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LMMs-Lab 152

Which sentence is more formal?

closed choice

grade7

language science

writing-strategies

Author's purpose and tone

Which sentence is more formal?

Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing: Type | Examples slang | cool, awesome idioms | knock your socks off conversational language | gonna, kinda, yeah abbreviated language | ASAP, FYI overly simple or imprecise language | he got some stuff at the store contractions | can't, won't Contractions are not as informal as the other types, but they should be used sparingly in formal writing. Compare the following sentences. The first is informal. The second is formal. Informal: Yeah, ostriches can't fly, but they're awesome runners. Formal: Though ostriches are flightless, they are remarkably adept runners.

The second sentence is less formal. You can tell because it uses overly simple or imprecise language (said, a lot of, got into). The first sentence uses more precise language, so it is more formal overall.

What is the name of the colony shown?

closed choice

grade7

social science

us-history

Colonial America

Identify the Thirteen Colonies

The colony is New Hampshire. During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.

Based on this information, what is Kumal's phenotype for the coat pattern trait?

In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (A) is dominant over the allele for a spotted coat (a). Kumal is a jaguar from this group. Kumal has the homozygous genotype aa for the coat pattern gene.

closed choice

grade6

natural science

biology

Genes to traits

Genetics vocabulary: dominant and recessive

All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait. For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent. An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene. An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene. An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene. An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene. The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype. A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers. A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.

Kumal's genotype for the coat pattern gene is aa. Kumal's genotype of aa has only a alleles. The a allele is for a spotted coat. So, Kumal's phenotype for the coat pattern trait must be a spotted coat. To check this answer, consider whether Kumal's alleles are dominant or recessive. The allele for a black coat (A) is dominant over the allele for a spotted coat (a). This means A is a dominant allele, and a is a recessive allele. Kumal's genotype of aa has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Kumal's phenotype for the coat pattern trait must be a spotted coat.

Based on this information, what is Mer's phenotype for the tail spots trait?

In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for an unspotted tail (i) is recessive to the allele for a spotted tail (I). Mer is a guppy from this group. Mer has the homozygous genotype ii for the tail spots gene.

closed choice

grade7

natural science

biology

Genes to traits

Genetics vocabulary: dominant and recessive

All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait. For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent. An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene. An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene. An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene. An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene. The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype. A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers. A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.

Mer's genotype for the tail spots gene is ii. Mer's genotype of ii has only i alleles. The i allele is for an unspotted tail. So, Mer's phenotype for the tail spots trait must be an unspotted tail. To check this answer, consider whether Mer's alleles are dominant or recessive. The allele for an unspotted tail (i) is recessive to the allele for a spotted tail (I). This means I is a dominant allele, and i is a recessive allele. Mer's genotype of ii has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Mer's phenotype for the tail spots trait must be an unspotted tail.

Complete the sentence. Cracking open a peanut is a ().

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.

Cracking open a peanut is a physical change. The peanut shell breaks and the peanut falls out. Both are still made of the same type of matter.

Is gypsum a mineral?

Gypsum has the following properties: pure substance fixed crystal structure not made by organisms solid naturally occurring

yes or no

grade6

natural science

earth-science

Rocks and minerals

Identify rocks and minerals

Properties are used to identify different substances. Minerals have the following properties: It is a solid. It is formed in nature. It is not made by organisms. It is a pure substance. It has a fixed crystal structure. If a substance has all five of these properties, then it is a mineral. Look closely at the last three properties: A mineral is not made by organisms. Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals. Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals. A mineral is a pure substance. A pure substance is made of only one type of matter. All minerals are pure substances. A mineral has a fixed crystal structure. The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.

Gypsum has all the properties of a mineral. So, gypsum is a mineral.

Which of the following fossils is younger? Select the more likely answer.

This diagram shows fossils in an undisturbed sedimentary rock sequence.

closed choice

grade7

natural science

earth-science

Fossils

Compare ages of fossils in a rock sequence

A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities. Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers. The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.

