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Not supported with pagination yet | Last year, there were seven men's clothing stores on Main Street in Castroville. This year, there are only three. What probably happened to the overall supply of men's shirts in Castroville? | [
"The supply probably went up.",
"The supply probably went down."
] | 1 | closed choice | grade7 | social science | economics | Supply and demand | Understand overall supply and demand | Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
Meg's phone slipped out of her pocket, landing in the toilet with a plop. | [
"idiom",
"onomatopoeia"
] | 1 | closed choice | grade10 | language science | figurative-language | Literary devices | Classify figures of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses onomatopoeia, a word that expresses a sound.
Plop represents the sound of the phone landing in the toilet. |
|
Not supported with pagination yet | What information supports the conclusion that Becky inherited this trait? | [
"Becky's parents were born with wavy hair. They passed down this trait to Becky.",
"Becky and her mother both have short hair."
] | 0 | Read the description of a trait.
Becky has wavy 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. | |
Not supported with pagination yet | What do these two changes have in common?
shaking up salad dressing
mixing sand and gravel | [
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] | 1 | 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.
Shaking up salad dressing is a physical change. The different parts mix together, but they are still made of the same type of matter.
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. |
|
Not supported with pagination yet | Select the living thing. | [
"computer",
"windmill",
"yo-yo",
"green frog"
] | 3 | closed choice | grade4 | natural science | biology | Classification | Identify living and nonliving things | All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | A computer is not a living thing.
A computer does not have all the traits of a living thing. It does many useful things, and even responds to the world around it. But it does not grow. It does not need food or water.
A green frog is a living thing.
Green frogs grow and respond to their environment. They need food and water. Green frogs are made up of many cells.
A windmill is not a living thing.
A windmill does not have all the traits of a living thing. It moves in the wind, but it does not grow. It does not need food or water.
A yo-yo is not a living thing.
Yo-yos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water. |
|
Not supported with pagination yet | Which tense does the sentence use?
We eat yogurt and fruit for breakfast. | [
"past tense",
"present tense",
"future tense"
] | 1 | closed choice | grade4 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in present tense. You can tell because it uses a present-tense verb, eat. The verb tells you about something that is true or happening now. |
|
Which part of the pear tree do we usually eat? | [
"the flowers",
"the fruit",
"the leaves"
] | 1 | People use pear trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower. | closed choice | grade4 | natural science | biology | Plants | Classify fruits and vegetables as plant parts | The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow. | The part of the pear tree we usually eat is the fruit. It contains the seeds. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Mr. Copeland has a reputation as a Scrooge, so our club has stopped asking him for donations. | [
"the Bible",
"literature"
] | 1 | closed choice | grade8 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion Scrooge is literature.
The novella A Christmas Carol, by Charles Dickens, tells the story of the penny-pinching and bitter Ebenezer Scrooge, who values money more than people.
The allusion Scrooge means a person who isn't generous. |
|
During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each refrigerator",
"each refrigerator . . . the surroundings"
] | 0 | Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes. | closed choice | grade7 | natural science | physics | Thermal energy | Compare thermal energy transfers | A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings. | The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. |
|
Not supported with pagination yet | Is the following trait inherited or acquired?
Frank is good at cooking. | [
"acquired",
"inherited"
] | 0 | Hint: Cooking well takes practice. | 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. | People are not born knowing how to cook. Instead, many people learn how to cook. So, cooking is an acquired trait. |
Not supported with pagination yet | Which word is not like the others? | [
"year",
"home",
"week",
"day"
] | 1 | closed choice | grade1 | language science | vocabulary | Categories | Which word is not like the others? | Some words are alike. They go together in a group.
Red, blue, and green go together. They are colors.
Mom, dad, grandma, and grandpa go together. They are people in a family. | Week, year, and day go together. They are time words. Home is not a time word, so it is not like the other words. |
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample A",
"sample B"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade7 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. |
|
Is a piece of paper a solid, a liquid, or a gas? | [
"a gas",
"a solid",
"a liquid"
] | 1 | closed choice | grade3 | natural science | physics | States of matter | Classify matter as solid, liquid, or gas | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | A piece of paper is a solid. You can fold a piece of paper. But it will still have a size and shape of its own. |
||
Which of the following statements describess living in an independent city-state? | [
"All the decisions about my city are made by a faraway emperor.",
"I vote for a president that rules over many different cities.",
"I live by myself in the wilderness.",
"My city rules itself and is not part of a larger country."
