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null | Which correctly shows the title of a magazine? | [
"***The Open Road for Boys***",
"\"The Open Road for Boys\""
] | A | closed choice | grade3 | 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, or article should be in quotation marks.
"You Are My Sunshine" | A magazine should be in italics.
The correct title is **The Open Road for Boys**. | Context: N/A
Question: Which correctly shows the title of a magazine?
Options: (A) ***The Open Road for Boys*** (B) "The Open Road for Boys"
| Answer: The answer is A. | Context: N/A
Question: Which correctly shows the title of a magazine?
Options: (A) ***The Open Road for Boys*** (B) "The Open Road for Boys"
Answer: The answer is A. | ||
null | Using only these supplies, which question can Todd investigate with an experiment? | [
"Do cloth towels dry faster if they are hung in the laundry room or in the backyard?",
"Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?",
"When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?"
] | A | After Todd cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
two identical white cloth towels
water
a clothesline in the laundry room
a clothesline in the backyard | 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: After Todd cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
two identical white cloth towels
water
a clothesline in the laundry room
a clothesline in the backyard
Question: Using only these supplies, which question can Todd investigate with an experiment?
Options: (A) Do cloth towels dry faster if they are hung in the laundry room or in the backyard? (B) Does a small cloth towel or a large cloth towel dry faster when hung in the backyard? (C) When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?
| Answer: The answer is A. | Context: After Todd cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
two identical white cloth towels
water
a clothesline in the laundry room
a clothesline in the backyard
Question: Using only these supplies, which question can Todd investigate with an experiment?
Options: (A) Do cloth towels dry faster if they are hung in the laundry room or in the backyard? (B) Does a small cloth towel or a large cloth towel dry faster when hung in the backyard? (C) When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?
Answer: The answer is A. | ||
null | Does the sentence use a simile or a metaphor?
My dog, Scooter, is the security guard for our front yard mailbox. | [
"metaphor",
"simile"
] | A | closed choice | grade5 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | My dog, Scooter, is the security guard for our front yard mailbox.
The words Scooter and security guard 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?
My dog, Scooter, is the security guard for our front yard mailbox.
Options: (A) metaphor (B) simile
| Answer: The answer is A. | Context: N/A
Question: Does the sentence use a simile or a metaphor?
My dog, Scooter, is the security guard for our front yard mailbox.
Options: (A) metaphor (B) simile
Answer: The answer is A. | ||
null | What information supports the conclusion that Isaac inherited this trait? | [
"Isaac's biological mother often wears her naturally brown hair in a bun.",
"Isaac and his siblings all have naturally straight hair.",
"Isaac and his biological father have short hair."
] | A | Read the description of a trait.
Isaac has naturally brown 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.
Isaac has naturally brown hair.
Question: What information supports the conclusion that Isaac inherited this trait?
Options: (A) Isaac's biological mother often wears her naturally brown hair in a bun. (B) Isaac and his siblings all have naturally straight hair. (C) Isaac and his biological father have short hair.
| Answer: The answer is A. | Context: Read the description of a trait.
Isaac has naturally brown hair.
Question: What information supports the conclusion that Isaac inherited this trait?
Options: (A) Isaac's biological mother often wears her naturally brown hair in a bun. (B) Isaac and his siblings all have naturally straight hair. (C) Isaac and his biological father have short hair.
Answer: The answer is A. | ||
null | Which word would you find on a dictionary page with the following guide words?
tea - touch | [
"talk",
"thrifty"
] | B | closed choice | grade2 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Put the words in alphabetical order.
Since thrifty is between the guide words tea - touch, 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?
tea - touch
Options: (A) talk (B) thrifty
| Answer: The answer is B. | Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
tea - touch
Options: (A) talk (B) thrifty
Answer: The answer is B. | ||
null | Select the one animal that has all of the roundworm traits listed above. | [
"Birdwing butterflies have an exoskeleton and six legs. Males are bright green and black, and females are brown or yellow. Both males and females have one pair of antennae.",
"Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. Th... | B | Roundworms are a group of animals with similar traits. The following traits can be used to identify roundworms:
have a soft, cylindrical body
have no limbs
are not made up of segments Observe the animals and read the descriptions. | closed choice | grade5 | natural science | biology | Classification | Use evidence to classify animals | 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.
Roundworms have the following traits:
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A trichina worm has the following traits:
A trichina worm has the traits of a roundworm. A trichina worm is a roundworm.
A birdwing butterfly has the following traits:
It has six legs.
It has an exoskeleton.
It has one pair of antennae.
A birdwing butterfly does not have all of the traits of a roundworm. A birdwing butterfly is an insect. | Context: Roundworms are a group of animals with similar traits. The following traits can be used to identify roundworms:
have a soft, cylindrical body
have no limbs
are not made up of segments Observe the animals and read the descriptions.
Question: Select the one animal that has all of the roundworm traits listed above.
Options: (A) Birdwing butterflies have an exoskeleton and six legs. Males are bright green and black, and females are brown or yellow. Both males and females have one pair of antennae. (B) Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. They can infect and feed off of humans, pigs, and other mammals.
| Answer: The answer is B. | Context: Roundworms are a group of animals with similar traits. The following traits can be used to identify roundworms:
have a soft, cylindrical body
have no limbs
are not made up of segments Observe the animals and read the descriptions.
Question: Select the one animal that has all of the roundworm traits listed above.
Options: (A) Birdwing butterflies have an exoskeleton and six legs. Males are bright green and black, and females are brown or yellow. Both males and females have one pair of antennae. (B) Trichina worms have soft, thin bodies. They have a cylindrical shape and do not have limbs. Trichina worms are not made up of segments. They can infect and feed off of humans, pigs, and other mammals.
Answer: The answer is B. | |
null | What information supports the conclusion that Jessica acquired this trait? | [
"Jessica learned how to knit in an after school program.",
"Jessica knits sweaters using cotton, wool, and other types of yarn."
] | A | Read the description of a trait.
Jessica knows how to knit sweaters. | 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.
Jessica knows how to knit sweaters.
Question: What information supports the conclusion that Jessica acquired this trait?
Options: (A) Jessica learned how to knit in an after school program. (B) Jessica knits sweaters using cotton, wool, and other types of yarn.
| Answer: The answer is A. | Context: Read the description of a trait.
Jessica knows how to knit sweaters.
Question: What information supports the conclusion that Jessica acquired this trait?
Options: (A) Jessica learned how to knit in an after school program. (B) Jessica knits sweaters using cotton, wool, and other types of yarn.
Answer: The answer is A. | ||
null | Which logical fallacy is used in the text?
Dave's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party. | [
"false dichotomy: an argument that presents only two choices when more options exist",
"slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences",
"appeal to nature: the assumption that natural things are always good"
] | A | closed choice | grade11 | 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 | an attack against the person making the argument, rather than the argument itself
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
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 broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Dave is voting either for the candidate from the Conservative Party or the Labour Party. However, Dave might be voting for a third party—or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy. | Context: N/A
Question: Which logical fallacy is used in the text?
Dave's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party.
Options: (A) false dichotomy: an argument that presents only two choices when more options exist (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) 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?
Dave's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party.
Options: (A) false dichotomy: an argument that presents only two choices when more options exist (B) slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences (C) appeal to nature: the assumption that natural things are always good
Answer: The answer is A. | ||
null | Which figure of speech is used in this text?
It's an open secret that Emilio is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | [
"oxymoron",
"apostrophe"
] | A | closed choice | grade12 | language science | figurative-language | Literary devices | Classify the figure of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses an oxymoron, a joining of two seemingly contradictory terms.
Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden. | Context: N/A
Question: Which figure of speech is used in this text?
It's an open secret that Emilio is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know.
Options: (A) oxymoron (B) apostrophe
| Answer: The answer is A. | Context: N/A
Question: Which figure of speech is used in this text?
It's an open secret that Emilio is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know.
Options: (A) oxymoron (B) apostrophe
Answer: The answer is A. | ||
null | According to Newton's third law, what other force must be happening? | [
"Earth is pulling on the Sun.",
"Earth is pushing on the Sun."
] | A | Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
Consider the following force:
The Sun is pulling on Earth. | closed choice | grade8 | natural science | physics | Velocity, acceleration, and forces | Predict forces using Newton's third law | According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | The Sun is pulling on Earth. So, Newton's third law tells you that Earth is pulling on the Sun. | Context: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
Consider the following force:
The Sun is pulling on Earth.
Question: According to Newton's third law, what other force must be happening?
Options: (A) Earth is pulling on the Sun. (B) Earth is pushing on the Sun.
| Answer: The answer is A. | Context: Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
Consider the following force:
The Sun is pulling on Earth.
Question: According to Newton's third law, what other force must be happening?
Options: (A) Earth is pulling on the Sun. (B) Earth is pushing on the Sun.
Answer: The answer is A. | |
null | Which greeting is correct for a letter? | [
"dear Dr. McKee,",
"Dear Dr. McKee,"
] | B | closed choice | grade4 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Dr. McKee is capitalized because it is a proper noun. | Context: N/A
Question: Which greeting is correct for a letter?
Options: (A) dear Dr. McKee, (B) Dear Dr. McKee,
| Answer: The answer is B. | Context: N/A
Question: Which greeting is correct for a letter?
Options: (A) dear Dr. McKee, (B) Dear Dr. McKee,
Answer: The answer is B. | ||
null | Use the evidence in the text to select the photosynthetic organism. | [
"Polar bears are the largest meat-eating land animals in the world. Polar bears live in the Arctic and hunt seals for food.",
"Bearberries are plants found in the Arctic. Bearberry plants use energy from sunlight to make food."
] | B | closed choice | grade5 | natural science | biology | Plants | Identify the photosynthetic organism | Organisms that carry out photosynthesis are called photosynthetic organisms. During photosynthesis, these organisms use light energy to turn water and carbon dioxide into 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. Producers don't usually eat other organisms.
Their cells contain chloroplasts. Chloroplasts are cell parts where photosynthesis occurs.
Their chloroplasts often contain chlorophyll, which is green. Chlorophyll captures energy from sunlight to power photosynthesis.
They use the sugars they make during photosynthesis as food. This food provides the organisms with the energy they need to live. | This organism is photosynthetic:
The text tells you that bearberry plants use energy from sunlight to make food. This is evidence that the bearberry plant is a photosynthetic organism.
This organism is not photosynthetic:
The text does not provide evidence that the polar bear is photosynthetic. | Context: N/A
Question: Use the evidence in the text to select the photosynthetic organism.
Options: (A) Polar bears are the largest meat-eating land animals in the world. Polar bears live in the Arctic and hunt seals for food. (B) Bearberries are plants found in the Arctic. Bearberry plants use energy from sunlight to make food.
| Answer: The answer is B. | Context: N/A
Question: Use the evidence in the text to select the photosynthetic organism.
