image
imagewidth (px) 53
760
⌀ | question
stringlengths 14
862
| choices
sequencelengths 2
5
| answer
int8 0
4
| hint
stringlengths 0
1.85k
| task
stringclasses 3
values | grade
stringclasses 12
values | subject
stringclasses 3
values | topic
stringclasses 26
values | category
stringclasses 119
values | skill
stringclasses 321
values | lecture
stringclasses 256
values | solution
stringlengths 0
2.72k
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Not supported with pagination yet | Which object has the most thermal energy? | [
"a 150-gram baked potato at a temperature of 31°C",
"a 150-gram baked potato at a temperature of 40°C",
"a 150-gram baked potato at a temperature of 36°C"
] | 1 | The objects are identical except for their temperatures. | closed choice | grade4 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | All three baked potatoes have the same mass but different temperatures. Since the 40°C potato is the hottest, it has the most thermal energy. |
Which country is highlighted? | [
"Samoa",
"Papua New Guinea",
"New Zealand",
"Australia"
] | 2 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is New Zealand. |
|||
Which of these states is farthest south? | [
"Colorado",
"Pennsylvania",
"Oregon",
"Connecticut"
] | 0 | closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south. |
||
Which ocean is highlighted? | [
"the Atlantic Ocean",
"the Pacific Ocean",
"the Arctic Ocean",
"the Southern Ocean"
] | 0 | closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. | This is the Atlantic Ocean. |
||
Not supported with pagination yet | Read the following excerpt from a student essay. How can the writer best improve his or her word choice?
Automobile companies should be required to manufacture more fuel-efficient vehicles. This shift would help the environment by lowering the demand for crude oil and lowering the level of pollutants released into the atmosphere. If fuel-efficient cars were manufactured, the economy would improve, too. As people lowered their expenses for gas, they would be able to increase spending on other products. Also, manufacturing these cars would drive technology forward: other new products would likely be manufactured, too. | [
"by reducing repetitive language",
"by including more figurative language",
"by fixing misused words"
] | 0 | 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 word choice by reducing repetitive language.
For example, the writer could revise the underlined text by using synonyms of manufacture, such as make, produce, create, and build, and synonyms of lower, such as decrease or reduce.
Automobile companies should be required to manufacture more fuel-efficient vehicles. This shift would help the environment by lowering the demand for crude oil and lowering the level of pollutants released into the atmosphere. If fuel-efficient cars were manufactured, the economy would improve, too. As people lowered their expenses for gas, they would be able to increase spending on other products. Also, manufacturing these cars would drive technology forward: other new products would likely be manufactured, too. |
|
Identify the question that Jack'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.
Jack 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. Jack 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 | 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 Rhode Island? | [
"Augusta",
"Newport",
"Trenton",
"Providence"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Northeast | Providence is the capital of Rhode Island. |
|||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 0 | 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 | grade7 | 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. | Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs. |
|
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"After Tyler explained the chemistry homework to Bob, he understood it better, too.",
"After Tyler explained the chemistry homework to Bob, Tyler understood it better, too."
] | 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 second answer choice contains a vague pronoun reference. The pronoun he could refer to Tyler or Bob.
The first answer choice shows a possible correction for the vague pronoun reference. He has been replaced with Tyler.
After Tyler explained the chemistry homework to Bob, Tyler understood it better, too. |
|
Which continent is highlighted? | [
"Europe",
"South America",
"North America",
"Antarctica"
] | 2 | closed choice | grade6 | social science | geography | Physical Geography | Oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is North America. |
||
Which property matches this object? | [
"scratchy",
"yellow"
] | 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.
Yellow is a color.
This color is yellow. The rubber duck is yellow.
A scratchy object is rough and itchy against your skin. The rubber duck is not scratchy. |
|
Is schist a mineral or a rock? | [
"mineral",
"rock"
] | 1 | Schist has the following properties:
solid
found in nature
no fixed crystal structure
hard
made mostly of pyroxene
not made by living things | closed choice | grade8 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | The properties of schist match the properties of a rock. So, schist is a rock. |
|
Not supported with pagination yet | What is the volume of a bottle of nail polish? | [
"14 liters",
"14 milliliters"
] | 1 | 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 bottle of nail polish is 14 milliliters.
14 liters is too much. |
Not supported with pagination yet | What information supports the conclusion that Alan acquired this trait? | [
"Alan's scar was caused by an accident. He cut his arm when he fell off his bicycle.",
"Some scars fade more quickly than others."
] | 0 | Read the description of a trait.
Alan has a scar on his right arm. | closed choice | grade6 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Not supported with pagination yet | Using only these supplies, which question can Tara investigate with an experiment? | [
"Do squash plants grow larger if the seeds are planted in small pots or in large pots?",
"Do squash plants grow larger if the seeds are planted with compost or without compost?",
"If squash seeds and tomato seeds are planted with compost, which type of plant grows larger?"
] | 1 | Tara has a small vegetable garden, which includes a compost pile of food scraps. She notices that some of the squash plants growing next to the compost pile grow differently than squash plants that are farther away. She wonders what factors affect how her squash plants grow. So, she decides to design an experiment. She has the following supplies available:
one type of squash seeds
four large clay pots
soil
a compost pile
water | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
What is the name of the colony shown? | [
"Maryland",
"New Hampshire",
"South Carolina",
"Georgia"
] | 0 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Maryland. |
|||
Which property do these four objects have in common? | [
"transparent",
"slippery",
"opaque"
] | 1 | Select the best answer. | closed choice | grade5 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
A slippery object is hard to hold onto or stand on. All four objects are slippery.