] | 3 | Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question. | closed choice | grade6 | social science | world-history | Greece | Classical Athens: geography and society | Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word "polis" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland. |
||
Which of the following could Ava's test show? | [
"how much the drone weighed with the blade guards",
"if adding the blade guards made the drone fly poorly",
"if the blade guards would break in a crash"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Ava was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Ava wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Ava put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards. | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Which country is highlighted? | [
"the Dominican Republic",
"Dominica",
"Saint Kitts and Nevis",
"Jamaica"
] | 1 | closed choice | grade7 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Dominica. |
|||
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear aunt Bella,",
"Dear Aunt Bella,"
] | 1 | 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 second greeting is correct:
Its first word is capitalized, and it ends with a comma. Aunt Bella is capitalized because it is a proper noun. |
|
Not supported with pagination yet | Select the mixture. | [
"cookie dough",
"silver"
] | 0 | closed choice | grade2 | natural science | physics | Mixtures | Identify mixtures | A pure substance is made of only one type of matter.
A mixture is made of two or more types of matter mixed together. | ||
Which ocean is highlighted? | [
"the Indian Ocean",
"the Pacific Ocean",
"the Atlantic Ocean",
"the Arctic Ocean"
] | 0 | closed choice | grade6 | social science | geography | Physical Geography | Oceans and continents | Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. | This is the Indian Ocean. |
||
Not supported with pagination yet | Which figure of speech is used in this text?
Carrie, I've told you a million times: you need to dry the dishes before you put them away. | [
"hyperbole",
"oxymoron"
] | 0 | closed choice | grade9 | language science | figurative-language | Literary devices | Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
A million times is an exaggeration, since it is unlikely that Carrie has actually been told this a million times. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Wyatt spoke at the city council meeting, claiming the new recycling regulations were draconian. | [
"a fable",
"Greek history"
] | 1 | closed choice | grade12 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | The source of the allusion draconian is Greek history.
Draco, a government official in seventh-century Athens, Greece, wrote a code of laws that called for severe punishments for even minor offenses.
The allusion draconian means harsh. |
|
Not supported with pagination yet | Last year, there were seven men's clothing stores on Main Street in Lowell. This year, there are only three. What probably happened to the overall supply of men's shirts in Lowell? | [
"The supply probably went down.",
"The supply probably went up."
] | 0 | closed choice | grade3 | social science | economics | Supply and demand | Understand overall supply and demand | Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. |
|
Not supported with pagination yet | What is the temperature of a hot day in the desert? | [
"46°C",
"46°F"
] | 0 | Select the better estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of a hot day in the desert is 46°C.
46°F is too cold. |
Which country is highlighted? | [
"Antigua and Barbuda",
"Saint Kitts and Nevis",
"Haiti",
"Barbados"
] | 0 | closed choice | grade6 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Antigua and Barbuda. |
|||
What is the name of the colony shown? | [
"Connecticut",
"Rhode Island",
"New Jersey",
"Wisconsin"
] | 1 | closed choice | grade4 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Rhode Island. |
|||
Which bird's beak is also adapted to crack hard seeds? | [
"Asian golden weaver",
"barn swallow"
] | 0 | Evening grosbeaks eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.
Figure: evening grosbeak. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. | Look at the picture of the evening grosbeak.
The evening grosbeak has a short, thick beak. Its beak is adapted to crack hard seeds. The evening grosbeak uses its short, thick beak to press down on a seed and crack open its hard shell.
Now look at each bird. Figure out which bird has a similar adaptation.
The Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.
The barn swallow has a short, thin beak. Its beak is not adapted to crack hard seeds. The barn swallow uses its beak to eat insects and other small invertebrates. |
|
What can Nathan and Doug trade to each get what they want? | [
"Nathan can trade his tomatoes for Doug's broccoli.",
"Doug can trade his broccoli for Nathan's oranges.",
"Nathan can trade his tomatoes for Doug's sandwich.",
"Doug can trade his almonds for Nathan's tomatoes."
] | 0 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nathan and Doug open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nathan wanted broccoli in his lunch and Doug was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Nathan wanted broccoli in his lunch and Doug was hoping for tomatoes. Look at the labeled part of the images.