Options: (A) Polar bears are the largest meat-eating land animals in the world. Polar bears live in the Arctic and hunt seals for food. (B) Bearberries are plants found in the Arctic. Bearberry plants use energy from sunlight to make food.
Answer: The answer is B. | ||
null | Which is a simple sentence? | [
"The nurse measured my weight and height, and then he took my pulse.",
"The barber and his brother opened their shop in Harlem more than thirty years ago."
] | B | 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.
The barber and his brother opened their shop in Harlem more than thirty years ago. | Context: N/A
Question: Which is a simple sentence?
Options: (A) The nurse measured my weight and height, and then he took my pulse. (B) The barber and his brother opened their shop in Harlem more than thirty years ago.
| Answer: The answer is B. | Context: N/A
Question: Which is a simple sentence?
Options: (A) The nurse measured my weight and height, and then he took my pulse. (B) The barber and his brother opened their shop in Harlem more than thirty years ago.
Answer: The answer is B. | ||
null | Would you find the word birch on a dictionary page with the following guide words?
banjo - block | [
"no",
"yes"
] | B | yes or no | grade3 | 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 birch is between the guide words banjo - block, it would be found on that page. | Context: N/A
Question: Would you find the word birch on a dictionary page with the following guide words?
banjo - block
Options: (A) no (B) yes
| Answer: The answer is B. | Context: N/A
Question: Would you find the word birch on a dictionary page with the following guide words?
banjo - block
Options: (A) no (B) yes
Answer: The answer is B. | ||
null | Select the part whose main job is to store nutrients, water, and waste in a plant cell. | [
"Golgi",
"chromosomes",
"nucleus",
"vacuole"
] | D | closed choice | grade7 | natural science | biology | Cells | Identify functions of plant cell parts | Plant cells are made up of many different parts. Each cell part has a function that helps the cell survive and grow.
Some cell parts are called organelles. Organelles are cell structures that are surrounded by their own membranes. Here are some of the organelles in plant cells:
Chloroplasts and mitochondria work together to help the cell get the energy it needs. The chloroplasts use photosynthesis to make sugar. The mitochondria break down this sugar and release energy that the cell can use for all of its activities.
The nucleus directs cell activities by sending instructions to different parts of the cell. The nucleus contains structures called chromosomes. The chromosomes are made mostly of hereditary material called DNA. DNA contains information that the cell uses for growth and activities. These instructions tell ribosomes how to build molecules called proteins, which make up cell structures and help chemical reactions happen in the cell.
The endoplasmic reticulum is an organelle that helps ribosomes build proteins. The nucleus sends instructions for making proteins to ribosomes. Ribosomes can attach to the endoplamic reticulum. The endoplasmic reticulum and ribosomes use these instructions to make proteins that the cell needs to survive and grow.
After proteins are made in the endoplasmic reticulum, they can be transferred to the Golgi. The Golgi is an organelle made up of flat, stacked membranes. The Golgi sorts and packages proteins and other substances. Then, the Golgi sends these substances to different parts of the cell. Some of these substances are sent to the cell membrane and released from the cell.
In plant cells, the vacuole stores waste, water, and nutrients such as sugar. Most plant cells have one vacuole.
Other cell parts are not surrounded by their own membranes. These cell parts are not organelles.
The cell wall is the cell's tough outer covering. It gives the cell strength and stiffness and helps the cell keep its shape.
On the inside of the cell wall is a thin layer called the cell membrane. This layer is a membrane, but it does not have a membrane surrounding it, so it is not an organelle. The cell membrane controls which substances enter and leave the cell.
The cytoplasm is a thick liquid that fills the space inside the cell. The cytoplasm also helps the cell keep its shape and supports the other cell parts. | The vacuole stores water, waste, and nutrients such as sugar. Plant cells usually have one vacuole. | Context: N/A
Question: Select the part whose main job is to store nutrients, water, and waste in a plant cell.
Options: (A) Golgi (B) chromosomes (C) nucleus (D) vacuole
| Answer: The answer is D. | Context: N/A
Question: Select the part whose main job is to store nutrients, water, and waste in a plant cell.
Options: (A) Golgi (B) chromosomes (C) nucleus (D) vacuole
Answer: The answer is D. | ||
null | Would you find the word yelp on a dictionary page with the following guide words?
yarn - yonder | [
"yes",
"no"
] | A | yes or no | grade6 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since yelp is between the guide words yarn - yonder, it would be found on that page. | Context: N/A
Question: Would you find the word yelp on a dictionary page with the following guide words?
yarn - yonder
Options: (A) yes (B) no
| Answer: The answer is A. | Context: N/A
Question: Would you find the word yelp on a dictionary page with the following guide words?
yarn - yonder
Options: (A) yes (B) no
Answer: The answer is A. | ||
null | Which tense does the sentence use?
Dad will roast a chicken for dinner. | [
"present tense",
"future tense",
"past tense"
] | B | closed choice | grade3 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, roast. The verb tells you about something that is going to happen. | Context: N/A
Question: Which tense does the sentence use?
Dad will roast a chicken for dinner.
Options: (A) present tense (B) future tense (C) past tense
| Answer: The answer is B. | Context: N/A
Question: Which tense does the sentence use?
Dad will roast a chicken for dinner.
Options: (A) present tense (B) future tense (C) past tense
Answer: The answer is B. | ||
null | Select the vertebrate. | [
"macaw",
"black widow spider",
"rock lobster",
"saturn butterfly"
] | A | Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates. | closed choice | grade5 | 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 an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | A macaw is a bird. Like other birds, a macaw is a vertebrate. It has a backbone.
A saturn butterfly is an insect. Like other insects, a saturn butterfly is an invertebrate. It does not have a backbone. It has an exoskeleton.
A rock lobster is a crustacean. Like other crustaceans, a rock lobster is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton. | Context: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
Question: Select the vertebrate.
Options: (A) macaw (B) black widow spider (C) rock lobster (D) saturn butterfly
| Answer: The answer is A. | Context: Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.
Question: Select the vertebrate.
Options: (A) macaw (B) black widow spider (C) rock lobster (D) saturn butterfly
Answer: The answer is A. | |
null | What information supports the conclusion that Jayden inherited this trait? | [
"Jayden uses a headband to keep his wavy hair out of his face.",
"Jayden's biological mother has long hair. Jayden also has long hair.",
"Jayden's biological parents have wavy hair."
] | C | Read the description of a trait.
Jayden has wavy hair. | 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.
Jayden has wavy hair.
Question: What information supports the conclusion that Jayden inherited this trait?
Options: (A) Jayden uses a headband to keep his wavy hair out of his face. (B) Jayden's biological mother has long hair. Jayden also has long hair. (C) Jayden's biological parents have wavy hair.
| Answer: The answer is C. | Context: Read the description of a trait.
Jayden has wavy hair.
Question: What information supports the conclusion that Jayden inherited this trait?
Options: (A) Jayden uses a headband to keep his wavy hair out of his face. (B) Jayden's biological mother has long hair. Jayden also has long hair. (C) Jayden's biological parents have wavy hair.
Answer: The answer is C. | ||
null | How long does it take to peel a banana? | [
"13 seconds",
"13 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 peel a banana is 13 seconds.
13 hours is too slow. | Context: Select the better estimate.
Question: How long does it take to peel a banana?
Options: (A) 13 seconds (B) 13 hours
| Answer: The answer is A. | Context: Select the better estimate.
Question: How long does it take to peel a banana?
Options: (A) 13 seconds (B) 13 hours
Answer: The answer is A. | |
null | What information supports the conclusion that Vicky inherited this trait? | [
"Vicky's father has brown eyes. He passed this trait down to Vicky.",
"Vicky's hair is the same color as her brown eyes."
] | A | Read the description of a trait.
Vicky has brown eyes. | 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.
Vicky has brown eyes.
Question: What information supports the conclusion that Vicky inherited this trait?
Options: (A) Vicky's father has brown eyes. He passed this trait down to Vicky. (B) Vicky's hair is the same color as her brown eyes.
| Answer: The answer is A. | Context: Read the description of a trait.
Vicky has brown eyes.
Question: What information supports the conclusion that Vicky inherited this trait?
Options: (A) Vicky's father has brown eyes. He passed this trait down to Vicky. (B) Vicky's hair is the same color as her brown eyes.
Answer: The answer is A. | ||
null | What information supports the conclusion that Sharon acquired this trait? | [
"Sharon knits sweaters using cotton, wool, and other types of yarn.",
"Sharon learned how to knit in an after school program."
] | B | Read the description of a trait.
Sharon knows how to knit sweaters. | 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.
Sharon knows how to knit sweaters.
Question: What information supports the conclusion that Sharon acquired this trait?
Options: (A) Sharon knits sweaters using cotton, wool, and other types of yarn. (B) Sharon learned how to knit in an after school program.
| Answer: The answer is B. | Context: Read the description of a trait.
Sharon knows how to knit sweaters.
Question: What information supports the conclusion that Sharon acquired this trait?
Options: (A) Sharon knits sweaters using cotton, wool, and other types of yarn. (B) Sharon learned how to knit in an after school program.
Answer: The answer is B. | ||
null | What information supports the conclusion that Gabby acquired this trait? | [
"Gabby can cook food over a fire.",
"Gabby learned how to build a fire at summer camp."
] | B | Read the description of a trait.
Gabby knows how to build a fire. | 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.
Gabby knows how to build a fire.
Question: What information supports the conclusion that Gabby acquired this trait?
Options: (A) Gabby can cook food over a fire. (B) Gabby learned how to build a fire at summer camp.
| Answer: The answer is B. | Context: Read the description of a trait.
Gabby knows how to build a fire.
Question: What information supports the conclusion that Gabby acquired this trait?
Options: (A) Gabby can cook food over a fire. (B) Gabby learned how to build a fire at summer camp.
Answer: The answer is B. | ||
null | What information supports the conclusion that Kiara acquired this trait? | [
"Kiara's scar was caused by an accident. She cut her arm when she fell off her bicycle.",
"Kiara's sister has a bruise from falling on her elbow.",
"Kiara's scar is on her right elbow. Her father also has a scar on his right elbow."
] | A | Read the description of a trait.
Kiara has a scar on her right elbow. | 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.
Kiara has a scar on her right elbow.
Question: What information supports the conclusion that Kiara acquired this trait?
Options: (A) Kiara's scar was caused by an accident. She cut her arm when she fell off her bicycle. (B) Kiara's sister has a bruise from falling on her elbow. (C) Kiara's scar is on her right elbow. Her father also has a scar on his right elbow.
| Answer: The answer is A. | Context: Read the description of a trait.