Look again at the fossils in the rock sequence diagram. Compare the positions of these fossils to determine which one is younger: The crocodile egg fossil is in a shallower layer in the rock sequence than the feather fossil. So, the crocodile egg fossil is most likely younger than the feather fossil.

What is the probability that a cow produced by this cross will be homozygous dominant for the coat pattern gene?

In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A). This Punnett square shows a cross between two cows.

closed choice

grade8

natural science

biology

Genes to traits

Use Punnett squares to calculate probabilities of offspring types

Offspring genotypes: homozygous or heterozygous? How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene. An organism with two identical alleles for a gene is homozygous for that gene. If both alleles are dominant, the organism is homozygous dominant for the gene. If both alleles are recessive, the organism is homozygous recessive for the gene. An organism with two different alleles for a gene is heterozygous for that gene. 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

What is the capital of Wisconsin?

closed choice

grade5

social science

geography

State capitals

Identify state capitals of the Midwest

Madison is the capital of Wisconsin.

What is the capital of Georgia?

closed choice

grade5

social science

geography

State capitals

Identify state capitals of the Southeast

Atlanta is the capital of Georgia.

Which logical fallacy is used in the text? President Ballard is an effective communicator, because he has a natural talent for speaking with people.

closed choice

grade7

language science

writing-strategies

Developing and supporting arguments

Classify logical fallacies

A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions. A logical fallacy may present irrelevant information: Fallacy | Description ad hominem | a personal attack meant to discredit one's opponent appeal to nature | an argument that assumes the natural choice is always the best choice bandwagon fallacy | an argument that assumes the popular choice is always the best choice circular reasoning | an argument that supports a claim with the claim itself guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something red herring | the use of a completely unrelated topic in support of a claim A logical fallacy may misrepresent the issues at hand: Fallacy | Description false causation | the assumption that because two things happened together, one caused the other false dichotomy | an argument that presents only two choices when more options exist hasty generalization | a very broad claim based on very little evidence straw man | a misrepresentation of an opponent's position that makes it easier to argue against

The text argues that President Ballard is an effective communicator because he communicates well. However, the "evidence" is just a restatement of the claim itself. This illustrates a type of logical fallacy known as circular reasoning.

Select the organism in the same species as the axolotl.

This organism is an axolotl. Its scientific name is Ambystoma mexicanum.

closed choice

grade8

natural science

biology

Classification and scientific names

Use scientific names to classify organisms

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.

An axolotl's scientific name is Ambystoma mexicanum. Ambystoma mexicanum has the same scientific name as an axolotl. So, these organisms are in the same species. Camellia sasanqua does not have the same scientific name as an axolotl. So, Ambystoma mexicanum and Camellia sasanqua are not in the same species. Tigrisoma mexicanum does have the same species within its genus as an axolotl, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.

Identify the question that Tamir's experiment can best answer.

The passage below describes an experiment. Read the passage and then follow the instructions below. Tamir mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Tamir used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria.

closed choice

grade7

natural science

science-and-engineering-practices

Designing experiments

Identify the experimental question

Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?

Identify the question that Maria and Desmond's experiment can best answer.

The passage below describes an experiment. Read the passage and then follow the instructions below. Maria applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Desmond timed each ride. Maria and Desmond calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax. Figure: snowboarding down a hill.

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?

Which air temperature was measured within the outlined area shown?

The map below shows air temperatures in the lower atmosphere on October 1, 2015. The outlined area shows an air mass that influenced weather in North America on that day. Look at the map. Then, answer the question below. Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division

closed choice

grade6

natural science

earth-science

Weather and climate

Identify and compare air masses

To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures. The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.

Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent. The legend tells you that this air mass contained air with temperatures between 25°C and 35°C. 32°C is within this range. 5°C and 10°C are outside of this range.

Which word would you find on a dictionary page with the following guide words? giraffe - grade

closed choice

grade6

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since glossy is between the guide words giraffe - grade, it would be found on that page.

Will these magnets attract or repel each other?

Two magnets are placed as shown.

closed choice

grade5

natural science

physics

Magnets

Identify magnets that attract or repel

Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces. Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S). Here are some examples of magnets. Their poles are shown in different colors and labeled. Whether a magnet attracts or repels other magnets depends on the positions of its poles. If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.