Nathan has tomatoes. Doug has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
||
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear Nancy,",
"Dear nancy,"
] | 0 | closed choice | grade2 | language science | capitalization | Capitalization | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Nancy is capitalized because it is a proper noun. |
|
Which country is highlighted? | [
"the Federated States of Micronesia",
"Papua New Guinea",
"Nauru",
"the Marshall Islands"
] | 0 | closed choice | grade6 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is the Federated States of Micronesia. |
|||
Which continent is highlighted? | [
"Antarctica",
"Australia",
"South America",
"Asia"
] | 0 | closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Antarctica. |
||
Is calcite a mineral? | [
"no",
"yes"
] | 1 | Calcite has the following properties:
fixed crystal structure
not made by organisms
found in nature
solid
made of a pure substance called calcium carbonate | yes or no | grade6 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
| Calcite has all the properties of a mineral. So, calcite is a mineral. |
|
Which of these states is farthest west? | [
"North Dakota",
"Kentucky",
"Massachusetts",
"Delaware"
] | 0 | closed choice | grade5 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west. |
||
Not supported with pagination yet | Which closing is correct for a letter? | [
"Many Thanks,\nJoy",
"Many thanks,\nJoy"
] | 1 | 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 closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
Not supported with pagination yet | Complete the sentence.
Theodore Roosevelt is best known as () from the early 1900s. | [
"an inventor",
"a president",
"a pilot",
"an artist"
] | 1 | closed choice | grade3 | social science | us-history | Historical figures | Theodore Roosevelt | Theodore Roosevelt was president of the United States in the early 1900 s. He was president for nearly eight years. |
||
Which country is highlighted? | [
"Saint Vincent and the Grenadines",
"Trinidad and Tobago",
"Grenada",
"Barbados"
] | 2 | closed choice | grade7 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Grenada. |
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Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed.",
"After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth."
] | 0 | closed choice | grade10 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun it could refer to the sedan or Bluetooth.
After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan had Bluetooth, but it needed to be fixed.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
After scouring the classified ads for days, Greg finally found a used car that fit his budget. The sedan needed to be fixed, but it had Bluetooth. |
|
Not supported with pagination yet | What information supports the conclusion that Mandy inherited this trait? | [
"Mandy and her father both have dark hair.",
"Mandy's parents have dark skin. They passed down this trait to Mandy."
] | 1 | Read the description of a trait.
Mandy has dark skin. | closed choice | grade3 | natural science | biology | Heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | According to Newton's third law, what other force must be happening? | [
"The suitcase is pushing on Logan.",
"The suitcase is pulling on Logan."
] | 1 | 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:
Logan is pulling on a full suitcase. | closed choice | grade6 | 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. | Logan is pulling on the suitcase. So, Newton's third law tells you that the suitcase is pulling on Logan. |
Which country is highlighted? | [
"Antigua and Barbuda",
"Barbados",
"Jamaica",
"Haiti"
] | 0 | closed choice | grade6 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Antigua and Barbuda. |
|||
Which state is highlighted? | [
"Alabama",
"Georgia",
"West Virginia",
"South Carolina"
] | 2 | closed choice | grade5 | social science | geography | States | Identify states of the Southeast | This state is West Virginia. |
|||
Which country is highlighted? | [
"the Marshall Islands",
"Vanuatu",
"Nauru",
"Kiribati"
] | 2 | closed choice | grade7 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Nauru. |
|||
Select the organism in the same species as the plains zebra. | [
"Equus quagga",
"Camelus bactrianus",
"Cervus canadensis"
] | 0 | This organism is a plains zebra. Its scientific name is Equus quagga. | closed choice | grade8 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A plains zebra's scientific name is Equus quagga.
Equus quagga has the same scientific name as a plains zebra. So, these organisms are in the same species.
Camelus bactrianus does not have the same scientific name as a plains zebra. So, Equus quagga and Camelus bactrianus are not in the same species.
Cervus canadensis does not have the same scientific name as a plains zebra. So, Equus quagga and Cervus canadensis are not in the same species. |
|
Not supported with pagination yet | Which object has the least thermal energy? | [
"a 250-gram mug of cider at a temperature of 31°C",
"a 250-gram mug of cider at a temperature of 29°C",
"a 250-gram mug of cider at a temperature of 53°C"
] | 1 | 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 mugs of cider have the same mass but different temperatures. Since the 29°C mug of cider is the coldest, it has the least thermal energy. |
Not supported with pagination yet | What does the simile in this text suggest?
Sofia rubbed coconut oil on her hands, which were like the parched earth during a drought. | [
"Sofia's hands were dry and cracked.",
"Sofia was baking something."
] | 0 | 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.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night. | The text includes a simile, using like or as to compare two things that are not actually alike.
The simile like the parched earth during a drought suggests that Sofia's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Riley warned her youngest son not to cry wolf while wrestling with his older brother. | [
"U.S. history",
"a fable"
] | 1 | 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 cry wolf is a fable.
In the fable "The Boy Who Cried Wolf," a shepherd boy repeatedly tricks people in his village by falsely claiming that a wolf is coming to eat his flock. When a wolf actually comes and the boy cries for help, nobody believes him or comes to his aid.