Kiara has a scar on her right elbow.
Question: What information supports the conclusion that Kiara acquired this trait?
Options: (A) Kiara's scar was caused by an accident. She cut her arm when she fell off her bicycle. (B) Kiara's sister has a bruise from falling on her elbow. (C) Kiara's scar is on her right elbow. Her father also has a scar on his right elbow.
Answer: The answer is A. | ||
null | Which sentence states a fact? | [
"A potato is a kind of stem, not a root.",
"Baked potatoes with butter are delicious."
] | A | closed choice | grade3 | language science | writing-strategies | Opinion writing | Distinguish facts from opinions | A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping. | The first sentence states a fact.
A potato is a kind of stem, not a root.
It can be proved by looking up information about potatoes.
The second sentence states an opinion.
Baked potatoes with butter are delicious.
Delicious shows what a person believes, thinks, or feels. Another person might have a different opinion about how baked potatoes taste. | Context: N/A
Question: Which sentence states a fact?
Options: (A) A potato is a kind of stem, not a root. (B) Baked potatoes with butter are delicious.
| Answer: The answer is A. | Context: N/A
Question: Which sentence states a fact?
Options: (A) A potato is a kind of stem, not a root. (B) Baked potatoes with butter are delicious.
Answer: The answer is A. | ||
null | Which logical fallacy is used in the text?
When Carson arrived at Heathrow Airport, a British man helped him retrieve his luggage from baggage claim. British people are all so nice! | [
"guilt by association: a negative association intended to discredit someone or something",
"hasty generalization: a broad claim based on too few observations",
"appeal to nature: the assumption that natural things are always good"
] | B | closed choice | grade11 | 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 | an attack against the person making the argument, rather than the argument itself
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
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 broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that a single polite British person indicates that all British people are nice. However, this isn't necessarily true. This illustrates a type of logical fallacy known as a hasty generalization. | Context: N/A
Question: Which logical fallacy is used in the text?
When Carson arrived at Heathrow Airport, a British man helped him retrieve his luggage from baggage claim. British people are all so nice!
Options: (A) guilt by association: a negative association intended to discredit someone or something (B) hasty generalization: a broad claim based on too few observations (C) appeal to nature: the assumption that natural things are always good
| Answer: The answer is B. | Context: N/A
Question: Which logical fallacy is used in the text?
When Carson arrived at Heathrow Airport, a British man helped him retrieve his luggage from baggage claim. British people are all so nice!
Options: (A) guilt by association: a negative association intended to discredit someone or something (B) hasty generalization: a broad claim based on too few observations (C) appeal to nature: the assumption that natural things are always good
Answer: The answer is B. | ||
null | Which word would you find on a dictionary page with the following guide words?
decision - during | [
"dawn",
"drill"
] | B | closed choice | grade7 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since drill is between the guide words decision - during, 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?
decision - during
Options: (A) dawn (B) drill
| Answer: The answer is B. | Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
decision - during
Options: (A) dawn (B) drill
Answer: The answer is B. | ||
null | Is the following trait inherited or acquired?
Henry has a scar on his left knee. | [
"inherited",
"acquired"
] | B | Hint: Most scars are caused by accidents during a person's life. | 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. | Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Context: Hint: Most scars are caused by accidents during a person's life.
Question: Is the following trait inherited or acquired?
Henry has a scar on his left knee.
Options: (A) inherited (B) acquired
| Answer: The answer is B. | Context: Hint: Most scars are caused by accidents during a person's life.
Question: Is the following trait inherited or acquired?
Henry has a scar on his left knee.
Options: (A) inherited (B) acquired
Answer: The answer is B. | |
null | Which word would you find on a dictionary page with the following guide words?
paper - porch | [
"peril",
"praise"
] | A | closed choice | grade3 | 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 peril is between the guide words paper - porch, 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?
paper - porch
Options: (A) peril (B) praise
| Answer: The answer is A. | Context: N/A
Question: Which word would you find on a dictionary page with the following guide words?
paper - porch
Options: (A) peril (B) praise
Answer: The answer is A. | ||
null | Select the liquid. | [
"umbrella",
"baseball cap",
"caramel sauce",
"stone statue"
] | C | closed choice | grade3 | natural science | physics | States of matter | Identify solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | Caramel sauce is a liquid. A liquid takes the shape of any container it is in. If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce will still take up the same amount of space.
A stone statue is a solid. A solid has a size and shape of its own. Stone statues are made of one or more pieces of rock. Each piece of rock has a size and shape of its own.
An umbrella is a solid. A solid has a size and shape of its own. When you open an umbrella, it still has a size and shape of its own.
A baseball cap is a solid. A solid has a size and shape of its own. If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own. | Context: N/A
Question: Select the liquid.
Options: (A) umbrella (B) baseball cap (C) caramel sauce (D) stone statue
| Answer: The answer is C. | Context: N/A
Question: Select the liquid.
Options: (A) umbrella (B) baseball cap (C) caramel sauce (D) stone statue
Answer: The answer is C. | ||
null | Which tense does the sentence use?
Kirk will dust off the shelf with a rag. | [
"present tense",
"past tense",
"future tense"
] | C | closed choice | grade3 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, dust. The verb tells you about something that is going to happen. | Context: N/A
Question: Which tense does the sentence use?
Kirk will dust off the shelf with a rag.
Options: (A) present tense (B) past tense (C) future tense
| Answer: The answer is C. | Context: N/A
Question: Which tense does the sentence use?
Kirk will dust off the shelf with a rag.
Options: (A) present tense (B) past tense (C) future tense
Answer: The answer is C. | ||
null | Which logical fallacy is used in the text?
Your elderly grandmother wants a dog for companionship, yet you don't want to get her one. Why do you want your grandmother to be sad and lonely? | [
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"red herring: the use of a completely unrelated topic or idea"
] | 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 you don't want your grandmother to have a dog, because you want her to be lonely. However, the fact that you don't want her to have a dog doesn't necessarily suggest that you want her to be lonely. This illustrates a type of logical fallacy known as a straw man. | Context: N/A
Question: Which logical fallacy is used in the text?
Your elderly grandmother wants a dog for companionship, yet you don't want to get her one. Why do you want your grandmother to be sad and lonely?
Options: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) red herring: the use of a completely unrelated topic or idea
| Answer: The answer is A. | Context: N/A
Question: Which logical fallacy is used in the text?
Your elderly grandmother wants a dog for companionship, yet you don't want to get her one. Why do you want your grandmother to be sad and lonely?
Options: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) red herring: the use of a completely unrelated topic or idea
Answer: The answer is A. | ||
null | Would you find the word toil on a dictionary page with the following guide words?
tax - trot | [
"no",
"yes"
] | B | yes or no | grade5 | 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 toil is between the guide words tax - trot, it would be found on that page. | Context: N/A
Question: Would you find the word toil on a dictionary page with the following guide words?
tax - trot
Options: (A) no (B) yes
| Answer: The answer is B. | Context: N/A
Question: Would you find the word toil on a dictionary page with the following guide words?
tax - trot
Options: (A) no (B) yes
Answer: The answer is B. | ||
null | Which logical fallacy is used in the text?
I can't believe you'd hire Jake Perry to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week? | [
"guilt by association: a negative association intended to discredit someone or something",
"hasty generalization: a very broad claim based on very little evidence"
] | A | closed choice | grade7 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Jake must be an irresponsible dog owner, because his friend was an irresponsible dog owner. However, even though Jake's friend was irresponsible, that doesn't necessarily mean that Jake is also irresponsible. This illustrates a type of logical fallacy known as guilt by association. | Context: N/A
Question: Which logical fallacy is used in the text?
I can't believe you'd hire Jake Perry to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week?
Options: (A) guilt by association: a negative association intended to discredit someone or something (B) hasty generalization: a very broad claim based on very little evidence
| Answer: The answer is A. | Context: N/A
Question: Which logical fallacy is used in the text?
I can't believe you'd hire Jake Perry to watch your dog! Did you know that his friend adopted a dog but then took it back to the shelter after just one week?
Options: (A) guilt by association: a negative association intended to discredit someone or something (B) hasty generalization: a very broad claim based on very little evidence
Answer: The answer is A. | ||
null | What is the source of the allusion in the sentence below?
In the Republican primary, the senator labeled his opponent a snake oil salesman. | [
"a poem",
"U.S. history"
] | 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 snake oil salesman is U.S. history.
Thousands of Chinese laborers immigrated to the United States in the 1800 s. Many of them brought traditional medicines, including snake oil made from the Chinese water snake. In time, some people made fake versions of the remedy, and when the fakes were eventually exposed as ineffective, the salesmen gained a poor reputation.
The allusion snake oil salesman means a person making false promises. | Context: N/A
Question: What is the source of the allusion in the sentence below?
In the Republican primary, the senator labeled his opponent a snake oil salesman.
Options: (A) a poem (B) U.S. history
| Answer: The answer is B. | Context: N/A
Question: What is the source of the allusion in the sentence below?
In the Republican primary, the senator labeled his opponent a snake oil salesman.
Options: (A) a poem (B) U.S. history
Answer: The answer is B. | ||
null | Using only these supplies, which question can Irma 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 | Irma 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: Irma 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 Irma 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: Irma 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 Irma 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 | What information supports the conclusion that Kenny inherited this trait? | [
"Kenny's parents were born with straight hair. They passed down this trait to Kenny.",
"Kenny and his father both have short hair."
] | A | Read the description of a trait.
Kenny has straight hair. | closed choice | grade5 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Context: Read the description of a trait.
Kenny has straight hair.
Question: What information supports the conclusion that Kenny inherited this trait?
Options: (A) Kenny's parents were born with straight hair. They passed down this trait to Kenny. (B) Kenny and his father both have short hair.
| Answer: The answer is A. | Context: Read the description of a trait.
Kenny has straight hair.
Question: What information supports the conclusion that Kenny inherited this trait?
Options: (A) Kenny's parents were born with straight hair. They passed down this trait to Kenny. (B) Kenny and his father both have short hair.
Answer: The answer is A. | ||
null | Select the solid. | [
"pair of scissors",
"water in a glass",
"grape juice",
"air from a hair dryer"
] | A | closed choice | grade3 | natural science | physics | States of matter | Identify solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | The air from a hair dryer is a gas. A gas expands to fill a space. A hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.
A pair of scissors is a solid. A solid has a size and shape of its own. When you use a pair of scissors to cut paper, the pair of scissors still has a size and shape of its own.
The water in a glass is a liquid. A liquid takes the shape of any container it is in. If you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.
Grape juice is a liquid. A liquid takes the shape of any container it is in. If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space. | Context: N/A
Question: Select the solid.