An opaque object does not let light through. The wet bar of soap is opaque, but the wet ice cube and the jello are not.
You can see clearly through a transparent object. The yogurt and the wet bar of soap are not transparent.
The property that all four objects have in common is slippery. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
The salesperson tried hard to convince Edgar that the jacket was a good buy; after all, it was made of genuine imitation leather. | [
"hyperbole",
"oxymoron"
] | 1 | 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 an oxymoron, a joining of two seemingly contradictory terms.
Genuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic. |
|
Not supported with pagination yet | Colton starts to pull the wagon across the yard. To move the wagon at the same speed each time, which friend does Colton need to pull with a larger force? | [
"a friend who weighs 27 pounds",
"a friend who weighs 32 pounds"
] | 1 | Colton gives two friends a ride in his wagon. One friend sits in the wagon at a time. | closed choice | grade2 | natural science | physics | Force and motion | How do mass and force affect motion? | A force is a push or a pull.
A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
Forces can be different sizes.
Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Look for the friend who is heavier.
A friend who weighs 32 pounds is heavier than a friend who weighs 27 pounds. So, to move the wagon at the same speed each time, Colton needs to use a larger force to start moving the wagon with a friend who weighs 32 pounds. |
Which property do these two objects have in common? | [
"soft",
"slippery"
] | 1 | Select the better answer. | closed choice | grade2 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Different objects can have the same properties. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A soft object changes shape when you squeeze it. The ice hockey rink is not soft.
A slippery object is hard to hold onto or stand on. Both objects are slippery.
The property that both objects have in common is slippery. |
|
Which animal's skin is better adapted to hurt an attacking predator? | [
"thorny devil",
"European robin"
] | 0 | Echidnas have sharp spines covering much of their skin. These spines are called quills. The skin of the is adapted to hurt an attacking predator.
Figure: echidna. | closed choice | grade3 | 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 echidna.
The echidna has sharp spines on its skin. Its skin is adapted to hurt an attacking predator. The spines can harm a predator that tries to bite the echidna.
Now look at each animal. Figure out which animal has a similar adaptation.
The thorny devil has sharp spines on its skin. Its skin is adapted to hurt an attacking predator.
The European robin has soft feathers covering its skin. Its skin is not adapted for hurting an attacking predator. |
|
What is the expected ratio of offspring that do not have Marfan syndrome to offspring that have Marfan syndrome? Choose the most likely ratio. | [
"4:0",
"0:4",
"3:1",
"1:3",
"2:2"
] | 1 | This passage describes the Marfan syndrome trait in humans:
Marfan syndrome is a condition that affects a protein called fibrillin. Fibrillin helps support many parts of the human body and also affects growth. Humans with Marfan syndrome tend to be taller than average and have long limbs, fingers, and toes. They may also have heart problems and other organ issues.
In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for having Marfan syndrome (M) is dominant over the allele for not having Marfan syndrome (m).
This Punnett square shows a cross between two humans. | 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 that do or do not have Marfan syndrome, consider whether each phenotype is the dominant or recessive allele's version of the Marfan syndrome trait. The question tells you that the M allele, which is for having Marfan syndrome, is dominant over the m allele, which is for not having Marfan syndrome.
Not having Marfan syndrome is the recessive allele's version of the Marfan syndrome trait. A human with the recessive version of the Marfan syndrome trait must have only recessive alleles for the Marfan syndrome gene. So, offspring that do not have Marfan syndrome must have the genotype mm.
There are 0 boxes in the Punnett square with the genotype mm.
Having Marfan syndrome is the dominant allele's version of the Marfan syndrome trait. A human with the dominant version of the Marfan syndrome trait must have at least one dominant allele for the Marfan syndrome gene. So, offspring that have Marfan syndrome must have the genotype MM or Mm.
All 4 boxes in the Punnett square have the genotype MM or Mm.
So, the expected ratio of offspring that do not have Marfan syndrome to offspring that have Marfan syndrome is 0:4. This means that, based on the Punnett square, this cross will never produce offspring that do not have Marfan syndrome. Instead, this cross is expected to always produce offspring that have Marfan syndrome. |
|
Which animal's feet are also adapted for walking on large, floating leaves? | [
"ostrich",
"northern jacana"
] | 1 | s live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: African jacana. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. | Look at the picture of the African jacana.
The African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The northern jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.
The ostrich has large, heavy feet with thick toes. Its feet are not adapted for walking on floating leaves. The ostrich uses its feet to walk and run on hard ground. |
|
Not supported with pagination yet | What information supports the conclusion that Damon acquired this trait? | [
"Damon has two pet fish. The fish live in a fish tank together.",
"Damon was not born knowing how to identify different fish. He had to learn this skill."
] | 1 | Read the description of a trait.
Damon is good at identifying fish. | closed choice | grade3 | natural science | biology | Heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
What is the capital of Nevada? | [
"Carson City",
"Trenton",
"Las Vegas",
"Salem"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Carson City is the capital of Nevada. |
|||
Not supported with pagination yet | Which tense does the sentence use?
Lexi practices the drums in her family's garage. | [
"past tense",
"future 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, practices. The verb ends in -s and tells you about something that is true or happening now. |
|
Not supported with pagination yet | Which text uses the word ironic in its traditional sense? | [
"Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.",
"Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week."
] | 0 | 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 ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Jordan tried to get away from the snow but found himself in a snowstorm regardless.
Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Jordan's friends were in Florida the week before.
Last winter, Jordan took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. |
|
What can Patty and Tisha trade to each get what they want? | [
"Tisha can trade her broccoli for Patty's oranges.",
"Patty can trade her tomatoes for Tisha's broccoli.",
"Tisha can trade her almonds for Patty's tomatoes.",
"Patty can trade her tomatoes for Tisha's carrots."
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Patty and Tisha open their lunch boxes in the school cafeteria. Neither Patty nor Tisha 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.
Patty's lunch Tisha's lunch | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Patty wants broccoli. Tisha 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 | What is the source of the allusion in the sentence below?
In the mornings, working alone in the cold, I sometimes imagined myself to be trapped in a Sisyphean nightmare. | [
"Greek mythology",
"modern history"
] | 0 | closed choice | grade12 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux. | The source of the allusion Sisyphean is Greek mythology.
In Greek mythology, Sisyphus is punished by the gods with the task of eternally rolling a boulder up a hill just to watch it roll down again.
The allusion Sisyphean means interminable. |
|
Not supported with pagination yet | What information supports the conclusion that Ethan inherited this trait? | [
"Ethan likes to wear a blue sweater to match his blue eyes.",
"Ethan's mother has blue eyes. She passed this trait down to Ethan."
] | 1 | Read the description of a trait.
Ethan has blue eyes. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
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 | grade8 | 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 statement describes the Białowieża Forest ecosystem? | [
"It has soil that is poor in nutrients.",
"It has soil that is rich in nutrients."
] | 1 | Figure: Białowieża Forest.
The Białowieża Forest is a temperate deciduous forest ecosystem located in Poland and Belarus. It is one of the largest and oldest forests in Europe. | 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 temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Białowieża Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has soil that is rich in nutrients. The following statement does not describe the Białowieża Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. |
|
Not supported with pagination yet | What is the temperature of a warm grilled cheese sandwich? | [
"50°C",
"50°F"
] | 0 | Select the better estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of a warm grilled cheese sandwich is 50°C.
50°F is too cold. |
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
harvest - hid | [
"hornet",
"height"
] | 1 | closed choice | grade4 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since height is between the guide words harvest - hid, it would be found on that page. |
|
Not supported with pagination yet | What information supports the conclusion that Nellie inherited this trait? | [
"Nellie's parents have dark skin. They passed down this trait to Nellie.",
"Nellie and her father both have dark hair."
] | 0 | Read the description of a trait.
Nellie has dark skin. | closed choice | grade3 | natural science | biology | Heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | What does this Works Cited entry indicate about the cited work?
Norman, Howard. "Advice of the Fatherly Sort." I Hate to Leave This Beautiful Place. New York: Houghton Mifflin Harcourt, 2013. 1–40. Print. | [
"Norman Howard is the publisher.",
"Houghton Mifflin Harcourt is the publisher.",
"Howard Norman is the publisher."
] | 1 | closed choice | grade11 | language science | reference-skills | Research skills | Understand a Works Cited entry (MLA 7th edition) | When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
Books:
Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
Essays, short stories, or poems in an anthology or book:
Format | Author(s). "Essay, Poem, or Short Story Title." Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
Example | James, Henry. "The Middle Years." The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
Magazine and newspaper articles:
Format | Author(s). "Article Title." Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
Example | Hayes, David J., and James H. Stock. "The Real Cost of Coal." New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
Journal articles:
Format | Author(s). "Article Title." Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
Example | Gillette, Jane, et al. "Human Simulations of Vocabulary Learning." Cognition 73.2 (1999): 135-176. Print.
Web pages:
Format | Author(s). "Page Title." Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
Example | Gunn, Janelle P., and Lauren E. Owens. "How to Slash Sodium from Your Diet." Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
Additional guidelines:
Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by "et al.," which stands for and others (e.g., Smith, Jane, et al.).
Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are "Print" and "Web," but other possibilities include "Film," "E-mail," and "Lecture." Whenever the Medium of Publication is "Web," the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. "Ed." stands for edited by. "Trans." stands for translated by.
Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation "n. pag." is used instead. If a work has no available publication date, the abbreviation "n.d." is used instead. If a work has no available publisher or no available city of publication, the abbreviation "n.p." is used instead.
| Look closely at the Works Cited entry:
Norman, Howard. "Advice of the Fatherly Sort." I Hate to Leave This Beautiful Place. New York: Houghton Mifflin Harcourt, 2013. 1–40. Print.
You can tell that Houghton Mifflin Harcourt is the publisher by looking at the publisher name, which appears after the place of publication. |
|
Is the following statement about our solar system true or false?
50% of the planets are made mainly of gas. | [
"false",
"true"
] | 0 | Use the data to answer the question below. | true-or false | grade6 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. | The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas. |
|
Not supported with pagination yet | Select the solid. | [
"rain",
"coins",
"apple juice"
] | 1 | closed choice | grade2 | natural science | physics | States of matter | Identify solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas. | Rain is a liquid. A liquid takes the shape of any container it is in. If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space.
A coin is a solid. A solid has a size and shape of its own. Many coins are made of solid metal.
Apple juice is a liquid. A liquid takes the shape of any container it is in. If you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space. |
|
Not supported with pagination yet | Suppose Joe decides to bake chocolate muffins. Which result would be a cost? | [
"Joe will get to eat more muffins. He can make more chocolate muffins than pumpkin muffins.",
"Joe will give up the chance to eat pumpkin muffins. He thinks pumpkin muffins are tastier than chocolate muffins."
