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Not supported with pagination yet | What information supports the conclusion that Greg inherited this trait? | [
"Greg likes to wear a blue sweater to match his blue eyes.",
"Greg's mother has blue eyes. She passed this trait down to Greg."
] | 1 | Read the description of a trait.
Greg has blue eyes. | closed choice | grade6 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Not supported with pagination yet | What kind of sentence is this?
Call a plumber as soon as you can and explain that the pipes are clogged. | [
"exclamatory",
"interrogative",
"imperative"
] | 2 | closed choice | grade6 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer! | The sentence tells someone to do something, so it is an imperative sentence. Here, it ends with a period. |
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is greater in Pair 1."
] | 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 shapes. | 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 changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. | Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. |
|
Not supported with pagination yet | How long is a kitchen table? | [
"9 inches",
"9 feet"
] | 1 | 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 kitchen table is 9 feet.
9 inches is too short. |
Not supported with pagination yet | What does the verbal irony in this text suggest?
"Someone had better turn on the heat," Nicole said, sweat glistening on her face. | [
"The temperature was just right.",
"The temperature was too warm."
] | 1 | closed choice | grade6 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
Someone had better turn on the heat ironically suggests that the temperature was too warm. Nicole did not think that more heat was needed; she was already sweating. |
|
Which material is this knife made of? | [
"metal",
"wool"
] | 0 | closed choice | grade2 | natural science | physics | Materials | Identify materials in objects | A material is a type of matter. Wood, glass, metal, and plastic are common materials. | Look at the picture of the knife.
The knife is made of metal.
Knives can also be made of plastic. Some knives are even made from corn! |
||
Identify the question that Chase's experiment can best answer. | [
"Do steel nails take fewer days to rust in water compared to vinegar?",
"Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"
] | 0 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Chase put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Chase checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails. | closed choice | grade6 | 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 | Which sentence states a fact? | [
"Workers used drills, chisels, and even dynamite to carve the four faces on Mount Rushmore.",
"The design of Mount Rushmore shows that sculptor Gutzon Borglum was a talented artist."
] | 0 | closed choice | grade5 | social science | civics | Social studies skills | Identify facts and opinions | A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
The flag of the United States has 13 stripes.
This is a fact. It can be proved by looking at the flag and counting the number of stripes.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
The flag of the United States is easy to draw.
This is an opinion. People may have different opinions about what makes a flag "easy" to draw. | The second sentence states a fact.
Workers used drills, chisels, and even dynamite to carve the four faces on Mount Rushmore.
It can be proved by reading a book about Mount Rushmore.
The first sentence states an opinion.
The design of Mount Rushmore shows that sculptor Gutzon Borglum was a talented artist.
Talented shows what a person believes, thinks, or feels. Another person might have a different opinion about what makes someone a talented artist. |
|
Which country is highlighted? | [
"the Federated States of Micronesia",
"Vanuatu",
"Solomon Islands",
"Fiji"
] | 3 | closed choice | grade7 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Fiji. |
|||
Not supported with pagination yet | Which type of sentence is this?
Ian always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. | [
"compound",
"complex",
"simple",
"compound-complex"
] | 0 | closed choice | grade7 | language science | grammar | Phrases and clauses | Is the sentence simple, compound, complex, or compound-complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins. | The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
Ian always approaches difficult tasks enthusiastically, and he frequently motivates others with his energy and fervor. |
|
Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 0 | 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 south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. |
|
What is the capital of Alabama? | [
"Biloxi",
"Montgomery",
"Birmingham",
"Jefferson City"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Montgomery is the capital of Alabama. |
|||
Not supported with pagination yet | What is the mass of a trumpet? | [
"5 ounces",
"5 pounds",
"5 tons"
] | 1 | Select the best estimate. | closed choice | grade4 | natural science | units-and-measurement | Units and measurement | Choose customary units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | The best estimate for the mass of a trumpet is 5 pounds.
5 ounces is too light and 5 tons is too heavy. |
Not supported with pagination yet | Which figure of speech is used in this text?
I am a feather on the bright sky
I am the blue horse that runs in the plain
I am the fish that rolls, shining, in the water
I am the shadow that follows a child
—N. Scott Momaday, "The Delight Song of Tsoai-talee" | [
"understatement",
"anaphora"
] | 1 | closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses anaphora, the repetition of the same word or words at the beginning of several phrases or clauses.
Momaday repeats the words I am at the beginning of each line. |
|
Which statement describes the Sonoran Desert ecosystem? | [
"It has thick, moist soil.",
"It has warm, wet summers.",
"It has a small amount of rain."
] | 2 | Figure: Sonoran Desert.
The Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall. | closed choice | grade8 | natural science | biology | Ecosystems | Describe ecosystems | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers. It has thick, moist soil. |
|
Not supported with pagination yet | Which word is not like the others? | [
"under",
"behind",
"over",
"thing"
] | 3 | 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. | Behind, under, and over go together. They are words that tell where. Thing is not a word that tells where, so it is not like the other words. |
|
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Mrs. Dixon told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.",
"Mrs. Dixon told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day."
] | 0 | closed choice | grade11 | language science | writing-strategies | Pronouns | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Dixon or her friend.
Mrs. Dixon told her friend that she needs to exercise on a regular basis and get more sleep in order to have more energy throughout the day.
The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Mrs. Dixon told her friend to exercise on a regular basis and get more sleep in order to have more energy throughout the day. |
|
Which is this organism's common name? | [
"Ambystoma texanum",
"small-mouth salamander"
] | 1 | This organism is Ambystoma texanum. It is also called a small-mouth salamander. | closed choice | grade7 | natural science | biology | Classification and scientific names | Identify common and scientific names | An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. | Ambystoma texanum is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Ambystoma texanum is the organism's scientific name. So, you know that small-mouth salamander is the common name. |
|
Not supported with pagination yet | What do these two changes have in common?
water evaporating from a lake
baking cookies | [
"Both are caused by cooling.",
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating."
] | 3 | 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.
Water evaporating from a lake is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
Baking cookies is a chemical change. The type of matter in the cookie dough changes when it is baked. The cookie dough turns into cookies!
Step 2: Look at each answer choice.
Both are only physical changes.
Water evaporating is a physical change. But baking cookies is not.
Both are chemical changes.
Baking cookies is a chemical change. But water evaporating from a lake is not.
Both are caused by heating.
Both changes are caused by heating.
Both are caused by cooling.
Neither change is caused by cooling. |
|
During this time, thermal energy was transferred from () to (). | [
"each bottle . . . the surroundings",
"the surroundings . . . each bottle"
] | 1 | Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes. | 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 bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Before forwarding the email to my grandparents, my sister bowdlerized it. | [
"history",
"Greek mythology"
] | 0 | closed choice | grade11 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | The source of the allusion bowdlerized is history.
During the eighteenth and nineteenth centuries, British physician Thomas Bowdler reworked Shakespearean plays in an attempt to make the language and subject matter more suitable for children.
The allusion bowdlerized means sanitized. |
|
Identify the question that Haley's experiment can best answer. | [
"Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?",
"Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Haley planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Haley added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Haley counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil. | closed choice | grade6 | 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 | What is the source of the allusion in the sentence below?
The weather forecast called for clear skies, making my grandfather look like Chicken Little. | [
"a song",
"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 Chicken Little is a fable.
In a well-known folktale, Chicken Little is accidentally hit by something and jumps to the conclusion that the sky is falling and that she must spread the news of imminent disaster.
The allusion Chicken Little means a person who spreads alarming news of imminent disaster. |
|
Which property matches this object? | [
"stretchy",
"slippery"
] | 1 | Select the better answer. | closed choice | grade3 | natural science | physics | Materials | Identify properties of an object | 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. | Look at the object.
Think about each property.
A slippery object is hard to hold onto or stand on. The butter is slippery.
A stretchy object gets longer when you pull on it. The butter is not stretchy. |
|
Not supported with pagination yet | Does this passage describe the weather or the climate?
Roger noticed that the sky was filled with cumulus clouds every day last week. | [
"weather",
"climate"
] | 0 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade3 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
Roger noticed that the sky was filled with cumulus clouds every day last week.
This passage tells you about the clouds Roger saw last week. It describes the atmosphere at a certain place and time. So, this passage describes the weather. |
Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 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 south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. |
|
Not supported with pagination yet | Is there a sentence fragment?
On November 3, 1957, the Soviet Union sent the first animal into space—a dog named Laika. Which had been found as a stray living on the streets of Moscow. | [
"no",
"yes"
] | 1 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify sentence fragments | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | There is a sentence fragment that does not express a complete thought.
On November 3, 1957, the Soviet Union sent the first animal into space—a dog named Laika. Which had been found as a stray living on the streets of Moscow.
Here is one way to fix the sentence fragment:
On November 3, 1957, the Soviet Union sent the first animal into space—a dog named Laika, which had been found as a stray living on the streets of Moscow. |
|
Not supported with pagination yet | Which text uses the word literally in its traditional sense? | [
"Connor's new kitten—barely three weeks old—was literally just a ball of fluff in the palm of his hand.",
"Connor's new kitten—barely three weeks old—was literally the size of a softball; it could just about fit in the palm of his hand."
] | 1 | closed choice | grade10 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
Connor's new kitten—barely three weeks old—was literally the size of a softball; it could just about fit in the palm of his hand.
The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Connor's new kitten is not actually just a ball of fluff.
Connor's new kitten—barely three weeks old—was literally just a ball of fluff in the palm of his hand.
Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
According to the university brochure, the majors with the most students are Economics and Computer Science. Therefore, you should declare one of these majors if you want to have a successful career. | [
"slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences",
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"false causation: the assumption that because two things happened together, one caused the other"
] | 1 | closed choice | grade11 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that it's best to major in Economics or Computer Science because they are the most popular majors. However, the fact that a major is popular doesn't necessarily mean you have to pursue it in order to have a successful career. This illustrates a type of logical fallacy known as the bandwagon fallacy. |
|
Which state is highlighted? | [
"Indiana",
"Missouri",
"Minnesota",
"Wisconsin"
] | 2 | closed choice | grade5 | social science | geography | States | Identify states of the Midwest | This state is Minnesota. |
|||
Not supported with pagination yet | Is washing windows a good or a service? | [
"a service",
"a good"
] | 0 | closed choice | grade3 | social science | economics | Basic economic principles | Goods and services | Everything you can buy is either a good or a service.
A good is something you can touch or hold in your hands. For example, a hammer is a good.
A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | To decide whether washing windows is a good or a service, ask these questions:
Is washing windows something you can touch? No.
Is washing windows a job you might pay someone else to do? Yes.
So, washing windows is a service. |
|
Not supported with pagination yet | Select the animal that has a backbone. | [
"golden frog",
"earthworm"
] | 0 | 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 golden frog is an amphibian. Like other amphibians, a golden frog has a backbone.
An earthworm is a worm. Like other worms, an earthworm does not have a backbone. It has a soft body. |
Not supported with pagination yet | Select the part whose main job is to break down sugar to release energy that an animal cell can use. | [
"chromosomes",
"cytoplasm",
"mitochondria"
] | 2 | closed choice | grade4 | natural science | biology | Cells | Identify functions of animal cell parts | The cell membrane controls which substances enter and leave the cell. The cell membrane also protects the cell from the outside environment.
The cytoplasm is made up of a thick liquid that fills the space inside the cell membrane. The cytoplasm supports the other cell parts and holds them in place. Many important chemical reactions happen in the cytoplasm.
The mitochondria break down sugar to release energy that the cell can use.
The vacuoles store nutrients, such as sugar, in the cell. Vacuoles also store water and waste.
The nucleus directs cell activities. It does this by sending instructions to different parts of the cell.
The chromosomes contain the information that the cell uses for growth and activities. In animal and plant cells, the chromosomes are inside the nucleus. | Mitochondria break down sugar to release energy that the cell can use. Animal and plant cells usually have many mitochondria. |
|
Not supported with pagination yet | Would you find the word doubt on a dictionary page with the following guide words?
dandy - dust | [
"no",
"yes"
] | 1 | yes or no | grade6 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since doubt is between the guide words dandy - dust, it would be found on that page. |
|
During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each greenhouse",
"each greenhouse . . . the surroundings"
] | 0 | Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours. | 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 greenhouse increased, which means that the thermal energy of each greenhouse increased. So, thermal energy was transferred from the surroundings to each greenhouse. |
|
Which country is highlighted? | [
"Australia",
"Solomon Islands",
"Papua New Guinea",
"Tuvalu"
] | 0 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Australia.
Is Australia a country or a continent?
Both! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. |
|||
Not supported with pagination yet | Which tense does the sentence use?
Gabby throws the ball into the hoop. | [
"future tense",
"past tense",
"present tense"
] | 2 | closed choice | grade3 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in present tense. You can tell because it uses a present-tense verb, throws. The verb ends in -s and tells you about something that is true or happening now. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
Leah's Bistro used to be a great place to go for a delicious and carefully prepared dinner, but nobody goes there anymore: it's too crowded. | [
"paradox",
"apostrophe"
] | 0 | closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Nobody goes there anymore: it's too crowded at first appears to be contradictory, because if no one goes to the restaurant, then the restaurant should be empty, not crowded. However, it contains some truth: if a restaurant is frequently perceived to be too crowded, many people will no longer want to go there. |
|
Not supported with pagination yet | Which is a compound sentence? | [
"After dinner I brush my teeth very carefully.",
"The train conductor will take your tickets, or his helper will."
] | 1 | closed choice | grade3 | 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 or.
The train conductor will take your tickets, or his helper will. |
|
What is the expected ratio of offspring with wavy fur to offspring with straight fur? Choose the most likely ratio. | [
"0:4",
"2:2",
"1:3",
"4:0",
"3:1"
] | 0 | In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for wavy fur (f) is recessive to the allele for straight fur (F).
This Punnett square shows a cross between two Syrian hamsters. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate ratios of offspring types | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with wavy fur or straight fur, consider whether each phenotype is the dominant or recessive allele's version of the fur texture trait. The question tells you that the f allele, which is for wavy fur, is recessive to the F allele, which is for straight fur.