To predict if these magnets will attract or repel, look at which poles are closest to each other. The south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.

What do these two changes have in common? rust forming on a bicycle frame grilling a hamburger

closed choice

grade7

natural science

chemistry

Chemical reactions

Compare physical and chemical changes

Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule. In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different. Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns. In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same. A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water. The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.

Step 1: Think about each change. Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily. Grilling a hamburger is a chemical change. Heat from the grill causes the matter in the meat to change. Cooked meat and raw meat are different types of matter. Step 2: Look at each answer choice. Both are only physical changes. Both changes are chemical changes. They are not physical changes. Both are chemical changes. Both changes are chemical changes. The type of matter before and after each change is different. Both are caused by heating. Cooking a hamburger is caused by heating. But rust forming on a bicycle frame is not. Both are caused by cooling. Neither change is caused by cooling.

What do these two changes have in common? using a large magnet to remove pieces of iron from a junkyard sewing an apron

closed choice

grade7

natural science

chemistry

Chemical reactions

Compare physical and chemical changes

Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule. In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different. Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns. In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same. A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water. The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.

Step 1: Think about each change. Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before. Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change. Step 2: Look at each answer choice. Both are only physical changes. Both changes are physical changes. No new matter is created. Both are chemical changes. Both changes are physical changes. They are not chemical changes. Both are caused by heating. Neither change is caused by heating. Both are caused by cooling. Neither change is caused by cooling.

Is the air inside a balloon a solid, a liquid, or a gas?

closed choice

grade3

natural science

physics

States of matter

Classify matter as solid, liquid, or gas

Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms. When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own. Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid. When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle. Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk. When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space. Many gases are invisible. Air is a gas.

The air inside a balloon is a gas. A gas expands to fill a space. The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.

What is the volume of a test tube?

Select the better estimate.

closed choice

grade4

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 test tube is 16 milliliters. 16 liters is too much.

Which text uses the word unique in its traditional sense?

closed choice

grade9

language science

writing-strategies

Word usage and nuance

Explore words with new or contested usages

Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner. When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences. Britney perused her notes, carefully preparing for her exam. The traditional usage above is considered more standard. David perused the magazine, absentmindedly flipping through the pages. The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.

The first text uses unique in its traditional sense: being the only one of its kind. Elise made all of her daughter's baby clothes by hand, including a unique hand-knitted romper that she designed herself. The second text uses unique in its nontraditional sense: interesting or unusual. Elise may have been looking for an unusual name, but if she found it on a baby name website, it is not actually one of a kind. Elise wanted her daughter to have a unique name, so she browsed baby name websites for months to find the perfect one. Most style guides recommend to use the traditional sense of the word unique because it is considered more standard.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

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

grade5

natural science

physics

Magnets

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.

Which is a compound sentence?

closed choice

grade4

language science

grammar

Sentences, fragments, and run-ons

Is the sentence simple or compound?

A simple sentence is a sentence with only one subject and predicate. The pitcher threw the ball to first base. A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so. The pitcher threw the ball, and the batter hit it. Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences. Anna and James will watch the fireworks tonight. This simple sentence has a compound subject, Anna and James. The singers bowed and walked off the stage. This simple sentence has a compound predicate, bowed and walked off the stage. Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate. In the winter, Farmer Ben wears his heavy coat. This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.

The second sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so. Mike grew too many pumpkins, so he sold the extras at the market.

What is the capital of Pennsylvania?

closed choice

grade3

social science

geography

State capitals

Identify state capitals of the Northeast

Harrisburg is the capital of Pennsylvania.

Based on this information, what is Thor's genotype for the coat pattern gene?

In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele A is for a black coat, and the allele a is for a spotted coat. Thor, a jaguar from this group, has a black coat. Thor has two alleles for a black coat.

closed choice

grade7

natural science

biology

Genes to traits

Genetics vocabulary: genotype and phenotype

All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait. For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent. An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene. An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.