] | 1 | Joe is deciding whether to bake pumpkin muffins or chocolate muffins. He wants the muffins to be tasty. But he also wants to make a lot of muffins. | closed choice | grade5 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Joe wants or needs:
Joe will give up the chance to eat pumpkin muffins. He thinks pumpkin muffins are tastier than chocolate muffins. |
According to the text, what evidence of a volcanic eruption did the captain observe? | [
"He heard a report on the radio warning about a volcanic eruption.",
"He smelled sulfur and then realized it was not coming from his boat.",
"He knew his crew had finished putting their fishing lines in the ocean."
] | 1 | Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.
The captain of the Isleifur II assumed the smoke was coming from a boat that was on fire, so he sailed closer to try to help. As the Isleifur II approached the smoke, the surface of the sea grew rough. The captain and crew saw flashes of lightning in the column of smoke and glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!
Figure: the erupting undersea volcano seen by the sailors on the Isleifur II. | closed choice | grade8 | natural science | literacy-in-science | Ecological interactions | Investigate primary succession on a volcanic island | |||
Not supported with pagination yet | Which figure of speech is used in this text?
Trisha swore she would never go back to Oakland, but I told her she should never say never. The city might be a very different place in ten years. | [
"euphemism",
"paradox"
] | 1 | closed choice | grade12 | language science | figurative-language | Literary devices | Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses a paradox, a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Never say never at first appears to be contradictory: by saying the phrase itself, you have already said never. However, it contains some truth: people often change their minds as they age and so should not rule anything out by saying never. |
|
Not supported with pagination yet | Would you find the word raid on a dictionary page with the following guide words?
recess - rose | [
"no",
"yes"
] | 0 | yes or no | grade3 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since raid is not between the guide words recess - rose, it would not be found on that page. |
|
What is the expected ratio of offspring that have Thomsen disease to offspring that do not have Thomsen disease? Choose the most likely ratio. | [
"2:2",
"4:0",
"0:4",
"3:1",
"1:3"
] | 0 | This passage describes the Thomsen disease trait in humans:
Thomsen disease is a condition that causes temporary muscle stiffness. When a human with Thomsen disease first contracts a resting muscle, the muscle is slow to relax and may stay contracted for a while. But after repeated use, the muscle can contract and relax normally. This is known as the warm-up effect.
In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for not having Thomsen disease (m) is recessive to the allele for having Thomsen disease (M).
This Punnett square shows a cross between two humans. | 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 that do or do not have Thomsen disease, consider whether each phenotype is the dominant or recessive allele's version of the Thomsen disease trait. The question tells you that the m allele, which is for not having Thomsen disease, is recessive to the M allele, which is for having Thomsen disease.
Having Thomsen disease is the dominant allele's version of the Thomsen disease trait. A human with the dominant version of the Thomsen disease trait must have at least one dominant allele for the Thomsen disease gene. So, offspring that have Thomsen disease must have the genotype MM or Mm.
There are 2 boxes in the Punnett square with the genotype MM or Mm. These boxes are highlighted below.
Not having Thomsen disease is the recessive allele's version of the Thomsen disease trait. A human with the recessive version of the Thomsen disease trait must have only recessive alleles for the Thomsen disease gene. So, offspring that do not have Thomsen disease must have the genotype mm.
There are 2 boxes in the Punnett square with the genotype mm. These boxes are highlighted below.
So, the expected ratio of offspring that have Thomsen disease to offspring that do not have Thomsen disease is 2:2. This means that, on average, this cross will produce 2 offspring that have Thomsen disease for every 2 offspring that do not have Thomsen disease. |
|
Which three months have over 200millimeters of precipitation in Singapore? | [
"February, March, and April",
"May, June, and July",
"November, December, and January"
] | 2 | Use the graph to answer the question below. | closed choice | grade4 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. | To describe the average precipitation trends in Singapore, look at the graph.
Choice "Jan" is incorrect.
Choice "Feb" is incorrect.
Choice "Mar" is incorrect.
Choice "Apr" is incorrect.
Choice "May" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
November, December, and January each have over 200 millimeters of precipitation. |
|
What is the probability that a budgerigar parakeet produced by this cross will have blue body feathers? | [
"1/4",
"0/4",
"3/4",
"2/4",
"4/4"
] | 4 | In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).
This Punnett square shows a cross between two budgerigar parakeets. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate probabilities 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.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4. | ||
Which country is highlighted? | [
"Nauru",
"New Zealand",
"Kiribati",
"Australia"
] | 3 | 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. |
|||
What is the capital of Kentucky? | [
"Atlanta",
"Frankfort",
"Carson City",
"Nashville"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Frankfort is the capital of Kentucky. |
|||
Not supported with pagination yet | Which figure of speech is used in this text?
It's an open secret that Gordon is writing a book based on his experiences living in Singapore. He never talks about it, but almost all his friends know. | [
"hyperbole",
"oxymoron"
] | 1 | closed choice | grade10 | language science | figurative-language | Literary devices | Classify figures of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses an oxymoron, a joining of two seemingly contradictory terms.
Open secret is a contradiction, because open describes something that is freely or publicly known, and a secret is hidden. |
|
Not supported with pagination yet | Which correctly shows the title of a magazine? | [
"\"Taste of Home\"",
"***Taste of Home***"
] | 1 | closed choice | grade6 | language science | punctuation | Formatting | Formatting titles | The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
A Midsummer Night's Dream
The title of a poem, song, article, or short story should be in quotation marks.