Options: (A) pair of scissors (B) water in a glass (C) grape juice (D) air from a hair dryer
| Answer: The answer is A. | Context: N/A
Question: Select the solid.
Options: (A) pair of scissors (B) water in a glass (C) grape juice (D) air from a hair dryer
Answer: The answer is A. | ||
null | Suppose Samuel decides to take a trip to California. Which result would be a cost? | [
"Samuel will give up the chance to go to South Carolina. He would have enjoyed a trip to South Carolina more than California.",
"Samuel will save some money. Plane tickets for Samuel to get to California are less expensive than tickets to South Carolina."
] | A | Samuel is deciding whether to take a trip to South Carolina or California. He wants to enjoy his trip. But he is also trying to save money. | 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 Samuel wants or needs:
Samuel will give up the chance to go to South Carolina. He would have enjoyed a trip to South Carolina more than California. | Context: Samuel is deciding whether to take a trip to South Carolina or California. He wants to enjoy his trip. But he is also trying to save money.
Question: Suppose Samuel decides to take a trip to California. Which result would be a cost?
Options: (A) Samuel will give up the chance to go to South Carolina. He would have enjoyed a trip to South Carolina more than California. (B) Samuel will save some money. Plane tickets for Samuel to get to California are less expensive than tickets to South Carolina.
| Answer: The answer is A. | Context: Samuel is deciding whether to take a trip to South Carolina or California. He wants to enjoy his trip. But he is also trying to save money.
Question: Suppose Samuel decides to take a trip to California. Which result would be a cost?
Options: (A) Samuel will give up the chance to go to South Carolina. He would have enjoyed a trip to South Carolina more than California. (B) Samuel will save some money. Plane tickets for Samuel to get to California are less expensive than tickets to South Carolina.
Answer: The answer is A. | |
null | Using only these supplies, which question can Sharon investigate with an experiment? | [
"Does a cell phone charge faster when plugged into a wall outlet or into a computer?",
"Does a cell phone charge more quickly when it is turned on or when it is turned off?",
"Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?"
] | B | Sharon notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
one cell phone
a two-foot-long charging cable
a five-foot-long charging cable
a stopwatch
a wall outlet | closed choice | grade8 | 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: Sharon notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
one cell phone
a two-foot-long charging cable
a five-foot-long charging cable
a stopwatch
a wall outlet
Question: Using only these supplies, which question can Sharon investigate with an experiment?
Options: (A) Does a cell phone charge faster when plugged into a wall outlet or into a computer? (B) Does a cell phone charge more quickly when it is turned on or when it is turned off? (C) Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?
| Answer: The answer is B. | Context: Sharon notices that her cell phone charges more quickly sometimes and more slowly other times. She wonders what factors affect how quickly a phone charges. So, she decides to design an experiment. She has the following supplies available:
one cell phone
a two-foot-long charging cable
a five-foot-long charging cable
a stopwatch
a wall outlet
Question: Using only these supplies, which question can Sharon investigate with an experiment?
Options: (A) Does a cell phone charge faster when plugged into a wall outlet or into a computer? (B) Does a cell phone charge more quickly when it is turned on or when it is turned off? (C) Does a tablet charge faster with a two-foot-long charging cable or a five-foot-long charging cable?
Answer: The answer is B. | ||
null | What information supports the conclusion that Evan acquired this trait? | [
"Evan is most interested in American history.",
"Evan learned history by reading."
] | B | Read the description of a trait.
Evan knows a lot about history. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Context: Read the description of a trait.
Evan knows a lot about history.
Question: What information supports the conclusion that Evan acquired this trait?
Options: (A) Evan is most interested in American history. (B) Evan learned history by reading.
| Answer: The answer is B. | Context: Read the description of a trait.
Evan knows a lot about history.
Question: What information supports the conclusion that Evan acquired this trait?
Options: (A) Evan is most interested in American history. (B) Evan learned history by reading.
Answer: The answer is B. | ||
null | Suppose Stacy decides to see the meerkats. Which result would be a cost? | [
"Stacy will enjoy seeing the meerkats more than she would have enjoyed seeing the monkeys.",
"Stacy will spend more time walking to the meerkats. They are on the other side of the zoo, but the monkeys are close by."
] | B | Stacy is deciding whether to see the meerkats or the monkeys at the zoo. She wants to see lots of animals, but the zoo is closing soon. | 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 Stacy wants or needs:
Stacy will spend more time walking to the meerkats. They are on the other side of the zoo, but the monkeys are close by. | Context: Stacy is deciding whether to see the meerkats or the monkeys at the zoo. She wants to see lots of animals, but the zoo is closing soon.
Question: Suppose Stacy decides to see the meerkats. Which result would be a cost?
Options: (A) Stacy will enjoy seeing the meerkats more than she would have enjoyed seeing the monkeys. (B) Stacy will spend more time walking to the meerkats. They are on the other side of the zoo, but the monkeys are close by.
| Answer: The answer is B. | Context: Stacy is deciding whether to see the meerkats or the monkeys at the zoo. She wants to see lots of animals, but the zoo is closing soon.
Question: Suppose Stacy decides to see the meerkats. Which result would be a cost?
Options: (A) Stacy will enjoy seeing the meerkats more than she would have enjoyed seeing the monkeys. (B) Stacy will spend more time walking to the meerkats. They are on the other side of the zoo, but the monkeys are close by.
Answer: The answer is B. | |
null | What information supports the conclusion that Nathan inherited this trait? | [
"Nathan's biological parents have wavy hair.",
"Nathan's biological mother has long hair. Nathan also has long hair.",
"Nathan uses a headband to keep his wavy hair out of his face."
] | A | Read the description of a trait.
Nathan has wavy hair. | 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.
Nathan has wavy hair.
Question: What information supports the conclusion that Nathan inherited this trait?
Options: (A) Nathan's biological parents have wavy hair. (B) Nathan's biological mother has long hair. Nathan also has long hair. (C) Nathan uses a headband to keep his wavy hair out of his face.
| Answer: The answer is A. | Context: Read the description of a trait.
Nathan has wavy hair.
Question: What information supports the conclusion that Nathan inherited this trait?
Options: (A) Nathan's biological parents have wavy hair. (B) Nathan's biological mother has long hair. Nathan also has long hair. (C) Nathan uses a headband to keep his wavy hair out of his face.
Answer: The answer is A. | ||
null | Which tense does the sentence use?
Mrs. Hatfield manages the busy office. | [
"past tense",
"present tense",
"future tense"
] | B | 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 present tense. You can tell because it uses a present-tense verb, manages. 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?
Mrs. Hatfield manages the busy office.
Options: (A) past tense (B) present tense (C) future tense
| Answer: The answer is B. | Context: N/A
Question: Which tense does the sentence use?
Mrs. Hatfield manages the busy office.
Options: (A) past tense (B) present tense (C) future tense
Answer: The answer is B. | ||
null | Complete the statement. Assume that the sled's mass did not change.
The gravitational potential energy stored between the sled and Earth () as Candice rode down the hill. | [
"stayed the same",
"decreased",
"increased"
] | B | Read the text about an object in motion.
On a snowy day, Candice rode her sled down a big hill. | closed choice | grade7 | natural science | physics | Kinetic and potential energy | Identify changes in gravitational potential energy | Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same | Think about how the distance between the sled and the center of Earth changed.
The bottom of the hill was lower than the point where Candice started sledding. As Candice rode toward the bottom of the hill, the distance between the sled and the center of Earth decreased. So, the gravitational potential energy stored between the sled and Earth decreased as Candice rode down the hill. | Context: Read the text about an object in motion.
On a snowy day, Candice rode her sled down a big hill.
Question: Complete the statement. Assume that the sled's mass did not change.
The gravitational potential energy stored between the sled and Earth () as Candice rode down the hill.
Options: (A) stayed the same (B) decreased (C) increased
| Answer: The answer is B. | Context: Read the text about an object in motion.
On a snowy day, Candice rode her sled down a big hill.
Question: Complete the statement. Assume that the sled's mass did not change.
The gravitational potential energy stored between the sled and Earth () as Candice rode down the hill.
Options: (A) stayed the same (B) decreased (C) increased
Answer: The answer is B. | |
null | How long is an apple seed? | [
"5 kilometers",
"5 centimeters",
"5 millimeters",
"5 meters"
] | C | Select the best estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Choose metric units of distance, mass, and volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | The best estimate for the length of an apple seed is 5 millimeters.
5 centimeters, 5 meters, and 5 kilometers are all too long. | Context: Select the best estimate.
Question: How long is an apple seed?
Options: (A) 5 kilometers (B) 5 centimeters (C) 5 millimeters (D) 5 meters
| Answer: The answer is C. | Context: Select the best estimate.
Question: How long is an apple seed?
Options: (A) 5 kilometers (B) 5 centimeters (C) 5 millimeters (D) 5 meters
Answer: The answer is C. | |
null | Would you find the word casket on a dictionary page with the following guide words?
clatter - comic | [
"no",
"yes"
] | A | yes or no | 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 casket is not between the guide words clatter - comic, it would not be found on that page. | Context: N/A
Question: Would you find the word casket on a dictionary page with the following guide words?
clatter - comic
Options: (A) no (B) yes
| Answer: The answer is A. | Context: N/A
Question: Would you find the word casket on a dictionary page with the following guide words?
clatter - comic
Options: (A) no (B) yes
Answer: The answer is A. | ||
null | Which press release is more formal? | [
"On November 19, the Springtown Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon.",
"On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater."
] | A | closed choice | grade11 | language science | writing-strategies | Audience, purpose, and tone | Which text is most formal? | Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners. | The first press release is more formal. It uses more elevated language (area musicians, top honors). The other press release uses idioms (battle it out) and abbreviations (Nov.). | Context: N/A
Question: Which press release is more formal?
Options: (A) On November 19, the Springtown Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon. (B) On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater.
| Answer: The answer is A. | Context: N/A
Question: Which press release is more formal?
Options: (A) On November 19, the Springtown Amphitheater will host area musicians vying for top honors in the fourth annual Jam-a-thon. (B) On Nov. 19, musicians from all over town will battle it out in the fourth annual Jam-a-thon, happening at the amphitheater.
Answer: The answer is A. | ||
null | Which logical fallacy is used in the text?
Ms. Stafford has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject. | [
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"appeal to nature: the assumption that natural things are always good",
"bandwagon fallacy: the assumption that the popular choice is automatically correct"
] | A | closed choice | grade12 | 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 | an attack against the person making the argument, rather than the argument itself
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
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 broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Ms. Stafford thinks algebra is useless because she would let students take statistics instead. However, Ms. Stafford only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man. | Context: N/A
Question: Which logical fallacy is used in the text?
Ms. Stafford has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject.