An organism's genotype for a gene is its combination of alleles for that gene. Thor has two alleles for a black coat (A). So, Thor's genotype for the coat pattern gene is AA.

Which of these states is farthest east?

closed choice

grade2

social science

geography

Geography

Read a map: cardinal directions

Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.

To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east.

What evidence of erosion does this picture show?

Erosion is what happens when loose pieces of rock are carried away by water, wind, or ice. This is a picture of Antelope Canyon. Antelope Canyon was formed as a result of erosion over thousands of years.

closed choice

grade2

natural science

earth-science

Earth events

Find evidence of changes to Earth's surface

Evidence is information that tells you something happened. How do you look for evidence of a change to Earth's surface? There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change. Here are some examples of what the evidence for different changes might be: Cause of the change | Evidence of the change earthquake | cracks in the ground; houses with broken walls and roofs volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground erosion | a canyon with a river flowing through it; a river carrying sand and mud Be careful when you are looking for evidence! A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not! For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.

Would you find the word direction on a dictionary page with the following guide words? do - duty

yes or no

grade2

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.

Put the words in alphabetical order. Since direction is not between the guide words do - duty, it would not be found on that page.

Which is a compound sentence?

closed choice

grade5

language science

grammar

Sentences, fragments, and run-ons

Is the sentence simple, compound, or complex?

A clause is a group of words that contains both a subject and a predicate. An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence. the oranges on our tree are ripe The clause can stand alone. It is independent. after we pick up Kevin from work The clause cannot stand alone. It is dependent. A simple sentence is made up of a single independent clause. Ben and I spent all day relaxing by the pool. Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate. In the winter, Ben usually wears his heavy coat. Ben usually wears his heavy coat in the winter. A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so. We saw a flash of lightning, and seconds later we heard the rumble of thunder. A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while. If she ever gets the chance, Terri would love to visit the Egyptian pyramids.

The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction but. I had an old token for my subway fare, but the new system only accepts paper fare cards.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

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.

Which is this organism's common name?

This organism is Fromia monilis. It is also called a necklace sea star.

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.

Fromia monilis is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name. Fromia monilis is the organism's scientific name. So, you know that necklace sea star is the common name.

Select the one substance that is not a mineral.

closed choice

grade4

natural science

earth-science

Rocks and minerals

Identify minerals using properties

Minerals are the building blocks of rocks. A rock can be made of one or more minerals. Minerals and rocks have the following properties: Property | Mineral | Rock It is a solid. | Yes | Yes It is formed in nature. | Yes | Yes It is not made by organisms. | Yes | Yes It is a pure substance. | Yes | No It has a fixed crystal structure. | Yes | No You can use these properties to tell whether a substance is a mineral, a rock, or neither. Look closely at the last three properties: Minerals and rocks are not made by organisms. Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks. Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks. A mineral is a pure substance, but a rock is not. A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures. A mineral has a fixed crystal structure, but a rock does not. The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way. However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!

Compare the properties of each substance to the properties of minerals. Select the substance whose properties do not match those of minerals. Native gold is a mineral. Baryte is a mineral. Wood is not a pure substance. But all minerals are pure substances. So, wood is not a mineral.

Which month has the lowest average precipitation in London?

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 London, look at the graph. Choice "Feb" is incorrect. Choice "May" is incorrect. Choice "Jul" is incorrect. July has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation.

Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?

The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.

closed choice

grade7

natural science

physics

Particle motion and energy

Identify how particle motion affects temperature and pressure

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.

Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.

Which of these states is farthest east?

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 east arrow is pointing. Michigan is farthest east.

Select the organism in the same species as the European nightjar.

This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.

closed choice

grade7

natural science

biology

Classification and scientific names

Use scientific names to classify organisms

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.

A European nightjar's scientific name is Caprimulgus europaeus. Tyto alba does not have the same scientific name as a European nightjar. So, Caprimulgus europaeus and Tyto alba are not in the same species. Lepus europaeus does have the same species within its genus as a European nightjar, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species. Caprimulgus europaeus has the same scientific name as a European nightjar. So, these organisms are in the same species.