Wavy fur is the recessive allele's version of the fur texture trait. A Syrian hamster with the recessive version of the fur texture trait must have only recessive alleles for the fur texture gene. So, offspring with wavy fur must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Straight fur is the dominant allele's version of the fur texture trait. A Syrian hamster with the dominant version of the fur texture trait must have at least one dominant allele for the fur texture gene. So, offspring with straight fur must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with wavy fur to offspring with straight fur is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with wavy fur. Instead, this cross is expected to always produce offspring with straight fur. |
|
Not supported with pagination yet | Which text uses the word peruse in its traditional sense? | [
"Before returning to the stockroom, Finn briefly perused the nails in the hardware aisle to see if anything needed to be restocked.",
"Finn perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project."
] | 1 | closed choice | grade9 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses peruse in its traditional sense: to examine in detail.
Finn perused the nails in the hardware aisle for almost an hour, trying to figure out which type would be best for his project.
The second text uses peruse in its nontraditional sense: to look through in a casual manner.
Before returning to the stockroom, Finn briefly perused the nails in the hardware aisle to see if anything needed to be restocked.
Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard. |
|
Which animal is also adapted to be camouflaged in the snow? | [
"ptarmigan",
"hedgehog"
] | 0 | Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: skins and body coverings | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. | Look at the picture of the short-tailed weasel.
During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow.
The hedgehog has a yellow-and-brown body. It is not adapted to be camouflaged in the snow. |
|
Which animal is also adapted to be camouflaged in the snow? | [
"porcupine",
"snowy owl"
] | 1 | s live in the Canadian Arctic and Greenland. The is adapted to be camouflaged in the snow.
Figure: Arctic hare. | closed choice | grade5 | natural science | biology | Adaptations | Animal adaptations: skins and body coverings | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. | Look at the picture of the Arctic hare.
During the winter, the Arctic hare has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The snowy owl has white feathers covering its body. It is adapted to be camouflaged in the snow.
The porcupine has black-and-white spines covering its body. It is not adapted to be camouflaged in the snow. |
|
Not supported with pagination yet | Which is a simple sentence? | [
"According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature.",
"Lorenzo picked raspberries in the field until his fingertips were stained red."
] | 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 second sentence is the simple sentence. It is a single independent clause.
According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature. |
|
What is the expected ratio of offspring with terminal flowers to offspring with axial flowers? Choose the most likely ratio. | [
"3:1",
"0:4",
"1:3",
"2:2",
"4:0"
] | 1 | This passage describes the flower position trait in pea plants:
Flowers can grow in different positions on a pea plant's stem. Axial flowers are in the middle of the plant's stem. Terminal flowers are at the tip of the stem.
In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele for axial flowers (F) is dominant over the allele for terminal flowers (f).
This Punnett square shows a cross between two pea plants. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate ratios of offspring types | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with terminal flowers or axial flowers, consider whether each phenotype is the dominant or recessive allele's version of the flower position trait. The question tells you that the F allele, which is for axial flowers, is dominant over the f allele, which is for terminal flowers.
Terminal flowers is the recessive allele's version of the flower position trait. A pea plant with the recessive version of the flower position trait must have only recessive alleles for the flower position gene. So, offspring with terminal flowers must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Axial flowers is the dominant allele's version of the flower position trait. A pea plant with the dominant version of the flower position trait must have at least one dominant allele for the flower position gene. So, offspring with axial flowers must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with terminal flowers to offspring with axial flowers is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with terminal flowers. Instead, this cross is expected to always produce offspring with axial flowers. |
|
Not supported with pagination yet | Look at the word. Does it have a closed syllable or an open syllable?
got | [
"open",
"closed"
] | 1 | closed choice | grade2 | language science | word-study | Short and long vowels | Is the syllable open or closed? | Words are made up of syllables. Two kinds of syllables are closed and open.
A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
desk: short e
kit / ten: short i / short e
An open syllable ends with one vowel. It usually has a long vowel sound.
go: long o
he / ro: long e / long o
Some open syllables end with y. The y makes a long e sound or a long i sound.
sky: long i
ba / by: long a / long e | The word got ends with a consonant and has a short vowel sound. So, it has a closed syllable. |
|
Not supported with pagination yet | How long does it take to sing the ABC song? | [
"27 minutes",
"27 seconds"
] | 1 | Select the better estimate. | closed choice | grade3 | natural science | units-and-measurement | Units and measurement | Choose units of time | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | The better estimate for how long it takes to sing the ABC song is 27 seconds.