The allusion cry wolf means to raise a false alarm. |
|
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | Two magnets are placed as shown. | closed choice | grade5 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
|
Which statement is true about the average monthly temperature in Lagos? | [
"September, October, and November are much warmer than the other months of the year.",
"December, January, and February are the coldest months of the year.",
"The average monthly temperature does not change much throughout the year."
] | 2 | Use the graph to answer the question below. | closed choice | grade4 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures. | To describe the average temperature trends in Lagos, look at the graph.
Choice "Feb" is incorrect.
Choice "Sep" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
Choice "Jan" is incorrect.
The average monthly temperatures stay between 25°C and 30°C. No months are much colder or warmer than other months. So, the temperature does not change much throughout the year. |
|
Not supported with pagination yet | Complete the sentence.
The Ninth Amendment says that the American people () have rights other than the ones listed in the Constitution. | [
"do not",
"do"
] | 1 | closed choice | grade4 | social science | civics | Government | The Bill of Rights | The Ninth Amendment says that people do have rights other than the ones listed in the Constitution. Even if the Constitution doesn't list a right, the right might still exist. The Bill of Rights lists some rights. But it is not meant to be a complete list of all rights. The full text of the Ninth Amendment is below. The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. |
||
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| To predict if these magnets will attract or repel, look at which poles are closest to each other.
Both poles of each magnet line up with both poles of the other magnet. The north pole of each magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
|
Not supported with pagination yet | What do these two changes have in common?
rust forming on a metal gate
a piece of pear turning brown | [
"Both are caused by heating.",
"Both are only physical changes.",
"Both are chemical changes.",
"Both are caused by cooling."
] | 2 | 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.
Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
A piece of a pear turning brown is a chemical change. The substances in the pear react with oxygen in the air and turn into a different type of matter.
If you scrape off the brown part of the pear, the inside will still be white. The inside hasn't touched the air. So the chemical change hasn't happened to that part of the pear.
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. |
|
What is the capital of Arkansas? | [
"Fayetteville",
"Indianapolis",
"Tampa",
"Little Rock"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Little Rock is the capital of Arkansas. |
|||
What can Jasmine and Daniel trade to each get what they want? | [
"Jasmine can trade her tomatoes for Daniel's sandwich.",
"Jasmine can trade her tomatoes for Daniel's broccoli.",
"Daniel can trade his broccoli for Jasmine's oranges.",
"Daniel can trade his almonds for Jasmine's tomatoes."
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jasmine and Daniel open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jasmine wanted broccoli in her lunch and Daniel was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Jasmine wanted broccoli in her lunch and Daniel was hoping for tomatoes. Look at the labeled part of the images.
Jasmine has tomatoes. Daniel has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
||
Select the organism in the same species as the bald eagle. | [
"Haliaeetus leucocephalus",
"Haliaeetus pelagicus",
"Lissotriton vulgaris"
] | 0 | This organism is a bald eagle. Its scientific name is Haliaeetus leucocephalus. | closed choice | grade7 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A bald eagle's scientific name is Haliaeetus leucocephalus.
Haliaeetus leucocephalus has the same scientific name as a bald eagle. So, these organisms are in the same species.
Lissotriton vulgaris does not have the same scientific name as a bald eagle. So, Haliaeetus leucocephalus and Lissotriton vulgaris are not in the same species.
Haliaeetus leucocephalus is in the same genus as Haliaeetus pelagicus, but they are not in the same species.
Organisms in the same species have the same scientific names. Haliaeetus leucocephalus and Haliaeetus pelagicus are different species within the same genus. |
|
Not supported with pagination yet | Would you find the word told on a dictionary page with the following guide words?
three - tramp | [
"yes",
"no"
] | 0 | yes or no | grade2 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Put the words in alphabetical order.
Since told is between the guide words three - tramp, it would be found on that page. |
|
Not supported with pagination yet | Based on this information, what is Ellen's genotype for the Thomsen disease gene? | [
"having Thomsen disease",
"MM"
] | 1 | This passage describes the Thomsen disease trait in humans:
In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele M is for having Thomsen disease, and the allele m is for not having Thomsen disease.
Ellen, a human from this group, has Thomsen disease. Ellen has two alleles for having Thomsen disease. | closed choice | grade8 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's genotype for a gene is its combination of alleles for that gene. Ellen has two alleles for having Thomsen disease (M). So, Ellen's genotype for the Thomsen disease gene is MM. |
Not supported with pagination yet | Based on this information, what is Panini's phenotype for the fur type trait? | [
"straight fur",
"curly fur"
] | 0 | In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for straight fur (F) is dominant over the allele for curly fur (f).
