a kite with his younger brother. (C) Ruben's friend taught him how to fly a kite.
|
Answer: The answer is C.
|
Context: Read the description of a trait.
Ruben knows how to fly a kite.
Question: What information supports the conclusion that Ruben acquired this trait?
Options: (A) Ruben's neighbor taught him how to repair a kite. (B) Ruben likes to fly a kite with his younger brother. (C) Ruben's friend taught him how to fly a kite.
Answer: The answer is C.
|
||
null |
Neil Armstrong was the first person to do which of these things?
|
[
"walk on the moon",
"climb Mount Everest",
"fly an airplane",
"sail around the world"
] |
A
|
closed choice
|
grade2
|
social science
|
us-history
|
Historical figures
|
Neil Armstrong
|
In 1969, Neil Armstrong led a mission to the moon. He became the first person to walk on the surface of the moon. No one had ever done that before.
|
Context: N/A
Question: Neil Armstrong was the first person to do which of these things?
Options: (A) walk on the moon (B) climb Mount Everest (C) fly an airplane (D) sail around the world
|
Answer: The answer is A.
|
Context: N/A
Question: Neil Armstrong was the first person to do which of these things?
Options: (A) walk on the moon (B) climb Mount Everest (C) fly an airplane (D) sail around the world
Answer: The answer is A.
|
|||
null |
What do these two changes have in common?
pouring milk on oatmeal
water evaporating from a puddle
|
[
"Both are caused by heating.",
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are only physical changes."
] |
D
|
closed choice
|
grade3
|
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.
Pouring milk on oatmeal is a physical change. The oatmeal and milk form a creamy mixture. But making this mixture does not form a different type of matter.
Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
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.
Water evaporating is caused by heating. But pouring milk on oatmeal 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?
pouring milk on oatmeal
water evaporating from a puddle
Options: (A) Both are caused by heating. (B) Both are caused by cooling. (C) Both are chemical changes. (D) Both are only physical changes.
|
Answer: The answer is D.
|
Context: N/A
Question: What do these two changes have in common?
pouring milk on oatmeal
water evaporating from a puddle
Options: (A) Both are caused by heating. (B) Both are caused by cooling. (C) Both are chemical changes. (D) Both are only physical changes.
Answer: The answer is D.
|
||
null |
How long is a tennis racket?
|
[
"50 centimeters",
"50 meters"
] |
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 tennis racket is 50 centimeters.
50 meters is too long.
|
Context: Select the better estimate.
Question: How long is a tennis racket?
Options: (A) 50 centimeters (B) 50 meters
|
Answer: The answer is A.
|
Context: Select the better estimate.
Question: How long is a tennis racket?
Options: (A) 50 centimeters (B) 50 meters
Answer: The answer is A.
|
|
null |
What is the source of the allusion in the sentence below?
The artist's drawings are characterized by chimerical creatures appearing in settings such as bus stations and Laundromats.
|
[
"Greek mythology",
"modern history"
] |
A
|
closed choice
|
grade12
|
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.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.
|
The source of the allusion chimerical is Greek mythology.
According to Greek mythology, a Chimera was an improbable fire-breathing monster with the head of a lion, the body of a goat, and the tail of a serpent.
The allusion chimerical means fanciful.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
The artist's drawings are characterized by chimerical creatures appearing in settings such as bus stations and Laundromats.
Options: (A) Greek mythology (B) modern history
|
Answer: The answer is A.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
The artist's drawings are characterized by chimerical creatures appearing in settings such as bus stations and Laundromats.
Options: (A) Greek mythology (B) modern history
Answer: The answer is A.
|
||
null |
Which text uses the word travesty in its traditional sense?
|
[
"Walter's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.",
"Walter realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade."
] |
A
|
closed choice
|
grade11
|
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 travesty in its traditional sense: a ridiculous imitation; a parody.
Walter's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
Walter realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard.
|
Context: N/A
Question: Which text uses the word travesty in its traditional sense?
Options: (A) Walter's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events. (B) Walter realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
|
Answer: The answer is A.
|
Context: N/A
Question: Which text uses the word travesty in its traditional sense?
Options: (A) Walter's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events. (B) Walter realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
Answer: The answer is A.
|
||
null |
Which is a run-on sentence?
|
[
"Coach Yamamoto talked to her team before the game.",
"Janelle blows big bubbles, Damon pops them."