27 minutes is too slow. |
Not supported with pagination yet | Which closing is correct for a letter? | [
"See you soon,\nOlivia",
"See You Soon,\nOlivia"
] | 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 first closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
Which continent is highlighted? | [
"Australia",
"Asia",
"Europe",
"North America"
] | 2 | closed choice | grade5 | social science | geography | Oceans and continents | Identify 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 Europe. |
||
What is the name of the colony shown? | [
"Pennsylvania",
"New Jersey",
"Rhode Island",
"New York"
] | 0 | closed choice | grade4 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Pennsylvania. |
|||
Not supported with pagination yet | Compare the motion of three motorboats. Which motorboat was moving at the lowest speed? | [
"a motorboat that moved 175miles north in 5hours",
"a motorboat that moved 40miles west in 5hours",
"a motorboat that moved 195miles north in 5hours"
] | 1 | 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 mile.
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 motorboat moved and the time it took to move that distance. The direction each motorboat moved does not affect its speed.
Notice that each motorboat moved for 5 hours. The motorboat that moved 40 miles moved the shortest distance in that time. So, that motorboat must have moved at the lowest speed. |
|
What is the name of the colony shown? | [
"Maryland",
"South Carolina",
"New Jersey",
"Iowa"
] | 1 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is South Carolina. |
|||
Not supported with pagination yet | Which sentence uses a simile? | [
"The cat's silver eyes were like two shiny coins.",
"The cat's silver eyes were two shiny coins."
] | 0 | closed choice | grade4 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | This sentence uses a simile:
The cat's silver eyes were like two shiny coins.
The words eyes and coins are compared using the word like.
This sentence uses a metaphor:
The cat's silver eyes were two shiny coins.
The words eyes and coins are compared without the word like or as. |
|
Not supported with pagination yet | Which text uses the word unique in its traditional sense? | [
"Alan custom ordered his unique coffee table from a master craftsman in Allenville.",
"Alan bought his unique coffee table from a factory outlet store in Allenville."
] | 0 | closed choice | grade9 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses unique in its traditional sense: being the only one of its kind.
Alan custom ordered his unique coffee table from a master craftsman in Allenville.
The second text uses unique in its nontraditional sense: interesting or unusual. Alan's coffee table is an interesting style, but it was made in a factory and is probably not actually one of a kind.
Alan bought his unique coffee table from a factory outlet store in Allenville.
Most style guides recommend to use the traditional sense of the word unique because it is considered more standard. |
|
Not supported with pagination yet | What information supports the conclusion that Dustin acquired this trait? | [
"Some scars fade more quickly than others.",
"Dustin's scar was caused by an accident. He cut his arm when he fell off his bicycle."
] | 1 | Read the description of a trait.
Dustin has a scar on his right arm. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Select the reptile below. | [
"human",
"Chinese alligator",
"red-headed poison frog",
"grass frog"
] | 1 | Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Hermann's tortoise is an example of a reptile. | closed choice | grade4 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. | A human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.
A grass frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A Chinese alligator is a reptile. It has scaly, waterproof skin.
Alligators live in and around water. They can live near ponds, rivers, marshes, and lakes.
A red-headed poison frog is an amphibian. It has moist skin and begins its life in water.
Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous. |
|
Not supported with pagination yet | Compare the motion of three ships. Which ship was moving at the lowest speed? | [
"a ship that moved 310miles east in 10hours",
"a ship that moved 265miles east in 10hours",
"a ship that moved 145miles north in 10hours"
] | 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 mile.
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 ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
Notice that each ship moved for 10 hours. The ship that moved 145 miles moved the shortest distance in that time. So, that ship must have moved at the lowest speed. |
|
Not supported with pagination yet | Would you find the word furnace on a dictionary page with the following guide words?
faster - fort | [
"no",
"yes"
] | 0 | yes or no | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since furnace is not between the guide words faster - fort, it would not be found on that page. |
|
Select the organism in the same genus as the Steller's sea eagle. | [
"Alopias pelagicus",
"Haliaeetus leucocephalus",
"Tyto alba"
] | 1 | This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus. | closed choice | grade6 | 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 Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
Haliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Haliaeetus pelagicus are in the same genus.
Tyto alba is in the genus Tyto. The first word of its scientific name is Tyto. So, Tyto alba and Haliaeetus pelagicus are not in the same genus.
Alopias pelagicus and Haliaeetus pelagicus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Alopias pelagicus and Haliaeetus pelagicus have the same species name within their genus, pelagicus. But the first words of their scientific names are different. Alopias pelagicus is in the genus Alopias, and Haliaeetus pelagicus is in the genus Haliaeetus. |
|
Not supported with pagination yet | Is the following trait inherited or acquired?
Andy can fly an airplane. | [
"inherited",
"acquired"
] | 1 | Hint: Pilots have to learn how to fly an airplane. | closed choice | grade4 | natural science | biology | Traits and heredity | Identify inherited and acquired traits | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | People are not born knowing how to fly an airplane. Instead, some people learn how to fly airplanes. So, flying an airplane is an acquired trait. |
Not supported with pagination yet | Based on this information, what is Josiah's phenotype for the sickle-cell disease trait? | [
"Aa",
"not having sickle-cell disease"
] | 1 | This passage describes the sickle-cell disease trait in humans:
In a group of humans, some individuals have sickle-cell disease and others do not. In this group, the gene for the sickle-cell disease trait has two alleles. The allele A is for not having sickle-cell disease, and the allele a is for having sickle-cell disease.