Options: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) appeal to nature: the assumption that natural things are always good (C) bandwagon fallacy: the assumption that the popular choice is automatically correct
| Answer: The answer is A. | Context: N/A
Question: Which logical fallacy is used in the text?
Ms. Stafford has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject.
Options: (A) straw man: a misrepresentation of an opponent's position that makes it easier to argue against (B) appeal to nature: the assumption that natural things are always good (C) bandwagon fallacy: the assumption that the popular choice is automatically correct
Answer: The answer is A. | ||
null | Which letter opening is more formal? | [
"Dear Mr. Strickland,",
"Dear Eddie,"
] | A | closed choice | grade9 | language science | writing-strategies | Audience, purpose, and tone | Which text is most formal? | Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners. | The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. | Context: N/A
Question: Which letter opening is more formal?
Options: (A) Dear Mr. Strickland, (B) Dear Eddie,
| Answer: The answer is A. | Context: N/A
Question: Which letter opening is more formal?
Options: (A) Dear Mr. Strickland, (B) Dear Eddie,
Answer: The answer is A. | ||
null | Which sentence is more formal? | [
"There are some things that Ms. Kramer wants to bring up at the next city council meeting.",
"Ms. Kramer has several important proposals to discuss at the next city council meeting."
] | B | closed choice | grade7 | language science | writing-strategies | Author's purpose and tone | Which sentence is more formal? | Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
| The first sentence is less formal. You can tell because it uses overly simple or imprecise language (some things, bring up).
The second sentence uses more precise language, so it is more formal overall. | Context: N/A
Question: Which sentence is more formal?
Options: (A) There are some things that Ms. Kramer wants to bring up at the next city council meeting. (B) Ms. Kramer has several important proposals to discuss at the next city council meeting.
| Answer: The answer is B. | Context: N/A
Question: Which sentence is more formal?
Options: (A) There are some things that Ms. Kramer wants to bring up at the next city council meeting. (B) Ms. Kramer has several important proposals to discuss at the next city council meeting.
Answer: The answer is B. | ||
null | Which correctly shows the title of a book? | [
"the story of Man",
"The Story of Man"
] | B | closed choice | grade4 | language science | capitalization | Formatting | Capitalizing titles | In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach
These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or | Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
The correct title is The Story of Man. | Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) the story of Man (B) The Story of Man
| Answer: The answer is B. | Context: N/A
Question: Which correctly shows the title of a book?
Options: (A) the story of Man (B) The Story of Man
Answer: The answer is B. | ||
null | Which is a simple sentence? | [
"The Costa Rican hairy caterpillar wards off predators with its poisonous spines.",
"If you thought that dish was spicy, this dish will set your mouth on fire."
] | A | closed choice | grade5 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The second sentence is the simple sentence. It is a single independent clause.
The Costa Rican hairy caterpillar wards off predators with its poisonous spines. | Context: N/A
Question: Which is a simple sentence?
Options: (A) The Costa Rican hairy caterpillar wards off predators with its poisonous spines. (B) If you thought that dish was spicy, this dish will set your mouth on fire.
| Answer: The answer is A. | Context: N/A
Question: Which is a simple sentence?
Options: (A) The Costa Rican hairy caterpillar wards off predators with its poisonous spines. (B) If you thought that dish was spicy, this dish will set your mouth on fire.
Answer: The answer is A. | ||
null | Does the sentence use a simile or a metaphor?
My dog, Rusty, is the security guard for our front yard mailbox. | [
"simile",
"metaphor"
] | B | 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. | My dog, Rusty, is the security guard for our front yard mailbox.
The words Rusty and security guard 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?
My dog, Rusty, is the security guard for our front yard mailbox.
Options: (A) simile (B) metaphor
| Answer: The answer is B. | Context: N/A
Question: Does the sentence use a simile or a metaphor?
My dog, Rusty, is the security guard for our front yard mailbox.
Options: (A) simile (B) metaphor
Answer: The answer is B. | ||
null | Complete the sentence.
Getting a haircut is a (). | [
"chemical change",
"physical change"
] | B | closed choice | grade3 | natural science | chemistry | Physical and chemical change | Identify physical and chemical changes | Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
A change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water. | Getting a haircut is a physical change. Your hair is shorter after a haircut. But it is still made of the same type of matter. | Context: N/A
Question: Complete the sentence.
Getting a haircut is a ().
Options: (A) chemical change (B) physical change
| Answer: The answer is B. | Context: N/A
Question: Complete the sentence.
Getting a haircut is a ().
Options: (A) chemical change (B) physical change
Answer: The answer is B. | ||
null | Compare the motion of two gray whales. Which gray whale was moving at a higher speed? | [
"a gray whale that moved 50miles in 10hours",
"a gray whale that moved 20miles in 10hours"
] | A | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Look at the distance each gray whale moved and the time it took to move that distance.
One gray whale moved 50 miles in 10 hours.
The other gray whale moved 20 miles in 10 hours.
Notice that each gray whale spent the same amount of time moving. The gray whale that moved 50 miles moved a farther distance in that time. So, that gray whale must have moved at a higher speed. | Context: N/A
Question: Compare the motion of two gray whales. Which gray whale was moving at a higher speed?
Options: (A) a gray whale that moved 50miles in 10hours (B) a gray whale that moved 20miles in 10hours
| Answer: The answer is A. | Context: N/A
Question: Compare the motion of two gray whales. Which gray whale was moving at a higher speed?
Options: (A) a gray whale that moved 50miles in 10hours (B) a gray whale that moved 20miles in 10hours
Answer: The answer is A. | ||
null | Using only these supplies, which question can Ava investigate with an experiment? | [
"Do rocks skip more times when thrown across a river or across a pond?",
"Do small rocks or large rocks skip more times when thrown across the river?",
"Do round rocks or flat rocks skip more times when thrown across the river?"
] | B | Ava 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: Ava 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 Ava investigate with an experiment?
Options: (A) Do rocks skip more times when thrown across a river or across a pond? (B) Do small rocks or large rocks skip more times when thrown across the river? (C) Do round rocks or flat rocks skip more times when thrown across the river?
| Answer: The answer is B. | Context: Ava 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 Ava investigate with an experiment?
Options: (A) Do rocks skip more times when thrown across a river or across a pond? (B) Do small rocks or large rocks skip more times when thrown across the river? (C) Do round rocks or flat rocks skip more times when thrown across the river?
Answer: The answer is B. | ||
null | Select the one substance that is not a mineral. | [
"Native gold is a pure substance. It is formed in nature.",
"A sunflower seed is not a pure substance. It is made by a living thing.",
"Muscovite is a pure substance. It is not made by living things."
] | B | closed choice | grade3 | natural science | earth-science | Rocks and minerals | Identify minerals using properties | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals.
Native gold is a mineral.
Muscovite is a mineral.
A sunflower seed is not a pure substance. But all minerals are pure substances.
A sunflower seed is made by a living thing. But minerals are not made by living things.
So, a sunflower seed is not a mineral. | Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Native gold is a pure substance. It is formed in nature. (B) A sunflower seed is not a pure substance. It is made by a living thing. (C) Muscovite is a pure substance. It is not made by living things.
| Answer: The answer is B. | Context: N/A
Question: Select the one substance that is not a mineral.
Options: (A) Native gold is a pure substance. It is formed in nature. (B) A sunflower seed is not a pure substance. It is made by a living thing. (C) Muscovite is a pure substance. It is not made by living things.
Answer: The answer is B. | ||
null | What information supports the conclusion that Jake inherited this trait? | [
"Jake's biological parents have freckles on their noses just as Jake does.",
"Jake and his biological mother have pale skin.",
"Jake has freckles on his nose and shoulders."
] | A | Read the description of a trait.
Jake has freckles. | 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.
Jake has freckles.
Question: What information supports the conclusion that Jake inherited this trait?
Options: (A) Jake's biological parents have freckles on their noses just as Jake does. (B) Jake and his biological mother have pale skin. (C) Jake has freckles on his nose and shoulders.
| Answer: The answer is A. | Context: Read the description of a trait.
Jake has freckles.
Question: What information supports the conclusion that Jake inherited this trait?
Options: (A) Jake's biological parents have freckles on their noses just as Jake does. (B) Jake and his biological mother have pale skin. (C) Jake has freckles on his nose and shoulders.
Answer: The answer is A. | ||
null | Which of the following contains a vague pronoun reference? | [
"After Eddie talked with Tom about the research project, he felt better about collaborating on it.",
"Tom felt better about collaborating on the research project after Eddie talked with him about it."
] | A | closed choice | grade10 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The second answer choice contains a vague pronoun reference. The pronoun he could refer to Eddie or Tom.
After Eddie talked with Tom about the research project, he felt better about collaborating on it.
The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Tom felt better about collaborating on the research project after Eddie talked with him about it. | Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) After Eddie talked with Tom about the research project, he felt better about collaborating on it. (B) Tom felt better about collaborating on the research project after Eddie talked with him about it.
| Answer: The answer is A. | Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) After Eddie talked with Tom about the research project, he felt better about collaborating on it. (B) Tom felt better about collaborating on the research project after Eddie talked with him about it.
Answer: The answer is A. | ||
null | Suppose Josiah decides to see the crocodiles. Which result would be a cost? | [
"Josiah will save some time. The crocodiles are close by, but he would have had to walk to the the other side of the zoo to see the emus.",
"Josiah will give up the chance to see the emus. He would have enjoyed seeing them more than the crocodiles."
] | B | Josiah is deciding whether to see the emus or the crocodiles at the zoo. He wants to see lots of animals, but the zoo is closing soon. | 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 Josiah wants or needs:
Josiah will give up the chance to see the emus. He would have enjoyed seeing them more than the crocodiles. | Context: Josiah is deciding whether to see the emus or the crocodiles at the zoo. He wants to see lots of animals, but the zoo is closing soon.
Question: Suppose Josiah decides to see the crocodiles. Which result would be a cost?
Options: (A) Josiah will save some time. The crocodiles are close by, but he would have had to walk to the the other side of the zoo to see the emus. (B) Josiah will give up the chance to see the emus. He would have enjoyed seeing them more than the crocodiles.
| Answer: The answer is B. | Context: Josiah is deciding whether to see the emus or the crocodiles at the zoo. He wants to see lots of animals, but the zoo is closing soon.
Question: Suppose Josiah decides to see the crocodiles. Which result would be a cost?
Options: (A) Josiah will save some time. The crocodiles are close by, but he would have had to walk to the the other side of the zoo to see the emus. (B) Josiah will give up the chance to see the emus. He would have enjoyed seeing them more than the crocodiles.
Answer: The answer is B. | |
null | How long does it take to mow the lawn? | [
"32 hours",
"32 minutes"
] | B | Select the better estimate. | closed choice | grade2 | 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 mow the lawn is 32 minutes.