] |
B
|
closed choice
|
grade3
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Is it a complete sentence or a run-on?
|
A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside.
|
Janelle blows big bubbles, Damon pops them is a run-on sentence. It has two sentences that are joined by just a comma: Janelle blows big bubbles and Damon pops them.
|
Context: N/A
Question: Which is a run-on sentence?
Options: (A) Coach Yamamoto talked to her team before the game. (B) Janelle blows big bubbles, Damon pops them.
|
Answer: The answer is B.
|
Context: N/A
Question: Which is a run-on sentence?
Options: (A) Coach Yamamoto talked to her team before the game. (B) Janelle blows big bubbles, Damon pops them.
Answer: The answer is B.
|
||
null |
Which is a sentence fragment?
|
[
"Sacramento is the capital of California, the state government meets there.",
"All the goats, cows, and horses on the farm."
] |
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.
|
All the goats, cows, and horses on the farm is a sentence fragment. It is missing a verb.
|
Context: N/A
Question: Which is a sentence fragment?
Options: (A) Sacramento is the capital of California, the state government meets there. (B) All the goats, cows, and horses on the farm.
|
Answer: The answer is B.
|
Context: N/A
Question: Which is a sentence fragment?
Options: (A) Sacramento is the capital of California, the state government meets there. (B) All the goats, cows, and horses on the farm.
Answer: The answer is B.
|
||
null |
Is a lamp 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 lamp is a good or a service, ask these questions:
Is a lamp something you can touch? Yes.
Is a lamp a job you might pay someone else to do? No.
So, a lamp is a good.
|
Context: N/A
Question: Is a lamp a good or a service?
Options: (A) a service (B) a good
|
Answer: The answer is B.
|
Context: N/A
Question: Is a lamp a good or a service?
Options: (A) a service (B) a good
Answer: The answer is B.
|
||
null |
Which tense does the sentence use?
Everyone will admire your strength and courage.
|
[
"past tense",
"present tense",
"future tense"
] |
C
|
closed choice
|
grade4
|
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, admire. The verb tells you about something that is going to happen.
|
Context: N/A
Question: Which tense does the sentence use?
Everyone will admire your strength and courage.
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?
Everyone will admire your strength and courage.
Options: (A) past tense (B) present tense (C) future tense
Answer: The answer is C.
|
||
null |
Which of the following contains a vague pronoun reference?
|
[
"Jake and his best friend go to the same college, but Jake is graduating this coming June.",
"Jake and his best friend go to the same college, but he is graduating this coming June."
] |
B
|
closed choice
|
grade6
|
language science
|
pronouns
|
Pronouns and antecedents
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The second answer choice contains a vague pronoun reference. The pronoun he could refer to Jake or his best friend.
The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Jake.
Jake and his best friend go to the same college, but Jake is graduating this coming June.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Jake and his best friend go to the same college, but Jake is graduating this coming June. (B) Jake and his best friend go to the same college, but he is graduating this coming June.
|
Answer: The answer is B.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Jake and his best friend go to the same college, but Jake is graduating this coming June. (B) Jake and his best friend go to the same college, but he is graduating this coming June.
Answer: The answer is B.
|
||
null |
What kind of sentence is this?
Give me one good reason I should consider purchasing a hybrid vehicle.
|
[
"imperative",
"exclamatory",
"interrogative"
] |
A
|
closed choice
|
grade9
|
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 makes a demand, so it is an imperative sentence. Here, it ends with a period.
|
Context: N/A
Question: What kind of sentence is this?
Give me one good reason I should consider purchasing a hybrid vehicle.
Options: (A) imperative (B) exclamatory (C) interrogative
|
Answer: The answer is A.
|
Context: N/A
Question: What kind of sentence is this?
Give me one good reason I should consider purchasing a hybrid vehicle.
Options: (A) imperative (B) exclamatory (C) interrogative
Answer: The answer is A.
|
||
null |
Complete the sentence.
In this chemical reaction, carbon monoxide is a ().
|
[
"product",
"reactant"
] |
B
|
This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
Ozone is a gas found high up in Earth's atmosphere. In places with severe air pollution, ozone can also be found in the air closer to the ground. This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air. Ground-level ozone can harm humans by damaging their lungs.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Chemical reactions
|
Identify reactants and products
|
A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction.