Josiah, a human from this group, does not have sickle-cell disease. Josiah has one allele for not having sickle-cell disease and one allele for having sickle-cell 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 phenotype for a trait is its observable version of that trait. Josiah's observable version of the sickle-cell disease trait is not having sickle-cell disease. So, Josiah's phenotype for the sickle-cell disease trait is not having sickle-cell disease. |
Not supported with pagination yet | What is the volume of a salt shaker? | [
"49 milliliters",
"49 liters"
] | 0 | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | The better estimate for the volume of a salt shaker is 49 milliliters.
49 liters is too much. |
Not supported with pagination yet | What information supports the conclusion that Andrew acquired this trait? | [
"Andrew likes to look at butterflies and beetles.",
"Andrew learned to identify insects by reading many books about insects."
] | 1 | Read the description of a trait.
Andrew is good at identifying insects. | closed choice | grade6 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Identify the question that Rudy's experiment can best answer. | [
"Can pennies hold more drops of pure water or water mixed with hand soap?",
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"
] | 0 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Rudy used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Rudy recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Rudy compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny. | closed choice | grade7 | 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? | ||
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample B",
"neither; the samples have the same temperature",
"sample A"
] | 2 | 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 | grade6 | 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 the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. |
|
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
interior - irrigation | [
"iodine",
"illustrate"
] | 0 | closed choice | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since iodine is between the guide words interior - irrigation, it would be found on that page. |
|
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
geese - gobble | [
"giant",
"grape"
] | 0 | closed choice | grade3 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since giant is between the guide words geese - gobble, it would be found on that page. |
|
Not supported with pagination yet | Which job does the digestive system do? | [
"helps cells get energy from food",
"helps make food"
] | 0 | closed choice | grade5 | natural science | biology | Animals | Body systems: digestion | All organisms need food. Food gives organisms the energy they need to survive.
Animals get their food by eating other organisms. An animal's digestive system breaks down food into small particles of fat, protein, sugar, and other nutrients. The blood carries these small particles to cells throughout the animal's body.
Inside cells, nutrient particles can be broken down to release energy. Cells need energy to do their jobs. A cell's job might include sending signals to other cells, rearranging chemicals to make new substances, or moving substances from place to place.
Cells also use nutrient particles as building materials. Cells use building materials to help the animal grow and to replace worn-out parts. | The digestive system breaks down food into small particles of nutrients. Cells can get energy and building materials from these small particles.
The digestive system does not help make food. Animals cannot make food inside their bodies. They must eat other organisms. |
|
Which property matches this object? | [
"stretchy",
"opaque"
] | 1 | Select the better answer. | closed choice | grade3 | natural science | physics | Materials | Identify properties of an object | 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. | Look at the object.
Think about each property.
A stretchy object gets longer when you pull on it. The lemon is not stretchy.
An opaque object does not let light through. The lemon is opaque. |
|
Not supported with pagination yet | Select the mixture. | [
"glitter",
"salt"
] | 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. | ||
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
basket - breathe | [
"began",
"burn"
] | 0 | closed choice | grade6 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since began is between the guide words basket - breathe, it would be found on that page. |
|
Not supported with pagination yet | Read the following excerpt from a student essay. How can the writer best improve his or her sentence fluency?
Like all penguins, king penguins are mainly black and white, but they have distinctive touches of color. Adult king penguins have black feathers on their backs. Their chests are white. They have orange feathers on their ears and throats. Along the bottom part of the bill, adults also have an orange streak. Juveniles of the species look much like the adults. However, their black feathers may be tipped with gray. Yellow feathers appear on their ears. Their lower necks have grayish white color. Chicks have brown downy feathers until they molt. They molt at about eleven months of age. | [
"by varying how sentences begin",
"by varying sentence length",
"by simplifying the first sentence"
] | 1 | closed choice | grade11 | language science | writing-strategies | Editing and revising | Suggest appropriate revisions | During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read? | The writer could best improve his or her sentence fluency by varying sentence length.
For example, the writer could combine the underlined groups of short sentences to create longer ones.