"You Are My Sunshine" | A magazine should be in italics.
The correct title is **Taste of Home**. |
|
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"When Patrick's computer wasn't working properly, he replaced the battery.",
"Patrick replaced the battery in his computer when he noticed that it wasn't working properly."
] | 1 | 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 it could refer to the battery or the computer.
Patrick replaced the battery in his computer when he noticed that it wasn't working properly.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
When Patrick's computer wasn't working properly, he replaced the battery. |
|
Select the bird below. | [
"robin",
"porcupinefish",
"tiger shark",
"great crested newt"
] | 0 | Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A red-tailed hawk is an example of a bird. | 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 porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators.
A robin is a bird. It has feathers, two wings, and a beak.
A robin is a songbird. It sings different songs at different times of the day.
A great crested newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A tiger shark is a fish. It lives underwater. It has fins, not limbs.
Tiger sharks are nocturnal. This means that they are active mostly at night. |
|
Not supported with pagination yet | What does the hyperbole in this text suggest?
The last time Fernando cleaned his room, dinosaurs were still roaming the Earth. | [
"Fernando hasn't cleaned his room in a very long time.",
"Fernando refuses to clean his room."
] | 0 | closed choice | grade11 | language science | figurative-language | Literary devices | Interpret the figure of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode! | The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally.
The hyperbole dinosaurs were still roaming the Earth suggests that Fernando hasn't cleaned his room in a very long time. He did not actually clean his room millions of years ago when dinosaurs existed. |
|
Not supported with pagination yet | Which text uses the word travesty in its traditional sense? | [
"Jaden's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.",
"Jaden realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade."
] | 0 | closed choice | grade11 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
Jaden's ill-researched essay about the Space Race received a poor grade because it presented such a travesty of the actual historical events.
The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
Jaden realized that his essay about the Space Race was a bit inaccurate, but he still thought it a travesty that such an entertaining essay should receive a poor grade.
Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard. |
|
What is the capital of Connecticut? | [
"Providence",
"Albany",
"Hartford",
"Bridgeport"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Hartford is the capital of Connecticut. |
|||
Not supported with pagination yet | Does this passage describe the weather or the climate?
Cairo, Egypt, had clear skies today. | [
"climate",
"weather"
] | 1 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
Cairo, Egypt, had clear skies today.
This passage tells you about the cloud cover in Cairo today. It describes the atmosphere at a certain place and time. So, this passage describes the weather. |
Not supported with pagination yet | Is a bicycle a good or a service? | [
"a service",
"a good"
] | 1 | closed choice | grade2 | social science | economics | Economics | Goods and services | Everything you can buy is either a good or a service.
A good is something you can touch or hold in your hands. For example, a hammer is a good.
A service is a job you pay someone else to do. For example, cooking food in a restaurant is a service. | To decide whether a bicycle is a good or a service, ask these questions:
Is a bicycle something you can touch? Yes.
Is a bicycle a job you might pay someone else to do? No.
So, a bicycle is a good. |
|
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 | grade3 | 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 | Complete the statement. Assume that the horse's mass did not change.
The gravitational potential energy stored between the horse and Earth () as the horse ran toward the river. | [
"increased",
"decreased",
"stayed the same"
] | 1 | Read the text about an animal in motion.
A horse was grazing at the top of a small hill. The horse got thirsty and ran toward a river at the bottom of the hill. | closed choice | grade7 | natural science | physics | Kinetic and potential energy | Identify changes in gravitational potential energy | Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same | Think about how the distance between the horse and the center of Earth changed.
The bottom of the small hill is lower than the top of the hill. As the horse ran down the hill, the distance between the horse and the center of Earth decreased. So, the gravitational potential energy stored between the horse and Earth decreased as the horse ran toward the river. |
Not supported with pagination yet | How long does it take to fry an egg in a pan? | [
"6 hours",
"6 minutes"
] | 1 | Select the better estimate. | closed choice | grade2 | natural science | units-and-measurement | Units and measurement | Choose units of time | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | The better estimate for how long it takes to fry an egg in a pan is 6 minutes.
6 hours is too slow. |
Select the organism in the same species as the Grevy's zebra. | [
"Macropus giganteus",
"Equus grevyi",
"Macropus rufus"
] | 1 | This organism is a Grevy's zebra. Its scientific name is Equus grevyi. | closed choice | grade4 | natural science | biology | 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 Grevy's zebra's scientific name is Equus grevyi.
Macropus rufus does not have the same scientific name as a Grevy's zebra. So, Equus grevyi and Macropus rufus are not in the same species.
Macropus giganteus does not have the same scientific name as a Grevy's zebra. So, Equus grevyi and Macropus giganteus are not in the same species.
Equus grevyi has the same scientific name as a Grevy's zebra. So, these organisms are in the same species. |
|
Not supported with pagination yet | Complete the sentence.
Bending a paper clip is a (). | [
"chemical change",
"physical change"
] | 1 | closed choice | grade2 | natural science | chemistry | Physical and chemical change | Identify physical and chemical changes | Chemical changes and physical changes are two ways matter can change.
In a chemical change, the type of matter changes.
Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
In a physical change, the type of matter stays the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Bending a paper clip is a physical change. After you bend it, the paper clip has a different shape. But it is still made of the same type of matter. |
|
Not supported with pagination yet | Does the sentence use a simile or a metaphor?