Panini is a cat from this group. Panini has the heterozygous genotype Ff for the fur type 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 Panini's phenotype for the fur type trait. First, consider the alleles in Panini's genotype for the fur type gene. Then, decide whether these alleles are dominant or recessive.
The allele for straight fur (F) is dominant over the allele for curly fur (f). This means F is a dominant allele, and f is a recessive allele.
Panini's genotype of Ff 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, Panini's phenotype for the fur type trait must be straight fur. |
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
|
Select the organism in the same species as the moon jellyfish. | [
"Aequorea victoria",
"Cyanea capillata",
"Aurelia aurita"
] | 2 | This organism is a moon jellyfish. Its scientific name is Aurelia aurita. | closed choice | grade7 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A moon jellyfish's scientific name is Aurelia aurita.
Aequorea victoria does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Aequorea victoria are not in the same species.
Cyanea capillata does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Cyanea capillata are not in the same species.
Aurelia aurita has the same scientific name as a moon jellyfish. So, these organisms are in the same species. |
|
Not supported with pagination yet | Select the elementary substance. | [
"hydrogen peroxide (H2O2)",
"beryllium (Be)",
"fluoromethane (CH3F)"
] | 1 | 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 beryllium contains one symbol: Be. So, beryllium is made of one chemical element. Substances that are made of one chemical element are elementary substances. So, beryllium is an elementary substance. The chemical formula for hydrogen peroxide contains two symbols: H for hydrogen and O for oxygen. So, hydrogen peroxide is made of two chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound, not an elementary substance. The chemical formula for fluoromethane contains three symbols: C for carbon, H for hydrogen, and F for fluorine. So, fluoromethane is made of three chemical elements bonded together. Substances that are made of two or more chemical elements bonded together are compounds. So, fluoromethane is a compound, not an elementary substance. |
|
What is the name of the colony shown? | [
"North Carolina",
"Georgia",
"Virginia",
"South Carolina"
] | 3 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is South Carolina. |
|||
Not supported with pagination yet | What does the personification in this text suggest?
The lighthouse horn moaned, and the sound traveled through the thick fog, reaching the sailors who were enveloped in the grayness. | [
"The horn made a long, low sound.",
"The lighthouse was old and needed repairs."
] | 0 | closed choice | grade8 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind. | The text uses personification, giving human characteristics to nonhuman things.
Moaned suggests that the horn made a long, low sound. A moan is a long, low sound that a person makes. |
|
Is the following statement about our solar system true or false?
Jupiter's volume is more than ten times as large as Saturn's volume. | [
"true",
"false"
] | 1 | Use the data to answer the question below. | true-or false | grade8 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
| To determine if this statement is true, calculate the value of ten times the volume of Saturn.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is less than 8.27 x 10^15 km^3. So, Jupiter's volume is less than ten times as large as Saturn's volume. |
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1.",
"The magnitude of the magnetic force is smaller in Pair 2."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes. | closed choice | grade8 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. |
|
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 1 | Figure: Yemen.
Yemen, a country in the Middle East, is located in the desert. So, the air is often dry.
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 | grade6 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Yemen, a country in the Middle East, is located in the desert. So, the air is often dry.
The underlined part of the passage tells you about the usual pattern of humidity in Yemen. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. |
|
What is the capital of West Virginia? | [
"Huntington",
"Charleston",
"Atlanta",
"Seattle"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Charleston is the capital of West Virginia. |
|||
Not supported with pagination yet | Which object has less thermal energy? | [
"a 5-kilogram block of steel at a temperature of 155°C",
"a 5-kilogram block of steel at a temperature of 175°C"
] | 0 | The objects are identical except for their temperatures. | closed choice | grade3 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | The two blocks of steel have the same mass but different temperatures. Since the 155°C block is colder than the 175°C block, it has less thermal energy. |
What is the name of the colony shown? | [
"Delaware",
"New Hampshire",
"South Carolina",
"Rhode Island"
] | 2 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is South Carolina. |
|||
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
obtain - order | [
"ounce",
"once"
] | 1 | 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 once is between the guide words obtain - order, it would be found on that page. |
|
Which property do these three objects have in common? | [
"fragile",
"stretchy",
"yellow"
] | 1 | Select the best answer. | closed choice | grade3 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
Yellow is a color.
This color is yellow. None of the objects are yellow.
A stretchy object gets longer when you pull on it. All three objects are stretchy.
A fragile object will break into pieces if you drop it. The wool hat and the balloon are not fragile.
The property that all three objects have in common is stretchy. |
|
Not supported with pagination yet | Complete the statement.