Like all penguins, king penguins are mainly black and white, but they have distinctive touches of color. Adult king penguins have black feathers on their backs. Their chests are white. They have orange feathers on their ears and throats. Along the bottom part of the bill, adults also have an orange streak. Juveniles of the species look much like the adults. However, their black feathers may be tipped with gray. Yellow feathers appear on their ears. Their lower necks have grayish white color. Chicks have brown downy feathers until they molt. They molt at about eleven months of age. |
|
Which solution has a higher concentration of green particles? | [
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 0 | The diagram below is a model of two solutions. Each green ball represents one particle of solute. | closed choice | grade8 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. |
|
Not supported with pagination yet | Would you find the word hatch on a dictionary page with the following guide words?
helping - hidden | [
"yes",
"no"
] | 1 | yes or no | grade8 | 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 hatch is not between the guide words helping - hidden, it would not be found on that page. |
|
What is the capital of Vermont? | [
"Montpelier",
"Burlington",
"Dover",
"Providence"
] | 0 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Montpelier is the capital of Vermont. |
|||
Not supported with pagination yet | Which sentence states a fact? | [
"In the Middle Ages, knights rode horses and wore armor made of metal.",
"Knights during the Middle Ages were really just bullies on horseback."
] | 0 | closed choice | grade5 | social science | civics | Social studies skills | Identify facts and opinions | A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
The flag of the United States has 13 stripes.
This is a fact. It can be proved by looking at the flag and counting the number of stripes.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
The flag of the United States is easy to draw.
This is an opinion. People may have different opinions about what makes a flag "easy" to draw. | The first sentence states a fact.
In the Middle Ages, knights rode horses and wore armor made of metal.
It can be proved by reading a book about knights.
The second sentence states an opinion.
Knights during the Middle Ages were really just bullies on horseback.
Bully shows what a person believes, thinks, or feels. Another person might have a different opinion about whether knights were bullies. |
|
Not supported with pagination yet | Select the living thing. | [
"yucca",
"candle",
"windmill",
"airplane"
] | 0 | 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. | Yucca is a living thing.
Yucca grows and responds to its environment. It needs food and water. It is made up of many cells.
Yucca is a plant. It uses water, air, and sunlight to make food.
A candle is not a living thing.
A candle does not have all the traits of a living thing. It gives off light and heat, but it does not need food or water to survive.
An airplane is not a living thing.
An airplane does not have all the traits of a living thing. It needs energy to fly, but it does not eat food. Airplanes get energy from gasoline or other fuel. They do not grow.
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. |
|
Which of these states is farthest east? | [
"Washington",
"New Jersey",
"Illinois",
"North Dakota"
] | 1 | closed choice | grade3 | social science | geography | Geography | 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 east arrow is pointing. New Jersey is farthest east. |
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is weaker in Pair 1.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 2."
] | 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. | closed choice | grade4 | natural science | physics | Magnets | Compare strengths 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 stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. | Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
Officer, I was only driving as fast as everyone around me. I'm sure I wasn't speeding. | [
"appeal to nature: the assumption that natural things are always good",
"bandwagon fallacy: the assumption that the popular choice is automatically correct"
] | 1 | closed choice | grade8 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that the speaker wasn't driving over the speed limit, because she was driving at the same speed as those around her. However, even though everyone was driving the same speed, that doesn't necessarily mean that they weren't driving over the speed limit. This illustrates a type of logical fallacy known as the bandwagon fallacy. |
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Not supported with pagination yet | Which figure of speech is used in this text?
Joseph is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent. | [
"simile",
"allusion"
] | 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 an allusion, a brief reference to someone or something well known.
Benedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British. |
|
Not supported with pagination yet | What information supports the conclusion that Finn inherited this trait? | [
"Finn's biological parents have freckles on their noses just as Finn does.",
"Finn and his biological mother have pale skin.",
"Finn has freckles on his nose and shoulders."
] | 0 | Read the description of a trait.
Finn has freckles. | closed choice | grade7 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Identify the question that Brenda's experiment can best answer. | [
"Does the amount of water in a glass affect whether eggs sink or float in the water?",
"Are eggs more likely to float in fresh water or salty water?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Brenda poured four ounces of water into each of six glasses. Brenda dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Brenda placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Brenda repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water. | closed choice | grade6 | 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 | Each bus takes the same amount of time to stop. Which school bus needs a larger force to come to a stop? | [
"a school bus carrying 500 pounds",
"a school bus carrying 550 pounds"
] | 1 | Kids from two different schools are riding their school buses home. The buses are the same. They are going the same speed. But different numbers of kids are riding in each bus. | closed choice | grade2 | natural science | physics | Force and motion | How do mass and force affect motion? | A force is a push or a pull.
A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
Forces can be different sizes.
Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Look for the school bus that is heavier.
A school bus carrying 550 pounds is heavier than a school bus carrying 500 pounds. So, the school bus carrying 550 pounds needs a larger force to come to a stop in the same amount of time as the other bus. |
Which trait did Canis dirus have? Select the trait you can observe on the fossil. | [
"horns",
"four legs",
"dark-brown fur"
] | 1 | This picture shows a fossil of an ancient animal called Canis dirus.