In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances.
The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change.
The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction.
So, in a chemical reaction, reactants go through a chemical change to form products.
|
Read the underlined text carefully. Look for information about what happens to carbon monoxide in this chemical reaction.
Ozone is a gas found high up in Earth's atmosphere. In places with severe air pollution, ozone can also be found in the air closer to the ground. This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air. Ground-level ozone can harm humans by damaging their lungs.
The underlined text tells you that when oxygen and carbon monoxide combine, ozone is formed. When oxygen and carbon monoxide react, or go through a chemical change, their atoms are rearranged to form ozone. Because carbon monoxide reacts in this chemical reaction, carbon monoxide is a reactant.
|
Context: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
Ozone is a gas found high up in Earth's atmosphere. In places with severe air pollution, ozone can also be found in the air closer to the ground. This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air. Ground-level ozone can harm humans by damaging their lungs.
Question: Complete the sentence.
In this chemical reaction, carbon monoxide is a ().
Options: (A) product (B) reactant
|
Answer: The answer is B.
|
Context: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below.
Ozone is a gas found high up in Earth's atmosphere. In places with severe air pollution, ozone can also be found in the air closer to the ground. This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air. Ground-level ozone can harm humans by damaging their lungs.
Question: Complete the sentence.
In this chemical reaction, carbon monoxide is a ().
Options: (A) product (B) reactant
Answer: The answer is B.
|
|
null |
What is the source of the allusion in the sentence below?
It took a Herculean effort on the part of two bystanders to move the stalled car out of traffic.
|
[
"a song",
"classical mythology"
] |
B
|
closed choice
|
grade9
|
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 Herculean is classical mythology.
In classical mythology, Hercules is the son of a god and possesses incredible, superhuman strength.
The allusion Herculean means powerful.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
It took a Herculean effort on the part of two bystanders to move the stalled car out of traffic.
Options: (A) a song (B) classical mythology
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
It took a Herculean effort on the part of two bystanders to move the stalled car out of traffic.
Options: (A) a song (B) classical mythology
Answer: The answer is B.
|
||
null |
Which object has less thermal energy?
|
[
"a 6-kilogram block of steel at a temperature of 110°F",
"a 6-kilogram block of steel at a temperature of 65°F"
] |
B
|
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 blocks of steel have the same mass but different temperatures. Since the 65°F block is colder than the 110°F block, it has less thermal energy.
|
Context: The objects are identical except for their temperatures.
Question: Which object has less thermal energy?
Options: (A) a 6-kilogram block of steel at a temperature of 110°F (B) a 6-kilogram block of steel at a temperature of 65°F
|
Answer: The answer is B.
|
Context: The objects are identical except for their temperatures.
Question: Which object has less thermal energy?
Options: (A) a 6-kilogram block of steel at a temperature of 110°F (B) a 6-kilogram block of steel at a temperature of 65°F
Answer: The answer is B.
|
|
null |
Which of the following contains a vague pronoun reference?
|
[
"Mrs. Trevino told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day.",
"Mrs. Trevino told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day."
] |
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 first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Trevino or her friend.
Mrs. Trevino told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Mrs. Trevino told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Mrs. Trevino told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day. (B) Mrs. Trevino told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
|
Answer: The answer is B.
|
Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) Mrs. Trevino told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day. (B) Mrs. Trevino told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
Answer: The answer is B.
|
||
null |
Is the following trait inherited or acquired?
Malik can fly an airplane.
|
[
"inherited",
"acquired"
] |
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.
|
People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait.
|
Context: N/A
Question: Is the following trait inherited or acquired?
Malik can fly an airplane.
Options: (A) inherited (B) acquired
|
Answer: The answer is B.
|
Context: N/A
Question: Is the following trait inherited or acquired?
Malik can fly an airplane.
Options: (A) inherited (B) acquired
Answer: The answer is B.
|
||
null |
What is the source of the allusion in the sentence below?
Most of the people who knew Grayson considered him to be an unrepentant Casanova.
|
[
"Greek mythology",
"history"
] |
B
|
closed choice
|
grade11
|
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.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.
|
The source of the allusion Casanova is history.