On that winter morning, Sadie's hands were as cold as ice. | [
"metaphor",
"simile"
] | 1 | closed choice | grade5 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | On that winter morning, Sadie's hands were as cold as ice.
The words hands and ice are compared using the word as. So, the sentence uses a simile. |
|
Not supported with pagination yet | Which closing is correct for a letter? | [
"with love,\nCole",
"With love,\nCole"
] | 1 | closed choice | grade2 | language science | capitalization | Capitalization | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
What is the capital of New Hampshire? | [
"Newport",
"Concord",
"Boston",
"Albany"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Concord is the capital of New Hampshire. |
|||
Not supported with pagination yet | Which change better matches the sentence?
A grassy hill catches fire and burns. | [
"erosion",
"wildfire"
] | 1 | closed choice | grade2 | natural science | earth-science | Earth events | Classify changes to Earth's surface | |||
Not supported with pagination yet | What does the euphemism in this text suggest?
Isabella is between jobs right now, so she's selling some of her old jewelry to help pay the bills. | [
"Isabella is unemployed.",
"Isabella is short on cash."
] | 0 | closed choice | grade11 | language science | figurative-language | Literary devices | Interpret the figure of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The euphemism between jobs means that Isabella is unemployed. |
|
Not supported with pagination yet | Does this passage describe the weather or the climate?
It has not rained in over a week at Paula's house. | [
"climate",
"weather"
] | 1 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade3 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
It has not rained in over a week at Paula's house.
This passage tells you about the precipitation last week at Paula's house. It describes the atmosphere at a certain place and time. So, this passage describes the weather. |
Which continent is highlighted? | [
"Africa",
"North America",
"Europe",
"Australia"
] | 3 | 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 Australia. |
||
Not supported with pagination yet | What does the euphemism in this text suggest?
"Thank you for your work over the years," Mrs. Duran said to her gardener. "As of next week, however, your services will no longer be required." | [
"The gardener is retiring.",
"The gardener is being fired."
] | 1 | closed choice | grade11 | language science | figurative-language | Literary devices | Interpret the figure of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The euphemism your services will no longer be required means that the gardener is being fired. |
|
Not supported with pagination yet | Complete the statement. Assume that Gordon's mass did not change.
The gravitational potential energy stored between Gordon and Earth () as he hiked toward the summit. | [
"increased",
"stayed the same",
"decreased"
] | 0 | Read the text about a person in motion.
Gordon hiked up a tall mountain. He followed a trail all the way to the summit. | closed choice | grade6 | natural science | physics | Kinetic and potential energy | Identify changes in gravitational potential energy | Gravitational potential energy is stored between any two objects. So, for every object on or near Earth, there is gravitational potential energy stored between the object and Earth.
The amount of gravitational potential energy stored between an object and Earth depends on the mass of the object. The amount of gravitational potential energy also depends on the distance between the object and the center of Earth. This distance increases when the object moves higher and decreases when the object moves lower.
If the distance between an object and the center of Earth changes, the gravitational potential energy stored between the object and Earth will change. The table below shows how this change can happen.
When an object's mass stays the same and its distance from the center of Earth... | Gravitational potential energy stored between the object and Earth...
increases | increases
decreases | decreases
stays the same | stays the same | Think about how the distance between Gordon and the center of Earth changed.
The summit of the mountain was higher than the point where Gordon started hiking. As he hiked toward the summit, the distance between Gordon and the center of Earth increased. So, the gravitational potential energy stored between Gordon and Earth increased as he hiked toward the summit. |
Not supported with pagination yet | Is the student text plagiarized? | [
"Yes, because it fails to use quotation marks.",
"Yes, because it fails to use quotation marks and fails to cite the source.",
"No, it is not plagiarized.",
"Yes, because it fails to cite the source."
] | 2 | Compare the student text with the source.
Source: Suemedha Sood, "Australia's penal colony roots." Published on BBC, 26 Jan. 2012.
New South Wales, a state in southeast Australia, was founded by the British as a penal colony in 1788. Over the next 80 years, more than 160,000 convicts were transported to Australia from England, Ireland, Scotland and Wales.
Student text:
According to Sood, "more than 160,000 convicts were transported to Australia" between 1788 and 1868. | closed choice | grade11 | language science | writing-strategies | Research skills | Identify plagiarism | Plagiarism is the act of taking another person's work or ideas and presenting them as your own, either accidentally or on purpose. When you use an outside source in your own writing, you should make sure to cite the source in order to avoid plagiarism. Consider the following source:
Fisher, Goddu, and Keil, "Searching for Explanations: How the Internet Inflates Estimates of Internal Knowledge." Copyright 2015 by the American Psychological Association
The results of these experiments suggest that searching the Internet may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge. Searching for explanations on the Internet inflates self-assessed knowledge in unrelated domains.
If you use a direct quotation in your writing, you must use quotation marks around the exact words that were copied from the source, in addition to citing the source.
Researchers have found that relying on the Internet for information may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge.
This sentence is plagiarized because it uses the source's exact words without quotation marks and without properly citing the source.
Researchers have found that relying on the Internet for information "may cause a systematic failure to recognize the extent to which we rely on outsourced knowledge" (Fisher, Goddu, and Keil).
If you paraphrase a source, or put a source's ideas into your own words, you must still cite the source. Even if properly cited, a paraphrase that is too similar to the source in wording or sentence structure is still considered plagiarized.
According to Fisher, Goddu, and Keil, searching the Internet can lead to a regular failure to perceive the extent to which we rely on outside knowledge.