Which text message is more formal?

closed choice

grade10

language science

writing-strategies

Audience, purpose, and tone

Which text is most formal?

Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions. Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language. Compare the following sentences. Informal: Yeah, ostriches can't fly, but I think they're awesome. More formal: Ostriches may be flightless, but they're remarkable runners. Most formal: Though flightless, ostriches are remarkable runners.

The first text message is more formal. It uses complete sentences, avoids slang (heads up), and uses the person's title (Ms. Wyatt). The other text message includes more casual language and sentence fragments.

Which animal's skin is better adapted to hurt an attacking predator?

Thorny devils have sharp spines covering much of their skin. The skin of the is adapted to hurt an attacking predator. Figure: thorny devil.

closed choice

grade5

natural science

biology

Adaptations

Animal adaptations: skins and body coverings

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.

Look at the picture of the thorny devil. The thorny devil 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 thorny devil. Now look at each animal. Figure out which animal has a similar adaptation. The porcupine has sharp spines on its skin. Its skin is adapted to hurt an attacking predator. The lesser bushbaby has soft fur covering its skin. Its skin is not adapted for hurting an attacking predator.

Which figure of speech is used in this text? I've heard that Christine & Co. is downsizing, so I'm happy to see that their store in downtown Greenville will remain open for now.

closed choice

grade12

language science

figurative-language

Literary devices

Classify the figure of speech: review

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic. The head of Human Resources would never refer to firing people, only to laying them off. Hyperbole is an obvious exaggeration that is not meant to be taken literally. I ate so much that I think I might explode! An oxymoron is a joining of two seemingly contradictory terms. Some reviewers are calling this book a new classic. A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth. Always expect the unexpected. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic.

The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic. Downsizing is an indirect way of saying that the company is planning on firing employees, closing shops or branches, and/or reducing its budget.

Which animal's neck is also adapted for reaching high branches?

Gerenuk eat leaves and twigs. The 's neck is adapted for reaching branches that are high above the ground. Figure: gerenuk.

closed choice

grade5

natural science

biology

Adaptations

Animal adaptations: beaks, mouths, and necks

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.

Look at the picture of the gerenuk. Now look at each animal. Figure out which animal has a similar adaptation. The chital has a long neck. Its neck is adapted for reaching high branches. The bison has a short neck. Its neck is not adapted for reaching high branches. The bison eats mostly grass.

Compare the motion of two birds. Which bird was moving at a higher speed?

closed choice

grade2

natural science

physics

Force and motion

Compare the speeds of moving objects

An object's speed tells you how fast the object is moving. Speed depends on both distance and time. Distance tells you how far the object has moved. One unit used to measure distance is the kilometer. Time tells you how long the object has spent moving. One unit used to measure time is the hour. Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed.

Look at the distance each bird moved and the time it took to move that distance. One bird moved 25 kilometers in 5 hours. The other bird moved 15 kilometers in 5 hours. Notice that each bird spent the same amount of time moving. The bird that moved 25 kilometers moved a farther distance in that time. So, that bird must have moved at a higher speed.

Which ocean is highlighted?

closed choice

grade6

social science

geography

Physical Geography

Oceans and continents

Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.

This is the Arctic Ocean.

Which word would you find on a dictionary page with the following guide words? page - pie

closed choice

grade2

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.

Put the words in alphabetical order. Since peek is between the guide words page - pie, it would be found on that page.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

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

grade6

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.

The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force. 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.

What is the volume of a blender?

Select the best estimate.

closed choice

grade4

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 blender is 60 fluid ounces. 60 cups and 60 gallons are both too much.

What do these two changes have in common? milk going sour roasting a marshmallow over a campfire

closed choice

grade4

natural science

chemistry

Physical and chemical change

Compare physical and chemical changes

Chemical changes and physical changes are two common ways matter can change. In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different. Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke. In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same. A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water. The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.