Iodine is (). | [
"a compound",
"an elementary substance"
] | 1 | Iodine is found in some types of disinfectants. The chemical formula for iodine is I2. | closed choice | grade8 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using chemical formulas | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | You can tell whether iodine is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for iodine, I2, contains one atomic symbol: I. So, the formula tells you that iodine is composed of only one chemical element.
Since iodine is composed of only one chemical element, iodine is an elementary substance. |
Based on the information shown in the maps above, what was true about the New England Colonies compared to the other colonies? | [
"It was easier to grow crops in New England than in the Southern or Middle Colonies.",
"It was harder to grow crops in New England than in the Southern or Middle Colonies.",
"New England was the second-easiest place to grow crops, after the Southern Colonies."
] | 1 | The two maps below give information about the colonial regions of North America. The first map shows how good the soil was for growing crops. The second map shows how many months each year the weather was good enough to grow crops. Use this information to answer the question below. | closed choice | grade5 | social science | us-history | English colonies in North America | New England colonies: economy and conflict | Look at what the two maps show about New England.
In the first map, most of New England is marked as having the least fertile soil. Fertile soil is good for growing crops. So, least fertile means that the soil in New England was the worst for growing crops, compared to the soil in the other colonies.
The second map shows that the growing season in most of New England was 3-5 months long, and in some parts it was 5-7 months long. The growing season was shorter in New England compared to the other colonies. A shorter growing season makes it harder to grow crops.
Because New England had the least fertile soil and the shortest growing season, it was harder to grow crops in New England than in the Southern and Middle Colonies. |
||
Which of the following could Annie and Nora's test show? | [
"if the concrete from each batch took the same amount of time to dry",
"if a new batch of concrete was firm enough to use"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Annie and Nora were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test. | closed choice | grade6 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Not supported with pagination yet | What does the allusion in this text suggest?
When Mariana claimed she had loaded the dishwasher before turning on Dancing with the Stars, her mother replied, "Your nose is growing!" | [
"Mariana was goofy.",
"Mariana was lying."
] | 1 | closed choice | grade9 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked. | The text uses an allusion, a brief reference to someone or something well known.
The allusion nose is growing suggests that Mariana was lying. In the story of Pinocchio, when Pinocchio lies, his nose grows longer. |
|
Not supported with pagination yet | Which is a compound sentence? | [
"Whales live in the water, but they breathe air.",
"The skier flew down the mountain at top speed."
] | 0 | closed choice | grade4 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple or compound? | A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction but.
Whales live in the water, but they breathe air. |
|
Not supported with pagination yet | Which is a simple sentence? | [
"The detour took us across the bridge and along the one-lane road by the river.",
"You can use your gift certificate for one big purchase, or you can buy a few smaller items."
] | 0 | 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.
The detour took us across the bridge and along the one-lane road by the river. |
|
Not supported with pagination yet | Which is a compound sentence? | [
"That musician is sick today, so Jeremiah will fill in on guitar.",
"My stepsister decorated her folder with glitter."
] | 0 | closed choice | grade4 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple or compound? | A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
That musician is sick today, so Jeremiah will fill in on guitar. |
|
Not supported with pagination yet | What information supports the conclusion that Rosanne inherited this trait? | [
"Rosanne and her father both have dark hair.",
"Rosanne's parents have dark skin. They passed down this trait to Rosanne."
] | 1 | Read the description of a trait.
Rosanne 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. | |
Which property do these three objects have in common? | [
"scratchy",
"slippery",
"fuzzy"
] | 1 | Select the best answer. | closed choice | grade4 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
A fuzzy object is covered in soft hair. None of the objects are fuzzy.
A scratchy object is rough and itchy against your skin. The butter and the wet paint are not scratchy.
A slippery object is hard to hold onto or stand on. All three objects are slippery.
The property that all three objects have in common is slippery. |
|
What is the name of the colony shown? | [
"North Carolina",
"Georgia",
"Virginia",
"South Carolina"
] | 0 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is North Carolina. |
|||
Not supported with pagination yet | Compare the motion of two sailboats. Which sailboat was moving at a higher speed? | [
"a sailboat that moved 170kilometers in 10hours",
"a sailboat that moved 100kilometers in 10hours"
] | 0 | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Look at the distance each sailboat moved and the time it took to move that distance.
One sailboat moved 170 kilometers in 10 hours.
The other sailboat moved 100 kilometers in 10 hours.
Notice that each sailboat spent the same amount of time moving. The sailboat that moved 170 kilometers moved a farther distance in that time. So, that sailboat must have moved at a higher speed. |
|
Not supported with pagination yet | Complete the sentence so that it uses personification.