The autobiography of Giovanni Giacomo Casanova, an eighteenth-century Italian adventurer, details and perhaps exaggerates his amorous adventures and success with women.
The allusion Casanova means a womanizer.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Most of the people who knew Grayson considered him to be an unrepentant Casanova.
Options: (A) Greek mythology (B) history
|
Answer: The answer is B.
|
Context: N/A
Question: What is the source of the allusion in the sentence below?
Most of the people who knew Grayson considered him to be an unrepentant Casanova.
Options: (A) Greek mythology (B) history
Answer: The answer is B.
|
||
null |
Which phrase has a more positive connotation?
|
[
"an impatient person",
"an eager person"
] |
B
|
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.
|
An eager person has a more positive connotation. An eager person is excited and happy. An impatient person is often rude, pushy, or demanding.
|
Context: N/A
Question: Which phrase has a more positive connotation?
Options: (A) an impatient person (B) an eager person
|
Answer: The answer is B.
|
Context: N/A
Question: Which phrase has a more positive connotation?
Options: (A) an impatient person (B) an eager person
Answer: The answer is B.
|
||
null |
Compare the motion of three cars. Which car was moving at the lowest speed?
|
[
"a car that moved 700kilometers south in 10hours",
"a car that moved 380kilometers north in 10hours",
"a car that moved 240kilometers east in 10hours"
] |
C
|
closed choice
|
grade3
|
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 objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed.
|
Look at the distance each car moved and the time it took to move that distance. The direction each car moved does not affect its speed.
Notice that each car moved for 10 hours. The car that moved 240 kilometers moved the shortest distance in that time. So, that car must have moved at the lowest speed.
|
Context: N/A
Question: Compare the motion of three cars. Which car was moving at the lowest speed?
Options: (A) a car that moved 700kilometers south in 10hours (B) a car that moved 380kilometers north in 10hours (C) a car that moved 240kilometers east in 10hours
|
Answer: The answer is C.
|
Context: N/A
Question: Compare the motion of three cars. Which car was moving at the lowest speed?
Options: (A) a car that moved 700kilometers south in 10hours (B) a car that moved 380kilometers north in 10hours (C) a car that moved 240kilometers east in 10hours
Answer: The answer is C.
|
||
null |
Which figure of speech is used in this text?
After Evelyn cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family.
|
[
"allusion",
"pun"
] |
A
|
closed choice
|
grade8
|
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 an allusion, a brief reference to someone or something well known.
Julia Child alludes to the famous chef who is known for popularizing French cuisine in the United States.
|
Context: N/A
Question: Which figure of speech is used in this text?
After Evelyn cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family.
Options: (A) allusion (B) pun
|
Answer: The answer is A.
|
Context: N/A
Question: Which figure of speech is used in this text?
After Evelyn cooked and served a scrumptious dinner, Dad boasted that she is the Julia Child of our family.
Options: (A) allusion (B) pun
Answer: The answer is A.
|
||
null |
Select the part whose main job is to store nutrients, water, and waste in an animal cell.
|
[
"mitochondria",
"vacuoles",
"cytoplasm"
] |
B
|
closed choice
|
grade4
|
natural science
|
biology
|
Cells
|
Identify functions of animal cell parts
|
The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.
The cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.
The mitochondria break down sugar to release energy that the cell can use.
The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.
The nucleus directs cell activities. It does this by sending instructions to different parts of the cell.
The chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus.
|
Vacuoles store water, waste, and nutrients such as sugar. Animal cells usually have several small vacuoles.
|
Context: N/A
Question: Select the part whose main job is to store nutrients, water, and waste in an animal cell.
Options: (A) mitochondria (B) vacuoles (C) cytoplasm
|
Answer: The answer is B.
|
Context: N/A
Question: Select the part whose main job is to store nutrients, water, and waste in an animal cell.
Options: (A) mitochondria (B) vacuoles (C) cytoplasm
Answer: The answer is B.
|
||
null |
What information supports the conclusion that Shawn acquired this trait?
|
[
"Shawn's friend taught him how to fly a kite.",
"Shawn's neighbor taught him how to repair a kite.",
"Shawn likes to fly a kite with his younger brother."