Step 1: Think about each change. Milk going sour is a chemical change. The type of matter in the milk slowly changes. The new matter that is formed gives the milk its sour taste. Roasting a marshmallow is a chemical change. The type of matter on the outside of the marshmallow changes. As a marshmallow is roasted, it turns brown and crispy. Step 2: Look at each answer choice. Both are only physical changes. Both changes are chemical changes. They are not physical changes. Both are chemical changes. Both changes are chemical changes. The type of matter before and after each change is different. Both are caused by heating. Roasting is caused by heating. But milk going sour is not. Both are caused by cooling. Neither change is caused by cooling.

What is the capital of Oregon?

closed choice

grade4

social science

geography

State capitals

Identify state capitals of the West

Salem is the capital of Oregon.

Which property matches this object?

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. Sugar has a sweet taste. The cake batter is sweet. A bouncy object will bounce back from the floor if you drop it. The cake batter is not bouncy.

Which of these states is farthest west?

closed choice

grade3

social science

geography

Geography

Read a map: cardinal directions

Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.

To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Georgia is farthest west.

Which country is highlighted?

closed choice

grade6

social science

geography

The Americas: geography

Identify and select countries of the Caribbean

This country is Saint Lucia.

Which animal's limbs are also adapted for climbing trees?

Lar gibbons live in the forests of Southeast Asia. Their limbs are adapted for climbing trees. Figure: lar gibbon.

closed choice

grade3

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. Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.

Look at the picture of the lar gibbon. The lar gibbon uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches. Now look at each animal. Figure out which animal has a similar adaptation. The chimpanzee has long, powerful limbs. Its limbs are adapted for climbing trees. The red-necked wallaby has small arms and long legs. Its limbs are not adapted for climbing trees. The red-necked wallaby moves by hopping on two legs.

What kind of sentence is this? Scarlett considers Paris the most romantic city in the world.

closed choice

grade10

language science

punctuation

Sentences, fragments, and run-ons

Is the sentence declarative, interrogative, imperative, or exclamatory?

There are four kinds of sentences. A declarative sentence is a statement and always ends with a period. The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure. An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point. For this assignment, use references to support your claims. Don't drive so quickly in the construction zone! An interrogative sentence asks a question and always ends with a question mark. Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction? An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point. I can't wait to travel through Europe this summer!

The sentence is a statement and ends with a period. It is a declarative sentence.

Would you find the word survey on a dictionary page with the following guide words? shampoo - silly

yes or no

grade6

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since survey is not between the guide words shampoo - silly, it would not be found on that page.

What is the capital of Montana?

closed choice

grade3

social science

geography

State capitals

Identify state capitals of the West

Helena is the capital of Montana.

How long is a soccer field?

Select the better estimate.

closed choice

grade3

natural science

units-and-measurement

Units and measurement

Choose metric units of distance

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers? The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing. Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters. There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter. There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.

The better estimate for the length of a soccer field is 115 meters. 115 centimeters is too short.

What does the euphemism in this text suggest? Mr. Chen is enjoying his golden years in a luxurious beachside community just down the street from his grandchildren.

closed choice

grade10

language science

figurative-language

Literary devices

Interpret figures of speech

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. 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 golden years indicates that Mr. Chen is old. Golden years is a nicer way of referring to old age.

Which correctly shows the title of a book?

closed choice

grade4

language science

capitalization

Formatting

Capitalizing titles

In a title, capitalize the first word, the last word, and every important word in between. The Wind in the Willows James and the Giant Peach These words are not important in titles: Articles, a, an, the Short prepositions, such as at, by, for, in, of, on, to, up Coordinating conjunctions, such as and, but, or

Capitalize the first word, the last word, and every important word in between. The word by is not important, so it should not be capitalized. The correct title is Step by Wicked Step.

Which object has less thermal energy?

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 pots of spaghetti sauce have the same mass but different temperatures. Since the 50°C pot of spaghetti sauce is colder than the 60°C pot of spaghetti sauce, it has less thermal energy.

Which greeting is correct for a letter?

closed choice

grade3

language science

punctuation

Formatting

Greetings and closings of letters

A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue. Dear Aunt Sue, I'm glad you could come to my party, and thank you for the birthday gift. I could not have asked for a better one! Every time I see it, I think of you. With love, Rory

The first greeting is correct: Its first word is capitalized, and it ends with a comma. Grandma Mia is capitalized because it is a proper noun.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.

closed choice

grade6

natural science

physics

Velocity, acceleration, and forces

Compare magnitudes of magnetic forces

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.