The car engine () as Mr. Harding tried to start it in the freezing cold. | [
"failed",
"coughed"
] | 1 | closed choice | grade8 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the word coughed. It describes the engine as if it were a person who is sick. |
|
Not supported with pagination yet | Which phrase has a more negative connotation? | [
"complain about something",
"talk about something"
] | 0 | closed choice | grade4 | language science | vocabulary | Shades of meaning | Positive and negative connotation | Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | Complain about something has a more negative connotation. If you complain about something, you talk about it in a whiny way. |
|
Which property do these three objects have in common? | [
"fuzzy",
"bouncy",
"fragile"
] | 0 | Select the best answer. | closed choice | grade3 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A fragile object will break into pieces if you drop it. None of the objects are fragile.
A bouncy object will bounce back from the floor if you drop it. The boots and the yarn pom pom are not bouncy.
A fuzzy object is covered in soft hair. All three objects are fuzzy.
The property that all three objects have in common is fuzzy. |
|
Not supported with pagination yet | Select the animal that has a backbone. | [
"castor bean tick",
"American crocodile"
] | 1 | Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones. | closed choice | grade2 | natural science | biology | Classification | Identify animals with and without backbones | Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | A castor bean tick is an insect. Like other insects, a castor bean tick does not have a backbone. It has a hard outer cover.
An American crocodile is a reptile. Like other reptiles, an American crocodile has a backbone. |
Not supported with pagination yet | Would you find the word admiral on a dictionary page with the following guide words?
absorb - art | [
"yes",
"no"
] | 0 | 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 admiral is between the guide words absorb - art, it would be found on that page. |
|
Select the organism in the same genus as the Chinese alligator. | [
"Hyla cinerea",
"Eriocheir sinensis",
"Alligator mississippiensis"
] | 2 | This organism is a Chinese alligator. Its scientific name is Alligator sinensis. | closed choice | grade7 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.
Alligator mississippiensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator mississippiensis and Alligator sinensis are in the same genus.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Alligator sinensis are not in the same genus.
Eriocheir sinensis and Alligator sinensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Eriocheir sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Eriocheir sinensis is in the genus Eriocheir, and Alligator sinensis is in the genus Alligator. |
|
Not supported with pagination yet | Compare the motion of three sailboats. Which sailboat was moving at the lowest speed? | [
"a sailboat that moved 50kilometers north in 5hours",
"a sailboat that moved 70kilometers west in 5hours",
"a sailboat that moved 25kilometers east in 5hours"
] | 2 | closed choice | grade3 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
Notice that each sailboat moved for 5 hours. The sailboat that moved 25 kilometers moved the shortest distance in that time. So, that sailboat must have moved at the lowest speed. |
|
Not supported with pagination yet | Assume all other forces on Jennifer are balanced. Which statement describes the forces on Jennifer? | [
"The forces are unbalanced, so there is a net force on Jennifer.",
"The forces are balanced, so there is no net force on Jennifer."
] | 0 | Jennifer is sitting on a roller coaster cart as it reaches the bottom of a big loop. Earth's gravity is pulling down on Jennifer with a force of 600N. The seat of the cart is pushing up on Jennifer with a force of 1,200N. | closed choice | grade7 | natural science | physics | Velocity, acceleration, and forces | Balanced and unbalanced forces | A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | To determine if there is a net force on Jennifer, look at the forces:
Earth's gravity is pulling Jennifer down with a force of 600 N.
The seat of the cart is pushing Jennifer up with a force of 1,200 N.
The forces are in opposite directions, and the forces have different magnitudes: 600 N and 1,200 N. This means that the forces are unbalanced, so there is a net force on Jennifer. |
Not supported with pagination yet | Which figure of speech is used in this text?
I've heard that Bridgette & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now. | [
"euphemism",
"hyperbole"
] | 0 | closed choice | grade12 | language science | figurative-language | Literary devices | Classify the figure of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget. |
|
Which rhetorical appeal is primarily used in this ad? | [
"logos (reason)",
"pathos (emotion)",
"ethos (character)"
] | 1 | closed choice | grade12 | language science | writing-strategies | Persuasive strategies | Identify appeals to ethos, pathos, and logos in advertisements | The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a "real person" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury | The ad appeals to pathos, or emotion, by associating the advertised product with positive social interactions. |
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Which animal's feet are also adapted for sticking to smooth surfaces? | [
"meerkat",
"Costa Rica brook frog"
] | 1 | Tiger-striped leaf frogs live in the rain forests of Central America and South America. They spend most of their lives in trees. The feet of the are adapted to stick to the smooth surfaces of leaves.
Figure: tiger-striped leaf frog. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. | Look at the picture of the tiger-striped leaf frog.