] |
A
|
Read the description of a trait.
Shawn knows how to fly a kite.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
|
Context: Read the description of a trait.
Shawn knows how to fly a kite.
Question: What information supports the conclusion that Shawn acquired this trait?
Options: (A) Shawn's friend taught him how to fly a kite. (B) Shawn's neighbor taught him how to repair a kite. (C) Shawn likes to fly a kite with his younger brother.
|
Answer: The answer is A.
|
Context: Read the description of a trait.
Shawn knows how to fly a kite.
Question: What information supports the conclusion that Shawn acquired this trait?
Options: (A) Shawn's friend taught him how to fly a kite. (B) Shawn's neighbor taught him how to repair a kite. (C) Shawn likes to fly a kite with his younger brother.
Answer: The answer is A.
|
||
null |
Which is a simple sentence?
|
[
"Mr. Lowery's afternoon lecture was about art and culture in Germany before World War II.",
"We can install the software now, or we can wait until next week."
] |
A
|
closed choice
|
grade6
|
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 second sentence is the simple sentence. It is a single independent clause.
Mr. Lowery's afternoon lecture was about art and culture in Germany before World War II.
|
Context: N/A
Question: Which is a simple sentence?
Options: (A) Mr. Lowery's afternoon lecture was about art and culture in Germany before World War II. (B) We can install the software now, or we can wait until next week.
|
Answer: The answer is A.
|
Context: N/A
Question: Which is a simple sentence?
Options: (A) Mr. Lowery's afternoon lecture was about art and culture in Germany before World War II. (B) We can install the software now, or we can wait until next week.
Answer: The answer is A.
|
||
null |
Compare the motion of three ducks. Which duck was moving at the highest speed?
|
[
"a duck that moved 1,055kilometers south in 10hours",
"a duck that moved 610kilometers west in 10hours",
"a duck that moved 850kilometers south in 10hours"
] |
A
|
closed choice
|
grade3
|
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 objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.
|
Look at the distance each duck moved and the time it took to move that distance. The direction each duck moved does not affect its speed.
Notice that each duck moved for 10 hours. The duck that moved 1,055 kilometers moved the farthest distance in that time. So, that duck must have moved at the highest speed.
|
Context: N/A
Question: Compare the motion of three ducks. Which duck was moving at the highest speed?
Options: (A) a duck that moved 1,055kilometers south in 10hours (B) a duck that moved 610kilometers west in 10hours (C) a duck that moved 850kilometers south in 10hours
|
Answer: The answer is A.
|
Context: N/A
Question: Compare the motion of three ducks. Which duck was moving at the highest speed?
Options: (A) a duck that moved 1,055kilometers south in 10hours (B) a duck that moved 610kilometers west in 10hours (C) a duck that moved 850kilometers south in 10hours
Answer: The answer is A.
|
||
null |
Use the evidence in the text to select the photosynthetic organism.
|
[
"The barrel cactus is a producer in its ecosystem, so the cactus makes its own food inside its cells. The barrel cactus lives in deserts and uses energy from sunlight to make food.",
"The crown-of-thorns starfish is a consumer in its ecosystem, so it eats other organisms for food. Crown-of-thorns starfish eat coral and are known for damaging coral reefs."
] |
A
|
closed choice
|
grade7
|
natural science
|
biology
|
Photosynthesis
|
Identify the photosynthetic organism
|
Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy, carbon dioxide, and water to produce sugars and oxygen.
Photosynthetic organisms also often have the following characteristics:
They are producers, which are organisms that make their own food inside their cells. Because producers make their own food, they typically do not eat other organisms.
Their cells contain chloroplasts, which are cell structures where photosynthesis occurs.
Their chloroplasts often contain a green substance called chlorophyll. Chlorophyll captures light energy from the Sun to power photosynthesis.
They use the sugars they produce during photosynthesis as food. This food provides energy that helps the organisms live, grow, and reproduce.
|
This organism is photosynthetic:
The text tells you that a barrel cactus is a producer that uses energy from sunlight to make its own food. This is evidence that the barrel cactus is a photosynthetic organism.
This organism is not photosynthetic:
The text does not provide evidence that the crown-of-thorns starfish is photosynthetic.
|
Context: N/A
Question: Use the evidence in the text to select the photosynthetic organism.