Canis dirus went extinct over 10,000 years ago. Fossils of Canis dirus have been found in North and South America. | closed choice | grade6 | natural science | earth-science | Fossils | Compare fossils to modern organisms | The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved. | ||
Not supported with pagination yet | Would you find the word migrate on a dictionary page with the following guide words?
material - mourn | [
"yes",
"no"
] | 0 | yes or no | 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 migrate is between the guide words material - mourn, it would be found on that page. |
|
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
early - engineer | [
"elf",
"exact"
] | 0 | 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 elf is between the guide words early - engineer, it would be found on that page. |
|
Not supported with pagination yet | According to Newton's third law, what other force must be happening? | [
"The door is pulling on Abigail's hand.",
"The door is pushing on Abigail's hand."
] | 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:
Abigail's hand is pushing on a door. | closed choice | grade8 | natural science | physics | Velocity, acceleration, and forces | Predict forces using Newton's third law | According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Abigail's hand is pushing on the door. So, Newton's third law tells you that the door is pushing on Abigail's hand. |
Not supported with pagination yet | Which type of sentence is this?
Shelley is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. | [
"compound-complex",
"compound",
"complex",
"simple"
] | 0 | closed choice | grade11 | language science | grammar | Phrases and clauses | Is the sentence simple, compound, complex, or compound-complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins. | The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which.
Shelley is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years. |
|
Which solution has a higher concentration of blue particles? | [
"Solution A",
"neither; their concentrations are the same",
"Solution B"
] | 0 | The diagram below is a model of two solutions. Each blue ball represents one particle of solute. | closed choice | grade7 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. |
|
Which material is this coat made of? | [
"wax",
"wool"
] | 1 | closed choice | grade2 | natural science | physics | Materials | Identify multiple materials in objects | A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood. | Look at the picture of the coat.
The coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of wool.
Wool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes. |
||
Does Rangifer tarandus have cells that have a nucleus? | [
"no",
"yes"
] | 1 | This organism is Rangifer tarandus. It is a member of the animal kingdom.
Rangifer tarandus is commonly called a reindeer. Both male and female reindeer grow large antlers on their heads. Each year, reindeer naturally shed their antlers. The antlers usually fall off in the spring or summer. Then, over the next three to four months, a new pair of antlers grows in its place. | yes or no | grade4 | natural science | biology | Classification | Describe, classify, and compare kingdoms | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes | Rangifer tarandus is an animal. Animal cells have a nucleus. |
|
Not supported with pagination yet | Suppose Colin decides to go as a superhero. Which result would be a cost? | [
"Colin will save some time and money. He won't have to go out and get a new costume.",
"Colin will give up the chance to wear the costume he is more excited about."
] | 1 | Colin is deciding whether to go as a vampire or a superhero to a costume party. He would rather go as a vampire. But he already has a superhero costume. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Colin wants or needs:
Colin will give up the chance to wear the costume he is more excited about. |
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"The protesters want them to raise salaries and increase employment benefits.",
"The protesters want the company's executives to raise salaries and increase employment benefits."
] | 0 | closed choice | grade7 | language science | writing-strategies | Pronouns and antecedents | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the company's executives.
The protesters want the company's executives to raise salaries and increase employment benefits. |
|
Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 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 south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. |
|
What can Layla and Emmy trade to each get what they want? | [
"Layla can trade her tomatoes for Emmy's broccoli.",
"Emmy can trade her broccoli for Layla's oranges.",
"Layla can trade her tomatoes for Emmy's carrots.",
"Emmy can trade her almonds for Layla'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.
Layla and Emmy open their lunch boxes in the school cafeteria. Neither Layla nor Emmy 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.
Layla's lunch Emmy's lunch | closed choice | grade7 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Layla wants broccoli. Emmy 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. |
||
Not supported with pagination yet | Suppose Pablo decides to watch the comedy. Which result would be a cost? | [
"Pablo will get to watch the movie that he is more excited about.",
"Pablo will give up the chance to watch a movie with his sister."
] | 1 | Pablo is deciding whether to watch a comedy or an action movie. He would prefer to watch a comedy. But he also wants to watch a movie with his sister. Pablo's sister will only watch an action movie. | closed choice | grade5 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Pablo wants or needs:
Pablo will give up the chance to watch a movie with his sister. |
Which of these states is farthest south? | [
"Nebraska",
"Michigan",
"Vermont",
"Maine"
] | 0 | closed choice | grade3 | social science | geography | Geography | 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 south arrow is pointing. Nebraska is farthest south. |
||
Identify the question that Kirk's experiment can best answer. | [
"Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?",
"Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"
] | 0 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Kirk set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Kirk watched cardinals visiting the feeders during the same hour each morning. During his observations, Kirk counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds. | 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? | ||
What is the capital of Mississippi? | [
"Jackson",
"Columbia",
"Charleston",
"Biloxi"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Jackson is the capital of Mississippi. |