32 hours is too slow. | Context: Select the better estimate.
Question: How long does it take to mow the lawn?
Options: (A) 32 hours (B) 32 minutes
| Answer: The answer is B. | Context: Select the better estimate.
Question: How long does it take to mow the lawn?
Options: (A) 32 hours (B) 32 minutes
Answer: The answer is B. | |
null | What does the idiom in this text suggest?
In such an unfamiliar environment, Ronald was a fish out of water. | [
"Ronald had not visited that location before.",
"Ronald felt out of place."
] | B | closed choice | grade7 | 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.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake. | The text uses an idiom, an expression that cannot be understood literally.
The idiom a fish out of water suggests that Ronald felt out of place. A fish out of water is someone out of his or her usual, comfortable environment. | Context: N/A
Question: What does the idiom in this text suggest?
In such an unfamiliar environment, Ronald was a fish out of water.
Options: (A) Ronald had not visited that location before. (B) Ronald felt out of place.
| Answer: The answer is B. | Context: N/A
Question: What does the idiom in this text suggest?
In such an unfamiliar environment, Ronald was a fish out of water.
Options: (A) Ronald had not visited that location before. (B) Ronald felt out of place.
Answer: The answer is B. | ||
null | What is the source of the allusion in the sentence below?
Tanner said he would put in a good word for Ellie with their boss, but she knew he had a reputation as a Benedict Arnold. | [
"a poem",
"U.S. 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 Benedict Arnold is U.S. history.
Benedict Arnold was an American officer who secretly aided the British during the American Revolution.
The allusion Benedict Arnold means a traitor. | Context: N/A
Question: What is the source of the allusion in the sentence below?
Tanner said he would put in a good word for Ellie with their boss, but she knew he had a reputation as a Benedict Arnold.
Options: (A) a poem (B) U.S. history
| Answer: The answer is B. | Context: N/A
Question: What is the source of the allusion in the sentence below?
Tanner said he would put in a good word for Ellie with their boss, but she knew he had a reputation as a Benedict Arnold.
Options: (A) a poem (B) U.S. history
Answer: The answer is B. | ||
null | Which object has the least thermal energy? | [
"a 650-gram rock at a temperature of 37°C",
"a 650-gram rock at a temperature of 22°C",
"a 650-gram rock at a temperature of 33°C"
] | B | The objects are identical except for their temperatures. | closed choice | grade4 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | All three rocks have the same mass but different temperatures. Since the 22°C rock is the coldest, it has the least thermal energy. | Context: The objects are identical except for their temperatures.
Question: Which object has the least thermal energy?
Options: (A) a 650-gram rock at a temperature of 37°C (B) a 650-gram rock at a temperature of 22°C (C) a 650-gram rock at a temperature of 33°C
| Answer: The answer is B. | Context: The objects are identical except for their temperatures.
Question: Which object has the least thermal energy?
Options: (A) a 650-gram rock at a temperature of 37°C (B) a 650-gram rock at a temperature of 22°C (C) a 650-gram rock at a temperature of 33°C
Answer: The answer is B. | |
null | How long does it take to make a sandwich? | [
"4 minutes",
"4 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 make a sandwich is 4 minutes.
4 hours is too slow. | Context: Select the better estimate.
Question: How long does it take to make a sandwich?
Options: (A) 4 minutes (B) 4 hours
| Answer: The answer is A. | Context: Select the better estimate.
Question: How long does it take to make a sandwich?
Options: (A) 4 minutes (B) 4 hours
Answer: The answer is A. | |
null | Which object has the most thermal energy? | [
"an 8-kilogram gold bar at a temperature of 131°C",
"an 8-kilogram gold bar at a temperature of 136°C",
"an 8-kilogram gold bar at a temperature of 135°C"
] | B | The objects are identical except for their temperatures. | closed choice | grade4 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | All three gold bars have the same mass but different temperatures. Since the 136°C gold bar is the hottest, it has the most thermal energy. | Context: The objects are identical except for their temperatures.
Question: Which object has the most thermal energy?
Options: (A) an 8-kilogram gold bar at a temperature of 131°C (B) an 8-kilogram gold bar at a temperature of 136°C (C) an 8-kilogram gold bar at a temperature of 135°C
| Answer: The answer is B. | Context: The objects are identical except for their temperatures.
Question: Which object has the most thermal energy?
Options: (A) an 8-kilogram gold bar at a temperature of 131°C (B) an 8-kilogram gold bar at a temperature of 136°C (C) an 8-kilogram gold bar at a temperature of 135°C
Answer: The answer is B. | |
null | Does this passage describe the weather or the climate?
Mabel noticed that the wind was blowing in from the ocean this afternoon. | [
"weather",
"climate"
] | A | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
Mabel noticed that the wind was blowing in from the ocean this afternoon.
This passage tells you about the wind direction where Mabel was this afternoon. It describes the atmosphere at a certain place and time. So, this passage describes the weather. | Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
Mabel noticed that the wind was blowing in from the ocean this afternoon.
Options: (A) weather (B) climate
| Answer: The answer is A. | Context: Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Question: Does this passage describe the weather or the climate?
Mabel noticed that the wind was blowing in from the ocean this afternoon.
Options: (A) weather (B) climate
Answer: The answer is A. | |
null | Suppose Andrew decides to eat the sunflower seeds. Which result would be a cost? | [
"Andrew will get to eat the sunflower seeds. The sunflower seeds will be healthier than the peach cobbler would have been.",
"Andrew will give up the chance to eat the peach cobbler. Andrew thinks peach cobbler would have tasted better than sunflower seeds will."
] | B | Andrew is deciding whether to eat sunflower seeds or peach cobbler for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier. | 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 Andrew wants or needs:
Andrew will give up the chance to eat the peach cobbler. Andrew thinks peach cobbler would have tasted better than sunflower seeds will. | Context: Andrew is deciding whether to eat sunflower seeds or peach cobbler for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier.
Question: Suppose Andrew decides to eat the sunflower seeds. Which result would be a cost?
Options: (A) Andrew will get to eat the sunflower seeds. The sunflower seeds will be healthier than the peach cobbler would have been. (B) Andrew will give up the chance to eat the peach cobbler. Andrew thinks peach cobbler would have tasted better than sunflower seeds will.
| Answer: The answer is B. | Context: Andrew is deciding whether to eat sunflower seeds or peach cobbler for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier.
Question: Suppose Andrew decides to eat the sunflower seeds. Which result would be a cost?
Options: (A) Andrew will get to eat the sunflower seeds. The sunflower seeds will be healthier than the peach cobbler would have been. (B) Andrew will give up the chance to eat the peach cobbler. Andrew thinks peach cobbler would have tasted better than sunflower seeds will.
Answer: The answer is B. | |
null | Compare the motion of two blue jays. Which blue jay was moving at a lower speed? | [
"a blue jay that moved 180kilometers in 5hours",
"a blue jay that moved 190kilometers in 5hours"
] | A | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Look at the distance each blue jay moved and the time it took to move that distance.
One blue jay moved 180 kilometers in 5 hours.
The other blue jay moved 190 kilometers in 5 hours.
Notice that each blue jay spent the same amount of time moving. The blue jay that moved 180 kilometers moved a shorter distance in that time. So, that blue jay must have moved at a lower speed. | Context: N/A
Question: Compare the motion of two blue jays. Which blue jay was moving at a lower speed?
Options: (A) a blue jay that moved 180kilometers in 5hours (B) a blue jay that moved 190kilometers in 5hours
| Answer: The answer is A. | Context: N/A
Question: Compare the motion of two blue jays. Which blue jay was moving at a lower speed?
Options: (A) a blue jay that moved 180kilometers in 5hours (B) a blue jay that moved 190kilometers in 5hours
Answer: The answer is A. | ||
null | Would you find the word dawn on a dictionary page with the following guide words?
deliver - district | [
"no",
"yes"
] | A | yes or no | 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 dawn is not between the guide words deliver - district, it would not be found on that page. | Context: N/A
Question: Would you find the word dawn on a dictionary page with the following guide words?
deliver - district
Options: (A) no (B) yes
| Answer: The answer is A. | Context: N/A
Question: Would you find the word dawn on a dictionary page with the following guide words?
deliver - district
Options: (A) no (B) yes
Answer: The answer is A. | ||
null | Would you find the word needle on a dictionary page with the following guide words?
nation - nobody | [
"yes",
"no"
] | A | yes or no | grade3 | 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 needle is between the guide words nation - nobody, it would be found on that page. | Context: N/A
Question: Would you find the word needle on a dictionary page with the following guide words?
nation - nobody
Options: (A) yes (B) no
| Answer: The answer is A. | Context: N/A
Question: Would you find the word needle on a dictionary page with the following guide words?
nation - nobody
Options: (A) yes (B) no
Answer: The answer is A. | ||
null | What does the verbal irony in this text suggest?
"It was my good luck to have to study for a test while all my friends went to the water park," Cooper remarked. | [
"Cooper was upset about staying home.",
"Cooper wanted time to catch up on his responsibilities."
] | A | closed choice | grade10 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
Good luck ironically suggests that Cooper was upset about staying home. Cooper was actually unlucky because he couldn't join his friends at the water park. | Context: N/A
Question: What does the verbal irony in this text suggest?
"It was my good luck to have to study for a test while all my friends went to the water park," Cooper remarked.
Options: (A) Cooper was upset about staying home. (B) Cooper wanted time to catch up on his responsibilities.
| Answer: The answer is A. | Context: N/A
Question: What does the verbal irony in this text suggest?
"It was my good luck to have to study for a test while all my friends went to the water park," Cooper remarked.
Options: (A) Cooper was upset about staying home. (B) Cooper wanted time to catch up on his responsibilities.
Answer: The answer is A. | ||
null | What is the source of the allusion in the sentence below?
Leo Tolstoy's War and Peace is a behemoth of a book. | [
"Greek mythology",
"the Bible"
] | 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 behemoth is the Bible.
In the Bible, a behemoth is a beast of considerable size and strength.
The allusion behemoth means something gigantic. | Context: N/A
Question: What is the source of the allusion in the sentence below?
Leo Tolstoy's War and Peace is a behemoth of a book.
Options: (A) Greek mythology (B) the Bible
| Answer: The answer is B. | Context: N/A
Question: What is the source of the allusion in the sentence below?
Leo Tolstoy's War and Peace is a behemoth of a book.