Options: (A) The barrel cactus is a producer in its ecosystem, so the cactus makes its own food inside its cells. The barrel cactus lives in deserts and uses energy from sunlight to make food. (B) The crown-of-thorns starfish is a consumer in its ecosystem, so it eats other organisms for food. Crown-of-thorns starfish eat coral and are known for damaging coral reefs.
|
Answer: The answer is A.
|
Context: N/A
Question: Use the evidence in the text to select the photosynthetic organism.
Options: (A) The barrel cactus is a producer in its ecosystem, so the cactus makes its own food inside its cells. The barrel cactus lives in deserts and uses energy from sunlight to make food. (B) The crown-of-thorns starfish is a consumer in its ecosystem, so it eats other organisms for food. Crown-of-thorns starfish eat coral and are known for damaging coral reefs.
Answer: The answer is A.
|
||
null |
Which empty mug has a higher temperature?
|
[
"the empty mug with more thermal energy",
"the empty mug with less thermal energy"
] |
A
|
Two empty mugs are identical except for their thermal energies.
|
closed choice
|
grade6
|
natural science
|
physics
|
Thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.
|
The two empty mugs are made of the same material and have the same mass. So, the empty mug with more thermal energy has a higher temperature.
|
Context: Two empty mugs are identical except for their thermal energies.
Question: Which empty mug has a higher temperature?
Options: (A) the empty mug with more thermal energy (B) the empty mug with less thermal energy
|
Answer: The answer is A.
|
Context: Two empty mugs are identical except for their thermal energies.
Question: Which empty mug has a higher temperature?
Options: (A) the empty mug with more thermal energy (B) the empty mug with less thermal energy
Answer: The answer is A.
|
|
null |
Select the vertebrate.
|
[
"barn owl",
"leaf-curling spider"
] |
A
|
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 barn owl is a bird. Like other birds, a barn owl is a vertebrate. It has a backbone.
Like other spiders, a leaf-curling spider 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) barn owl (B) leaf-curling spider
|
Answer: The answer is A.
|
Context: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
Question: Select the vertebrate.
Options: (A) barn owl (B) leaf-curling spider
Answer: The answer is A.
|
|
null |
Which cup of black tea has a higher temperature?
|
[
"the cup of black tea with more thermal energy",
"the cup of black tea with less thermal energy"
] |
A
|
Two 350-gram cups of black tea are identical except for their thermal energies.
|
closed choice
|
grade5
|
natural science
|
physics
|
Heat and thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.
|
The two cups of black tea are made of the same material and have the same mass. So, the cup of black tea with more thermal energy has a higher temperature.
|
Context: Two 350-gram cups of black tea are identical except for their thermal energies.
Question: Which cup of black tea has a higher temperature?
Options: (A) the cup of black tea with more thermal energy (B) the cup of black tea with less thermal energy
|
Answer: The answer is A.
|
Context: Two 350-gram cups of black tea are identical except for their thermal energies.
Question: Which cup of black tea has a higher temperature?
Options: (A) the cup of black tea with more thermal energy (B) the cup of black tea with less thermal energy
Answer: The answer is A.
|
|
null |
Does the sentence use a simile or a metaphor?
Mrs. Shelton is kind, and her heart is gold.
|
[
"metaphor",
"simile"
] |
A
|
closed choice
|
grade4
|
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.
|
Mrs. Shelton is kind, and her heart is gold.
The words heart and gold 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?
Mrs. Shelton is kind, and her heart is gold.
Options: (A) metaphor (B) simile
|
Answer: The answer is A.
|
Context: N/A
Question: Does the sentence use a simile or a metaphor?
Mrs. Shelton is kind, and her heart is gold.
Options: (A) metaphor (B) simile
Answer: The answer is A.
|
||
null |
Select the one animal that has all of the amphibian traits listed above.
|
[
"Red-headed poison frogs have moist, smooth skin. Female red-headed poison frogs lay their eggs on plants. The eggs have no shells and are protected by their father. When the eggs hatch, the father frog carries the tadpoles to water.",
"Canadian lynx have furry, padded feet that help them walk on snow. Canadian lynx feed their offspring milk."