This sentence is plagiarized because it is an insufficient paraphrase. Even though it is properly cited, it borrows too much of the source's wording and sentence structure.
According to Fisher, Goddu, and Keil, relying on the Internet to look up information can make it difficult for us to estimate how much of our knowledge comes from internal versus external sources.
There are different rules about how to format citations, such as when to include page numbers for print sources. Check a style guide, such as the Modern Language Association (MLA) Handbook, for a complete list of these rules. | The student text is not plagiarized. It correctly uses quotation marks and properly cites the source.
According to Sood, "more than 160,000 convicts were transported to Australia" between 1788 and 1868.
Source: Suemedha Sood, "Australia's penal colony roots." Published on BBC, 26 Jan. 2012.
New South Wales, a state in southeast Australia, was founded by the British as a penal colony in 1788. Over the next 80 years, more than 160,000 convicts were transported to Australia from England, Ireland, Scotland and Wales. |
What is the capital of Kansas? | [
"Frankfort",
"Des Moines",
"Topeka",
"Jefferson City"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Topeka is the capital of Kansas. |
|||
What is the capital of Pennsylvania? | [
"Pittsburgh",
"Harrisburg",
"Hartford",
"Nashville"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Harrisburg is the capital of Pennsylvania. |
|||
Is the following statement about our solar system true or false?
There are twice as many ice planets as rocky planets. | [
"false",
"true"
] | 0 | Use the data to answer the question below. | true-or false | grade7 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. | The table tells you that there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets. |
|
Not supported with pagination yet | Select the living thing. | [
"clay",
"mangrove tree",
"crayon",
"mug"
] | 1 | closed choice | grade4 | natural science | biology | Classification | Identify living and nonliving things | All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense. | A mug is not a living thing.
Mugs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
Clay is not a living thing.
Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water.
A crayon is not a living thing.
Crayons do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
A mangrove tree is a living thing.
Mangrove trees grow and respond to their environment. They need food and water. Mangrove trees are made up of many cells.
Mangrove trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight. |
|
Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's. | [
"false",
"true"
] | 0 | Use the data to answer the question below. | true-or false | grade8 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
| To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's. |
|
Not supported with pagination yet | Based on this information, what is Asgore's genotype for the wool color gene? | [
"white wool",
"Ll"
] | 1 | In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele L is for white wool, and the allele l is for black wool.
Asgore, a sheep from this group, has white wool. Asgore has one allele for white wool and one allele for black wool. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's genotype for a gene is its combination of alleles for that gene. Asgore has one allele for white wool (L) and one allele for black wool (l). So, Asgore's genotype for the wool color gene is Ll. |
Which of the following could Leon's test show? | [
"how well the weather station would work when it was windy",
"if the weather station would work when the temperature was 50°C"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Leon was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Leon wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station. | closed choice | grade6 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Not supported with pagination yet | Which is a run-on sentence? | [
"Lions are mammals, we are mammals, too.",
"This wonderful drink tastes cool and sweet."
] | 0 | closed choice | grade3 | language science | writing-strategies | Sentences, fragments, and run-ons | Is it a complete sentence, a fragment, or a run-on? | A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
Knows the answer.
This is a sentence fragment. It is missing a subject.
Who knows the answer? She knows the answer.
The bright red car.
This is a sentence fragment. It is missing a verb.
What did the bright red car do? The bright red car stopped.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside. | Lions are mammals, we are mammals, too is a run-on sentence. It has two sentences that are joined by just a comma: Lions are mammals and We are mammals, too. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
Nicholas's '64 Impala groaned as he turned the ignition. Yet again he resolved to refurbish it over the summer. | [
"simile",
"personification"
] | 1 | closed choice | grade8 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses personification, giving human characteristics to nonhuman things.
Nicholas's '64 Impala groaned describes the car as if it were human. |
|
What can Lexi and Cindy trade to each get what they want? | [
"Lexi can trade her tomatoes for Cindy's broccoli.",
"Cindy can trade her almonds for Lexi's tomatoes.",
"Cindy can trade her broccoli for Lexi's oranges.",
"Lexi can trade her tomatoes for Cindy's carrots."
] | 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.
Lexi and Cindy open their lunch boxes in the school cafeteria. Neither Lexi nor Cindy 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.
Lexi's lunch Cindy's lunch | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Lexi wants broccoli. Cindy 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 | What information supports the conclusion that Nancy inherited this trait? | [
"Nancy's parents have red hair. They passed down this trait to Nancy.",
"Nancy and her mother both wear their hair in braids."
] | 0 | Read the description of a trait.
Nancy has red hair. | closed choice | grade5 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Which figure of speech is used in this text?
"There's nothing I love more than skipping lunch," Mr. Scott told the flight attendant when he learned that no food would be available on his cross-country flight. | [
"allusion",
"verbal irony"
] | 1 | closed choice | grade7 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
Nothing I love more shows verbal irony because Mr. Scott is probably upset that there isn't anything to eat. |
|
Not supported with pagination yet | Which organ holds partially-digested food? | [
"stomach",
"lungs",
"heart",
"skeleton"
] | 0 | closed choice | grade5 | natural science | biology | Animals | Human organs and their functions | |||
Which term matches the picture? | [
"striated muscles",
"smooth muscles"
] | 1 | Read the text.