Options: (A) Greek mythology (B) the Bible
Answer: The answer is B. | ||
null | Would you find the word disease on a dictionary page with the following guide words?
desert - dodge | [
"yes",
"no"
] | A | yes or no | grade3 | 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 disease is between the guide words desert - dodge, it would be found on that page. | Context: N/A
Question: Would you find the word disease on a dictionary page with the following guide words?
desert - dodge
Options: (A) yes (B) no
| Answer: The answer is A. | Context: N/A
Question: Would you find the word disease on a dictionary page with the following guide words?
desert - dodge
Options: (A) yes (B) no
Answer: The answer is A. | ||
null | Suppose Rebecca decides to take a trip to Florida. Which result would be a cost? | [
"Rebecca will spend more money. Plane tickets for Rebecca to get to Florida are more expensive than tickets to Michigan.",
"Rebecca will enjoy her trip to Florida more than she would have enjoyed a trip to Michigan."
] | A | Rebecca is deciding whether to take a trip to Florida or Michigan. She wants to enjoy her trip. But she is also trying to save money. | 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 Rebecca wants or needs:
Rebecca will spend more money. Plane tickets for Rebecca to get to Florida are more expensive than tickets to Michigan. | Context: Rebecca is deciding whether to take a trip to Florida or Michigan. She wants to enjoy her trip. But she is also trying to save money.
Question: Suppose Rebecca decides to take a trip to Florida. Which result would be a cost?
Options: (A) Rebecca will spend more money. Plane tickets for Rebecca to get to Florida are more expensive than tickets to Michigan. (B) Rebecca will enjoy her trip to Florida more than she would have enjoyed a trip to Michigan.
| Answer: The answer is A. | Context: Rebecca is deciding whether to take a trip to Florida or Michigan. She wants to enjoy her trip. But she is also trying to save money.
Question: Suppose Rebecca decides to take a trip to Florida. Which result would be a cost?
Options: (A) Rebecca will spend more money. Plane tickets for Rebecca to get to Florida are more expensive than tickets to Michigan. (B) Rebecca will enjoy her trip to Florida more than she would have enjoyed a trip to Michigan.
Answer: The answer is A. | |
null | What information supports the conclusion that Liz inherited this trait? | [
"Liz and her father both have dark hair.",
"Liz's parents have dark skin. They passed down this trait to Liz."
] | B | Read the description of a trait.
Liz has dark skin. | 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.
Liz has dark skin.
Question: What information supports the conclusion that Liz inherited this trait?
Options: (A) Liz and her father both have dark hair. (B) Liz's parents have dark skin. They passed down this trait to Liz.
| Answer: The answer is B. | Context: Read the description of a trait.
Liz has dark skin.
Question: What information supports the conclusion that Liz inherited this trait?
Options: (A) Liz and her father both have dark hair. (B) Liz's parents have dark skin. They passed down this trait to Liz.
Answer: The answer is B. | ||
null | Which figure of speech is used in this text?
Mackenzie insisted that her dog wasn't fat; she said that he was merely well-fed. | [
"euphemism",
"hyperbole"
] | A | closed choice | grade10 | language science | figurative-language | Literary devices | Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Well-fed is an indirect way of saying overweight. | Context: N/A
Question: Which figure of speech is used in this text?
Mackenzie insisted that her dog wasn't fat; she said that he was merely well-fed.
Options: (A) euphemism (B) hyperbole
| Answer: The answer is A. | Context: N/A
Question: Which figure of speech is used in this text?
Mackenzie insisted that her dog wasn't fat; she said that he was merely well-fed.
Options: (A) euphemism (B) hyperbole
Answer: The answer is A. | ||
null | Select the elementary substance. | [
"cyclopropane (C3H6)",
"argon (Ar)",
"phosphine (PH3)"
] | B | closed choice | grade5 | natural science | chemistry | Atoms and molecules | Identify 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. | Look at the chemical formula for each substance, and count the number of symbols in the formula. Then, decide if the substance is an elementary substance. The chemical formula for cyclopropane contains two symbols: C for carbon and H for hydrogen. So, cyclopropane is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, cyclopropane is a compound, not an elementary substance. The chemical formula for phosphine contains two symbols: P for phosphorus and H for hydrogen. So, phosphine is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, phosphine is a compound, not an elementary substance. The chemical formula for argon contains one symbol: Ar. So, argon is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, argon is an elementary substance. | Context: N/A
Question: Select the elementary substance.
Options: (A) cyclopropane (C3H6) (B) argon (Ar) (C) phosphine (PH3)
| Answer: The answer is B. | Context: N/A
Question: Select the elementary substance.
Options: (A) cyclopropane (C3H6) (B) argon (Ar) (C) phosphine (PH3)
Answer: The answer is B. | ||
null | Which metal paper clip has a lower temperature? | [
"the metal paper clip with less thermal energy",
"the metal paper clip with more thermal energy"
] | A | Two metal paper clips 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 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 metal paper clips are made of the same material and have the same mass. So, the metal paper clip with less thermal energy has a lower temperature. | Context: Two metal paper clips are identical except for their thermal energies.
Question: Which metal paper clip has a lower temperature?
Options: (A) the metal paper clip with less thermal energy (B) the metal paper clip with more thermal energy
| Answer: The answer is A. | Context: Two metal paper clips are identical except for their thermal energies.
Question: Which metal paper clip has a lower temperature?
Options: (A) the metal paper clip with less thermal energy (B) the metal paper clip with more thermal energy
Answer: The answer is A. | |
null | What information supports the conclusion that Jane inherited this trait? | [
"Jane's hair is the same color as her brown eyes.",
"Jane's father has brown eyes. He passed this trait down to Jane."
] | B | Read the description of a trait.
Jane has brown eyes. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | Context: Read the description of a trait.
Jane has brown eyes.
Question: What information supports the conclusion that Jane inherited this trait?
Options: (A) Jane's hair is the same color as her brown eyes. (B) Jane's father has brown eyes. He passed this trait down to Jane.
| Answer: The answer is B. | Context: Read the description of a trait.
Jane has brown eyes.
Question: What information supports the conclusion that Jane inherited this trait?
Options: (A) Jane's hair is the same color as her brown eyes. (B) Jane's father has brown eyes. He passed this trait down to Jane.
Answer: The answer is B. | ||
null | Which is a simple sentence? | [
"Malia and her sisters drew a map of the United States and hung it on the wall.",
"Colton was playing the piano in the living room when Dad called him for dinner."
] | A | closed choice | grade5 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The first sentence is the simple sentence. It is a single independent clause.
Malia and her sisters drew a map of the United States and hung it on the wall. | Context: N/A
Question: Which is a simple sentence?
Options: (A) Malia and her sisters drew a map of the United States and hung it on the wall. (B) Colton was playing the piano in the living room when Dad called him for dinner.
| Answer: The answer is A. | Context: N/A
Question: Which is a simple sentence?
Options: (A) Malia and her sisters drew a map of the United States and hung it on the wall. (B) Colton was playing the piano in the living room when Dad called him for dinner.
Answer: The answer is A. | ||
null | Ruben starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Ruben need to pull with a larger force? | [
"a friend who weighs 32 pounds",
"a friend who weighs 31 pounds"
] | A | Ruben gives two friends a ride in his wagon. One friend sits in the wagon at a time. | 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 friend who is heavier.
A friend who weighs 32 pounds is heavier than a friend who weighs 31 pounds. So, to move the wagon at the same speed each time, Ruben needs to use a larger force to start moving the wagon with a friend who weighs 32 pounds. | Context: Ruben gives two friends a ride in his wagon. One friend sits in the wagon at a time.
Question: Ruben starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Ruben need to pull with a larger force?
Options: (A) a friend who weighs 32 pounds (B) a friend who weighs 31 pounds
| Answer: The answer is A. | Context: Ruben gives two friends a ride in his wagon. One friend sits in the wagon at a time.
Question: Ruben starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Ruben need to pull with a larger force?
Options: (A) a friend who weighs 32 pounds (B) a friend who weighs 31 pounds
Answer: The answer is A. | |
null | Which word does not rhyme? | [
"wed",
"meal",
"real"
] | A | 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 real and meal rhyme. They both end with the eal sound.
The word wed does not rhyme. It ends with a different sound. | Context: N/A
Question: Which word does not rhyme?
Options: (A) wed (B) meal (C) real
| Answer: The answer is A. | Context: N/A
Question: Which word does not rhyme?
Options: (A) wed (B) meal (C) real
Answer: The answer is A. | ||
null | What do these two changes have in common?
breaking a stick in half
mixing sand and gravel | [
"Both are caused by cooling.",
"Both are caused by heating.",
"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.
Breaking a stick in half is a physical change. The stick gets broken into two pieces. But the pieces are still made of the same type of matter as the original stick.
Mixing sand and gravel is a physical change. Together, the sand and gravel make a 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?
breaking a stick in half
mixing sand and gravel
Options: (A) Both are caused by cooling. (B) Both are caused by heating. (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?
breaking a stick in half
mixing sand and gravel
Options: (A) Both are caused by cooling. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are only physical changes.
Answer: The answer is D. | ||
null | Select the place that doesn't belong. | [
"port",
"harbor",
"highway",
"dock"
] | C | closed choice | grade5 | language science | vocabulary | Categories | Select the words that don't belong | Highway doesn't belong.
Port, dock, and harbor all name places to park boats. | Context: N/A
Question: Select the place that doesn't belong.
Options: (A) port (B) harbor (C) highway (D) dock
| Answer: The answer is C. | Context: N/A
Question: Select the place that doesn't belong.
Options: (A) port (B) harbor (C) highway (D) dock
Answer: The answer is C. | |||
null | What do these two changes have in common?
a penny tarnishing
a piece of apple turning brown | [
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes.",
"Both are caused by cooling."
] | C | 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.
Metal turning less shiny over time is called tarnishing. A penny tarnishing is a chemical change. When air touches the penny, the surface of the penny changes into a different type of matter. This matter makes the penny dull.
A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter.
If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
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?
a penny tarnishing
a piece of apple turning brown
Options: (A) Both are only physical changes. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are caused by cooling.
| Answer: The answer is C. | Context: N/A
Question: What do these two changes have in common?
a penny tarnishing
a piece of apple turning brown
Options: (A) Both are only physical changes. (B) Both are caused by heating. (C) Both are chemical changes. (D) Both are caused by cooling.
Answer: The answer is C. | ||
null | What is the mass of a bicycle? | [
"9 grams",
"9 kilograms"
] | B | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | The better estimate for the mass of a bicycle is 9 kilograms.
9 grams is too light. | Context: Select the better estimate.
Question: What is the mass of a bicycle?
Options: (A) 9 grams (B) 9 kilograms
| Answer: The answer is B. | Context: Select the better estimate.
Question: What is the mass of a bicycle?
Options: (A) 9 grams (B) 9 kilograms
Answer: The answer is B. | |
null | Is the following trait inherited or acquired?