] |
A
|
Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells. Observe the animals and read the descriptions.
|
closed choice
|
grade5
|
natural science
|
biology
|
Classification
|
Use evidence to classify mammals, birds, fish, reptiles, and amphibians
|
Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group.
|
To decide if an animal is part of a group, look at the traits of the group.
Amphibians have the following traits:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A Canadian lynx has the following traits:
It feeds its offspring milk.
It has fur.
A Canadian lynx does not have all of the traits of an amphibian. A Canadian lynx is a mammal.
A red-headed poison frog has the following traits:
It spends part of its life in water and part on land.
It has moist skin.
It makes eggs with no shells.
A red-headed poison frog has the traits of an amphibian. A red-headed poison frog is an amphibian.
|
Context: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells. Observe the animals and read the descriptions.
Question: Select the one animal that has all of the amphibian traits listed above.
Options: (A) Red-headed poison frogs have moist, smooth skin. Female red-headed poison frogs lay their eggs on plants. The eggs have no shells and are protected by their father. When the eggs hatch, the father frog carries the tadpoles to water. (B) Canadian lynx have furry, padded feet that help them walk on snow. Canadian lynx feed their offspring milk.
|
Answer: The answer is A.
|
Context: Amphibians are a group of animals with similar traits. The following traits can be used to identify amphibians:
They spend part of their lives in water and part on land.
They have moist skin.
They make eggs with no shells. Observe the animals and read the descriptions.
Question: Select the one animal that has all of the amphibian traits listed above.
Options: (A) Red-headed poison frogs have moist, smooth skin. Female red-headed poison frogs lay their eggs on plants. The eggs have no shells and are protected by their father. When the eggs hatch, the father frog carries the tadpoles to water. (B) Canadian lynx have furry, padded feet that help them walk on snow. Canadian lynx feed their offspring milk.
Answer: The answer is A.
|
|
null |
Which is the most flexible?
|
[
"glass bowl",
"wood board",
"metal hair clip"
] |
C
|
closed choice
|
grade4
|
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.
|
Flexible is a property. A flexible material can be bent without breaking easily.
Look at each picture, one at a time. Imagine bending the material shown in each picture.
Of the choices, the metal hair clip is the most flexible. If you gently bend a metal hairclip, it will not break.
|
Context: N/A
Question: Which is the most flexible?
Options: (A) glass bowl (B) wood board (C) metal hair clip
|
Answer: The answer is C.
|
Context: N/A
Question: Which is the most flexible?
Options: (A) glass bowl (B) wood board (C) metal hair clip
Answer: The answer is C.
|
||
null |
Complete the sentence so that it uses personification.
"You might think you'll always be young," Mrs. Nelson counseled, "but time ()".
|
[
"affects everyone",
"creeps up on you"
] |
B
|
closed choice
|
grade8
|
language science
|
writing-strategies
|
Creative techniques
|
Use personification
|
Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving.
|
Complete the sentence with the phrase creeps up on you. It describes time as if it were a sneaky person.
|
Context: N/A
Question: Complete the sentence so that it uses personification.
"You might think you'll always be young," Mrs. Nelson counseled, "but time ()".
Options: (A) affects everyone (B) creeps up on you
|
Answer: The answer is B.
|
Context: N/A
Question: Complete the sentence so that it uses personification.
"You might think you'll always be young," Mrs. Nelson counseled, "but time ()".
Options: (A) affects everyone (B) creeps up on you
Answer: The answer is B.
|
||
null |
Which word does not rhyme?
|
[
"ring",
"thing",
"jump"
] |
C
|
closed choice
|
grade1
|
language science
|
phonological-awareness
|
Rhyming
|
Which word does not rhyme?
|
Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the ip sound.
The words lake and make rhyme. They both end with the ake sound.
The words tip and lake don't rhyme. They end with different sounds.
|
The words ring and thing rhyme. They both end with the ing sound.
The word jump does not rhyme. It ends with a different sound.
|
Context: N/A
Question: Which word does not rhyme?
Options: (A) ring (B) thing (C) jump
|
Answer: The answer is C.
|
Context: N/A
Question: Which word does not rhyme?
Options: (A) ring (B) thing (C) jump
Answer: The answer is C.
|
||
null |
Which correctly shows the title of a book?
|
[
"there's a wocket in My Pocket!",
"There's a Wocket in My Pocket!"