When you think of muscles, you might think of the ones in your legs or arms that you use to help you move. These types of muscles are called striated muscles. If you look at them under a microscope, the cells appear rectangular and striped. There are other kinds of muscles, though, called smooth muscles. The cells that make up smooth muscles are oval shaped and not striped. They are found in places like the digestive system, where they help to keep food moving. | closed choice | grade6 | language science | vocabulary | Context clues | Determine the meaning of domain-specific words with pictures | A smooth muscle is not striped. The cells that make up smooth muscles are oval shaped. |
||
Not supported with pagination yet | What is the volume of armos? | [
"8 cups",
"8 gallons",
"8 fluid ounces"
] | 0 | Select the best estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose customary units of volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using customary units, volume may be written in units of fluid ounces, cups, or gallons.
As the diagram shows, there are 8 fluid ounces in 1 cup and 16 cups in 1 gallon. So, 1 fluid ounce is less than 1 cup and much less than 1 gallon.
A glass of milk has a volume of about 8 fluid ounces, or 1 cup. A jug of milk has a volume of 1 gallon. | The best estimate for the volume of a thermos is 8 cups.
8 fluid ounces is too little and 8 gallons is too much. |
Is the following statement about our solar system true or false?
The volume of Mars is more than three times as large as Mercury's. | [
"true",
"false"
] | 1 | Use the data to answer the question below. | true-or false | grade7 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. | To determine if this statement is true, calculate the value of three times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's. |
|
Which is this organism's scientific name? | [
"Geopelia striata",
"zebra dove"
] | 0 | This organism is a zebra dove. It is also called Geopelia striata. | 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. | Geopelia striata is written in italics. The first word is capitalized, and the second word is not.
So, Geopelia striata is the scientific name. |
|
Which state is highlighted? | [
"California",
"New Mexico",
"Hawaii",
"Nevada"
] | 0 | closed choice | grade5 | social science | geography | States | Identify the 50 states | This state is California. |
|||
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"
] | 0 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade7 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. |
|
Complete the statement.
Zinc is (). | [
"an elementary substance",
"a compound"
] | 0 | The model below represents zinc. Zinc is a metal that is used to make batteries and musical instruments. | closed choice | grade7 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.
In a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend. | Use the model to determine whether zinc is an elementary substance or a compound.
Step 1: Interpret the model.
In the space-filling model shown above, all of the balls are the same color:
. The legend shows that dark blue represents the chemical element with the atomic symbol Zn. So, the model shows you that zinc is composed of one chemical element.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that zinc is composed of only one chemical element. So, zinc is an elementary substance. |
|
Not supported with pagination yet | Which object has less thermal energy? | [
"a 200-gram mug of cider at a temperature of 85°F",
"a 200-gram mug of cider at a temperature of 115°F"
] | 0 | The objects are identical except for their temperatures. | closed choice | grade3 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | The two mugs of cider have the same mass but different temperatures. Since the 85°F mug of cider is colder than the 115°F mug of cider, it has less thermal energy. |
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample A",
"sample B"
] | 1 | 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 sample A has more mass than each particle in sample B. The particles in sample A also 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 | Using only these supplies, which question can Eric investigate with an experiment? | [
"Do watercolor paintings dry faster when placed next to a fan?",
"Does a large watercolor painting or a small watercolor painting dry faster?",
"Do watercolor paintings dry faster when they are placed inside or outside?"
] | 2 | Eric is painting watercolor pictures with his friend. An hour after they have finished, Eric notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
two freshly painted watercolor pictures of the same size
his dining room table
a picnic table in his backyard
a heater | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
What is the capital of Oregon? | [
"Phoenix",
"Portland",
"Columbus",
"Salem"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Salem is the capital of Oregon. |
|||
Which country is highlighted? | [
"Solomon Islands",
"Nauru",
"Vanuatu",
"Fiji"
] | 2 | closed choice | grade7 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Vanuatu.
Does Vanuatu have any territorial disputes?
Vanuatu claims to own Matthew and Hunter Islands, which are disputed islands. In other words, multiple countries or groups claim that the islands rightfully belong to them.
France has controlled the islands since 1929. But shortly after gaining independence in 1980, Vanuatu claimed to rightfully own the islands. It points to underwater geographic features and legends passed down by its people to argue that it has stronger connections to the islands than France. No one lives on the islands today. |
|||
Which i in column 1? | [
"the grocery store",
"the library",
"the gas station",
"the fire department"
] | 0 | closed choice | grade3 | social science | geography | Geography | Use a letter-number grid | A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers. | The grocery store is in column 1. |
||
Not supported with pagination yet | Is the following trait inherited or acquired?
Ayana can ride a motorcycle. | [
"inherited",
"acquired"
] | 1 | closed choice | grade5 | natural science | biology | Traits and heredity | Identify inherited and acquired traits | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | People are not born knowing how to ride a motorcycle. Instead, many people learn how to ride. So, riding a motorcycle is an acquired trait. |
|
Not supported with pagination yet | Which sentence is more formal? | [
"Vatican City, the world's smallest country, is not a member of the United Nations.",
"Vatican City, the world's smallest country, isn't a member of the United Nations."
] | 0 | closed choice | grade5 | language science | writing-strategies | Author's purpose and tone | Which sentence is more formal? | Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
| The first sentence is less formal. You can tell because it uses a contraction (isn't).
The second sentence does not use a contraction, so it is more formal. |
|
Select the mammal below. | [
"white stork",
"koala"
] | 1 | Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal. | closed choice | grade3 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification. | A white stork is a bird. It has feathers, two wings, and a beak.
Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.
A koala is a mammal. It has fur and feeds its young milk.
Koalas sleep for up to 20 hours a day! |