Russell has naturally straight hair. | [
"acquired",
"inherited"
] | B | Hint: Some humans are born with naturally straight hair. Others are born with naturally curly hair. | closed choice | grade3 | natural science | biology | 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 straight or naturally curly. Straight and curly are examples of hair texture.
Some people use tools to change how their hair looks. But this doesn't affect the natural texture of their hair. So, having naturally straight hair is an inherited trait. | Context: Hint: Some humans are born with naturally straight hair. Others are born with naturally curly hair.
Question: Is the following trait inherited or acquired?
Russell has naturally straight hair.
Options: (A) acquired (B) inherited
| Answer: The answer is B. | Context: Hint: Some humans are born with naturally straight hair. Others are born with naturally curly hair.
Question: Is the following trait inherited or acquired?
Russell has naturally straight hair.
Options: (A) acquired (B) inherited
Answer: The answer is B. | |
null | Based on this information, what is Ace's phenotype for the coat pattern trait? | [
"white spots",
"solid coloring"
] | B | In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).
Ace is a cow from this group. Ace has the heterozygous genotype Aa for the coat pattern gene. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | You need to determine Ace's phenotype for the coat pattern trait. First, consider the alleles in Ace's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
The allele for white spots (a) is recessive to the allele for solid coloring (A). This means A is a dominant allele, and a is a recessive allele.
Ace's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Ace's phenotype for the coat pattern trait must be solid coloring. | Context: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).
Ace is a cow from this group. Ace has the heterozygous genotype Aa for the coat pattern gene.
Question: Based on this information, what is Ace's phenotype for the coat pattern trait?
Options: (A) white spots (B) solid coloring
| Answer: The answer is B. | Context: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).
Ace is a cow from this group. Ace has the heterozygous genotype Aa for the coat pattern gene.
Question: Based on this information, what is Ace's phenotype for the coat pattern trait?
Options: (A) white spots (B) solid coloring
Answer: The answer is B. | |
null | Is the following trait inherited or acquired?
Nina has a scar on her right leg. | [
"inherited",
"acquired"
] | B | Hint: Most scars are caused by accidents during a person's life. | 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. | Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Context: Hint: Most scars are caused by accidents during a person's life.
Question: Is the following trait inherited or acquired?
Nina has a scar on her right leg.
Options: (A) inherited (B) acquired
| Answer: The answer is B. | Context: Hint: Most scars are caused by accidents during a person's life.
Question: Is the following trait inherited or acquired?
Nina has a scar on her right leg.
Options: (A) inherited (B) acquired
Answer: The answer is B. | |
null | What does the metaphor in this text suggest?
Tanvi felt a roller coaster of emotions when she heard the news. | [
"Tanvi felt delighted about the news.",
"Tanvi had varied feelings."
] | B | closed choice | grade6 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town. | The text uses a metaphor, comparing two things that are not actually alike without using like or as.
The metaphor Tanvi felt a roller coaster of emotions suggests that Tanvi had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Tanvi's feelings. | Context: N/A
Question: What does the metaphor in this text suggest?
Tanvi felt a roller coaster of emotions when she heard the news.
Options: (A) Tanvi felt delighted about the news. (B) Tanvi had varied feelings.
| Answer: The answer is B. | Context: N/A
Question: What does the metaphor in this text suggest?
Tanvi felt a roller coaster of emotions when she heard the news.
Options: (A) Tanvi felt delighted about the news. (B) Tanvi had varied feelings.
Answer: The answer is B. | ||
null | Which closing is correct for a letter? | [
"With Love,\nTrisha",
"With love,\nTrisha"
] | B | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first 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,
Trisha (B) With love,
Trisha
| Answer: The answer is B. | Context: N/A
Question: Which closing is correct for a letter?
Options: (A) With Love,
Trisha (B) With love,
Trisha
Answer: The answer is B. | ||
null | Based on this information, what is Chuck's phenotype for the coat pattern trait? | [
"white spots",
"solid coloring"
] | B | In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
Chuck is a cow from this group. Chuck has the heterozygous genotype Aa for the coat pattern gene. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | You need to determine Chuck's phenotype for the coat pattern trait. First, consider the alleles in Chuck's genotype for the coat pattern gene. Then, decide whether these alleles are dominant or recessive.
The allele for solid coloring (A) is dominant over the allele for white spots (a). This means A is a dominant allele, and a is a recessive allele.
Chuck's genotype of Aa has one dominant allele and one recessive allele. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chuck's phenotype for the coat pattern trait must be solid coloring. | Context: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
Chuck is a cow from this group. Chuck has the heterozygous genotype Aa for the coat pattern gene.
Question: Based on this information, what is Chuck's phenotype for the coat pattern trait?
Options: (A) white spots (B) solid coloring
| Answer: The answer is B. | Context: In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for solid coloring (A) is dominant over the allele for white spots (a).
Chuck is a cow from this group. Chuck has the heterozygous genotype Aa for the coat pattern gene.
Question: Based on this information, what is Chuck's phenotype for the coat pattern trait?
Options: (A) white spots (B) solid coloring
Answer: The answer is B. | |
null | Based on this information, what is Gilligan's phenotype for the eye color trait? | [
"red eyes",
"black eyes"
] | B | In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for black eyes (e) is recessive to the allele for red eyes (E).
Gilligan is a koi fish from this group. Gilligan has the homozygous genotype ee for the eye color 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. | Gilligan's genotype for the eye color gene is ee. Gilligan's genotype of ee has only e alleles. The e allele is for black eyes. So, Gilligan's phenotype for the eye color trait must be black eyes.
To check this answer, consider whether Gilligan's alleles are dominant or recessive. The allele for black eyes (e) is recessive to the allele for red eyes (E). This means E is a dominant allele, and e is a recessive allele.
Gilligan's genotype of ee has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Gilligan's phenotype for the eye color trait must be black eyes. | Context: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for black eyes (e) is recessive to the allele for red eyes (E).
Gilligan is a koi fish from this group. Gilligan has the homozygous genotype ee for the eye color gene.
Question: Based on this information, what is Gilligan's phenotype for the eye color trait?
Options: (A) red eyes (B) black eyes
| Answer: The answer is B. | Context: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for black eyes (e) is recessive to the allele for red eyes (E).
Gilligan is a koi fish from this group. Gilligan has the homozygous genotype ee for the eye color gene.
Question: Based on this information, what is Gilligan's phenotype for the eye color trait?
Options: (A) red eyes (B) black eyes
Answer: The answer is B. | |
null | Which of the following contains a vague pronoun reference? | [
"The neighborhood association wants them to provide more affordable housing.",
"The neighborhood association wants city officials to provide more affordable housing."
] | 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 second answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
The first answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with city officials.
The neighborhood association wants city officials to provide more affordable housing. | Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) The neighborhood association wants them to provide more affordable housing. (B) The neighborhood association wants city officials to provide more affordable housing.
| Answer: The answer is A. | Context: N/A
Question: Which of the following contains a vague pronoun reference?
Options: (A) The neighborhood association wants them to provide more affordable housing. (B) The neighborhood association wants city officials to provide more affordable housing.
Answer: The answer is A. | ||
null | Compare the motion of three bicycles. Which bicycle was moving at the highest speed? | [
"a bicycle that moved 110kilometers north in 5hours",
"a bicycle that moved 85kilometers south in 5hours",
"a bicycle that moved 135kilometers north in 5hours"
] | 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 fastest will go the farthest distance in that time. It is moving at the highest speed. | Look at the distance each bicycle moved and the time it took to move that distance. The direction each bicycle moved does not affect its speed.
Notice that each bicycle moved for 5 hours. The bicycle that moved 135 kilometers moved the farthest distance in that time. So, that bicycle must have moved at the highest speed. | Context: N/A
Question: Compare the motion of three bicycles. Which bicycle was moving at the highest speed?
Options: (A) a bicycle that moved 110kilometers north in 5hours (B) a bicycle that moved 85kilometers south in 5hours (C) a bicycle that moved 135kilometers north in 5hours
| Answer: The answer is C. | Context: N/A
Question: Compare the motion of three bicycles. Which bicycle was moving at the highest speed?
Options: (A) a bicycle that moved 110kilometers north in 5hours (B) a bicycle that moved 85kilometers south in 5hours (C) a bicycle that moved 135kilometers north in 5hours
Answer: The answer is C. | ||
null | Is the following trait inherited or acquired?
Ian has a scar on his left ankle. | [
"acquired",
"inherited"
] | A | Hint: Most scars are caused by accidents during a person's life. | 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. | Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. | Context: Hint: Most scars are caused by accidents during a person's life.
Question: Is the following trait inherited or acquired?
Ian has a scar on his left ankle.
Options: (A) acquired (B) inherited
| Answer: The answer is A. | Context: Hint: Most scars are caused by accidents during a person's life.
Question: Is the following trait inherited or acquired?
Ian has a scar on his left ankle.
Options: (A) acquired (B) inherited
Answer: The answer is A. | |
null | How long does it take to drain all of the water in a full bathtub? | [
"50 hours",
"50 seconds"
] | B | 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 drain all of the water in a full bathtub is 50 seconds.
50 hours is too slow. | Context: Select the better estimate.
Question: How long does it take to drain all of the water in a full bathtub?
Options: (A) 50 hours (B) 50 seconds
| Answer: The answer is B. | Context: Select the better estimate.
Question: How long does it take to drain all of the water in a full bathtub?
Options: (A) 50 hours (B) 50 seconds
Answer: The answer is B. | |
null | Based on this information, what is Boxer's phenotype for the coat color trait? | [
"a red coat",
"a black coat"
] | B | 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 for a red coat (l) is recessive to the allele for a black coat (L).
Boxer is a cow from this group. Boxer has the homozygous genotype LL for the coat color gene. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Boxer's genotype for the coat color gene is LL. Boxer's genotype of LL has only L allelles. The L allele is for a black coat. So, Boxer's phenotype for the coat color trait must be a black coat.
To check this answer, consider whether Boxer's alleles are dominant or recessive. The allele for a red coat (l) is recessive to the allele for a black coat (L). This means L is a dominant allele, and l is a recessive allele.
Boxer's genotype of LL has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Boxer's phenotype for the coat color trait must be a black 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 for a red coat (l) is recessive to the allele for a black coat (L).
Boxer is a cow from this group. Boxer has the homozygous genotype LL for the coat color gene.
Question: Based on this information, what is Boxer's phenotype for the coat color trait?
Options: (A) a red coat (B) a black coat
| Answer: The answer is B. | 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 for a red coat (l) is recessive to the allele for a black coat (L).
Boxer is a cow from this group. Boxer has the homozygous genotype LL for the coat color gene.
Question: Based on this information, what is Boxer's phenotype for the coat color trait?
Options: (A) a red coat (B) a black coat
Answer: The answer is B. |
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