The tiger-striped leaf frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces. The tiger-striped leaf frog uses its toes to walk on the smooth surfaces of leaves without slipping.
Now look at each animal. Figure out which animal has a similar adaptation.
The Costa Rica brook frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces.
The meerkat has long claws on its toes. Its feet are not adapted for sticking to smooth surfaces. The meerkat uses its feet to dig burrows and search for food. |
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Not supported with pagination yet | How long is a guitar? | [
"31 inches",
"31 feet"
] | 0 | Select the better estimate. | closed choice | grade2 | natural science | units-and-measurement | Units and measurement | Choose customary units of distance | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that a pencil is 8 long. You might be thinking, 8 what? Is the pencil 8 inches long? 8 feet? 8 miles?
The number 8 on its own does not give you much information about the length of the pencil. That is because the units are missing.
Now look at the drawing of the pencil and the ruler. The ruler shows that the units are inches. So, the length of the pencil is 8 inches.
There are 12 inches in 1 foot. So, 1 inch is much shorter than 1 foot.
There are 3 feet in 1 yard. So, 1 foot is shorter than 1 yard. | The better estimate for the length of a guitar is 31 inches.
31 feet is too long. |
Not supported with pagination yet | Select the one true statement. | [
"The cell membrane of a plant cell uses sunlight to make sugar.",
"Plant cells can have mitochondria but do not have vacuoles.",
"Chromosomes are inside the nucleus of a plant cell."
] | 2 | closed choice | grade7 | natural science | biology | Cells | Compare cells and cell parts | |||
Identify the question that Bob's experiment can best answer. | [
"Does temperature affect how much bacteria can grow in liquid?",
"Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Bob mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Bob used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria. | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | ||
Not supported with pagination yet | Based on this information, what is this tomato plant's genotype for the fruit texture gene? | [
"Ff",
"smooth fruit"
] | 0 | In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele F is for smooth fruit, and the allele f is for fuzzy fruit.
A certain tomato plant from this group has smooth fruit. This plant has one allele for smooth fruit and one allele for fuzzy fruit. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's genotype for a gene is its combination of alleles for that gene. The tomato plant has one allele for smooth fruit (F) and one allele for fuzzy fruit (f). So, the plant's genotype for the fruit texture gene is Ff. |
Which of these states is farthest west? | [
"Maryland",
"Florida",
"New Hampshire",
"Minnesota"
] | 3 | closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Minnesota is farthest west. |
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What can Garrett and Trent trade to each get what they want? | [
"Garrett can trade his tomatoes for Trent's broccoli.",
"Garrett can trade his tomatoes for Trent's carrots.",
"Trent can trade his broccoli for Garrett's oranges.",
"Trent can trade his almonds for Garrett's tomatoes."
] | 0 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Garrett and Trent open their lunch boxes in the school cafeteria. Neither Garrett nor Trent got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Garrett's lunch Trent's lunch | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Garrett wants broccoli. Trent wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. |
||
What can Nate and Lola trade to each get what they want? | [
"Nate can trade his tomatoes for Lola's sandwich.",
"Nate can trade his tomatoes for Lola's broccoli.",
"Lola can trade her almonds for Nate's tomatoes.",
"Lola can trade her broccoli for Nate's oranges."
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nate and Lola open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nate wanted broccoli in his lunch and Lola was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Nate wanted broccoli in his lunch and Lola was hoping for tomatoes. Look at the labeled part of the images.
Nate has tomatoes. Lola has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
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Not supported with pagination yet | Select the animal that does not have a backbone. | [
"clownfish",
"monarch butterfly"
] | 1 | Hint: Insects, spiders, and worms do not have backbones. | closed choice | grade2 | natural science | biology | Classification | Identify animals with and without backbones | Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | A monarch butterfly is an insect. Like other insects, a monarch butterfly does not have a backbone. It has a hard outer cover.
A clownfish is a fish. Like other fish, a clownfish has a backbone. |
What is this whale's scientific name? | [
"Livyatan breviceps",
"Livyatan melvillei"
] | 1 | This species of whale lived about 12 million years ago. It could grow to be over 50 feet long and hunted dolphins, seals, and even other smaller whales! The scientists who discovered the whale's fossil named it after Herman Melville, author of the novel Moby Dick. | closed choice | grade4 | natural science | biology | Scientific names | Origins of scientific names | When a scientist identifies a new organism, he or she chooses its scientific name.
Sometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.
Many of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name. | This organism's scientific name refers to Herman Melville.
The word melvillei refers to Herman Melville. So, this whale's scientific name is Livyatan melvillei. |
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