] |
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 words a and in are not important, so they should not be capitalized.
The correct title is There's a Wocket in My Pocket!
|
Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) there's a wocket in My Pocket! (B) There's a Wocket in My Pocket!
|
Answer: The answer is B.
|
Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) there's a wocket in My Pocket! (B) There's a Wocket in My Pocket!
Answer: The answer is B.
|
||
null |
Which closing is correct for a letter?
|
[
"With love,\nDana",
"with love,\nDana"
] |
A
|
closed choice
|
grade2
|
language science
|
capitalization
|
Capitalization
|
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 closing is correct:
Its first word is capitalized, and it ends with a comma.
|
Context: N/A
Question: Which closing is correct for a letter?
Options: (A) With love,
Dana (B) with love,
Dana
|
Answer: The answer is A.
|
Context: N/A
Question: Which closing is correct for a letter?
Options: (A) With love,
Dana (B) with love,
Dana
Answer: The answer is A.
|
||
null |
How long is a sofa?
|
[
"4 yards",
"4 inches",
"4 feet",
"4 miles"
] |
C
|
Select the best estimate.
|
closed choice
|
grade6
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary 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 customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long.
|
The best estimate for the length of a sofa is 4 feet.
4 inches is too short. 4 yards and 4 miles are too long.
|
Context: Select the best estimate.
Question: How long is a sofa?
Options: (A) 4 yards (B) 4 inches (C) 4 feet (D) 4 miles
|
Answer: The answer is C.
|
Context: Select the best estimate.
Question: How long is a sofa?
Options: (A) 4 yards (B) 4 inches (C) 4 feet (D) 4 miles
Answer: The answer is C.
|
|
null |
Which type of sentence is this?
Bert took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
|
[
"complex",
"compound-complex",
"simple",
"compound"
] |
C
|
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.
Bert 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?
Bert took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
Options: (A) complex (B) compound-complex (C) simple (D) compound
|
Answer: The answer is C.
|
Context: N/A
Question: Which type of sentence is this?
Bert took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.
Options: (A) complex (B) compound-complex (C) simple (D) compound
Answer: The answer is C.
|
||
null |
Based on this information, what is Echo's phenotype for the coat color trait?
|
[
"a red coat",
"ll"
] |
A
|
In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
Echo, a cow from this group, has a red coat. Echo has two alleles for a red coat.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's phenotype for a trait is its observable version of that trait. Echo's observable version of the coat color trait is a red coat. So, Echo's phenotype for the coat color trait is a red coat.
|
Context: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
Echo, a cow from this group, has a red coat. Echo has two alleles for a red coat.
Question: Based on this information, what is Echo's phenotype for the coat color trait?
Options: (A) a red coat (B) ll
|
Answer: The answer is A.
|
Context: In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
Echo, a cow from this group, has a red coat. Echo has two alleles for a red coat.
Question: Based on this information, what is Echo's phenotype for the coat color trait?
Options: (A) a red coat (B) ll
Answer: The answer is A.
|
|
null |
Select the one substance that is not a mineral.
|
[
"Native copper is formed in nature. It is a pure substance.",
"Diamond is a solid. It is formed in nature.",
"Molasses is made by humans. It is a liquid."
] |
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.
Molasses is a liquid. But all minerals are solids.
Molasses is made by humans. But minerals are not made by living things.
So, molasses is not a mineral.
Native copper is a mineral.
Diamond is a mineral.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Native copper is formed in nature. It is a pure substance. (B) Diamond is a solid. It is formed in nature. (C) Molasses is made by humans. It is a liquid.
|
Answer: The answer is C.
|
Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Native copper is formed in nature. It is a pure substance. (B) Diamond is a solid. It is formed in nature. (C) Molasses is made by humans. It is a liquid.
Answer: The answer is C.
|
||
null |
Which word would you find on a dictionary page with the following guide words?
beaver - bury
|
[
"banner",
"brier"
] |
B
|
closed choice
|
grade4
|
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 brier is between the guide words beaver - bury, 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?
beaver - bury
Options: (A) banner (B) brier
|
Answer: The answer is B.
|
Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
beaver - bury
Options: (A) banner (B) brier
Answer: The answer is B.
|
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