The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them. Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.

Which figure of speech is used in this text? Peter is a real Benedict Arnold. After promising to work on my campaign for class president, he decided to support my opponent.

closed choice

grade9

language science

figurative-language

Literary devices

Classify figures of speech: review

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Alliteration is the repetition of sounds at the beginning of nearby words. What a lucky little lady you are! An allusion is a brief reference to something or someone well known, often from history or literature. "I'd better get home before I turn into a pumpkin!" Lila remarked. An idiom is an expression that cannot be understood literally. Its meaning must be learned. The assignment was a piece of cake. A simile uses like or as to compare two things that are not actually alike. The cat's fur was as dark as the night. A metaphor compares two things that are not actually alike without using like or as. The snow formed a blanket over the town. Onomatopoeia involves using a word that expresses a sound. The scrambled eggs hit the floor with a splat. Personification is giving human characteristics to nonhuman things. The trees danced in the wind. A pun involves using a word or phrase in a humorous way that suggests more than one meaning. A great new broom is sweeping the nation. Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic. Olivia seems thrilled that her car keeps breaking down. Each breakdown is as enjoyable as a punch to the face.

The text uses an allusion, a brief reference to someone or something well known. Benedict Arnold alludes to the American general during the Revolutionary War who betrayed his country and fought for the British.

Does this passage describe the weather or the climate?

Figure: Munich. Munich, a city in Germany, receives a small amount of snow each year during the winter. 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

Weather and climate around the world

The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere. Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day. Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.

Read the passage carefully. Munich, a city in Germany, receives a small amount of snow each year during the winter. This passage tells you about the usual pattern of precipitation in Munich. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.

Which is softer?

closed choice

grade2

natural science

physics

Materials

Compare properties of materials

Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials. A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.

Soft is a property. A soft material changes shape when you press on it. Look at each picture, one at a time. Imagine touching the material shown in each picture. Of the choices, the cotton head band is softer. If you squeeze cotton fabric, it will change shape.

Look at the models of molecules below. Select the elementary substance.

closed choice

grade6

natural science

chemistry

Atoms and molecules

Identify 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 boron is B, and the atomic symbol for the chemical element chlorine is Cl. Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride. In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.

What kind of sentence is this? Whose responsibility is it to wake the mayor when there is an emergency?

closed choice

grade6

language science

punctuation

Sentences, fragments, and run-ons

Is the sentence declarative, interrogative, imperative, or exclamatory?

There are four kinds of sentences. A declarative sentence is a statement, and it always ends with a period. The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure. An interrogative sentence is a question, and it always ends with a question mark. Do you have any plans for the upcoming weekend? An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point. For this assignment, use references to support your claims. Don't drive so quickly in the construction zone! An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point. I can't wait to travel through Europe this summer!

The sentence asks something, and it ends with a question mark. It is an interrogative sentence.

What is the capital of Alabama?

closed choice

grade4

social science

geography

State capitals

Identify state capitals of the Southeast

Montgomery is the capital of Alabama.

Which of the following could Shawn's test show?

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. Shawn was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft. So, to help decide how big the vent should be, Shawn put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung. Figure: a spacecraft's parachute in a wind tunnel.

closed choice

grade7

natural science

science-and-engineering-practices

Engineering practices

Evaluate tests of engineering-design solutions

People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured. Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves. First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind. Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved. Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.

Complete the statement. Methane is ().

The model below represents a molecule of methane. Methane is the main component of natural gas, which is used in homes for heating and cooking.

closed choice

grade5

natural science

chemistry

Atoms and molecules

Classify elementary substances and compounds using models

All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds. Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl. Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride. In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.

Count the number of chemical elements represented in the model. Then, decide if methane is an elementary substance or a compound. In this model, each ball is labeled with C for carbon or H for hydrogen. So, the model shows you that methane is made of two chemical elements bonded together. Substances made of two or more chemical elements bonded together are compounds. So, methane is a compound.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

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 stronger when the magnets are closer together.

Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger. The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.

Which continent is highlighted?

closed choice

grade2

social science

geography

Geography

Identify oceans and continents

A continent is one of the seven largest areas of land on earth.

This continent is South America.

Does this passage describe the weather or the climate? Edward lives in a town with hot summers and freezing cold winters.

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. Edward lives in a town with hot summers and freezing cold winters. This passage tells you about the usual temperatures where Edward lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate.

Which text uses the word literally in its traditional sense?

closed choice

grade12

language science

writing-strategies

Word usage and nuance

Explore words with new or contested usages

Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner. When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences. Britney perused her notes, carefully preparing for her exam. The traditional usage above is considered more standard. David perused the magazine, absentmindedly flipping through the pages. The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.

The second text uses literally in its traditional sense: in a factual, non-exaggerated way. The curry that the chef prepared was so spicy that Julian literally had to drink three glasses of milk to ease the pain. The first text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Julian's mouth may be in pain, but it is not actually on fire. The curry that the chef prepared was so spicy that Julian's mouth was literally on fire by the time he finished his meal. Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect.

Which bird's beak is also adapted to get nectar out of long flowers?

Malachite sunbirds live in the coastal and hilly areas of South Africa. The shape of the 's beak is adapted to get nectar out of long flowers. Figure: malachite sunbird.

closed choice

grade3

natural science

biology

Adaptations

Animal adaptations: beaks, mouths, and necks

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.

Look at the picture of the malachite sunbird. The malachite sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The malachite sunbird's long, thin beak can reach deep into the flowers. Now look at each bird. Figure out which bird has a similar adaptation. The violet sabrewing has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The snowy owl has a short hooked beak. Its beak is not adapted to get nectar out of long flowers. The snowy owl uses its beak to tear through meat.

Which sentence is more formal?

closed choice

grade8

language science

writing-strategies

Author's purpose and tone

Which sentence is more formal?

Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing: Type | Examples slang | cool, awesome idioms | knock your socks off conversational language | gonna, kinda, yeah abbreviated language | ASAP, FYI overly simple or imprecise language | he got some stuff at the store contractions | can't, won't Contractions are not as informal as the other types, but they should be used sparingly in formal writing. Compare the following sentences. The first is informal. The second is formal. Informal: Yeah, ostriches can't fly, but they're awesome runners. Formal: Though ostriches are flightless, they are remarkably adept runners.

The second sentence is less formal. You can tell because it uses slang (ace). The first sentence uses formal language in place of the slang, so it is more formal overall.

What is the capital of Washington?

closed choice

grade5

social science

geography

State capitals

Identify the 50 state capitals

Olympia is the capital of Washington.

Is dolerite a mineral?

Dolerite has the following properties: found in nature not a pure substance no fixed crystal structure solid not made by living things

yes or no

grade5

natural science

earth-science

Rocks and minerals

Identify rocks and minerals

Properties are used to identify different substances. Minerals have the following properties: It is a solid. It is formed in nature. It is not made by organisms. It is a pure substance. It has a fixed crystal structure. If a substance has all five of these properties, then it is a mineral. Look closely at the last three properties: A mineral is not made by organisms. Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals. Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals. A mineral is a pure substance. A pure substance is made of only one type of matter. All minerals are pure substances. A mineral has a fixed crystal structure. The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.

Dolerite does not have all the properties of a mineral. So, dolerite is not a mineral.

Select the organism in the same genus as the North American beaver.

This organism is a North American beaver. Its scientific name is Castor canadensis.

closed choice

grade7

natural science

biology

Classification and scientific names

Use scientific names to classify organisms

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.

A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor. Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Castor canadensis are not in the same genus. Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Castor canadensis are not in the same genus. This organism and the North American beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor canadensis.

Which is a compound sentence?

closed choice

grade5

language science

grammar

Sentences, fragments, and run-ons

Is the sentence simple or compound?

A simple sentence is a sentence with only one subject and predicate. The pitcher threw the ball to first base. A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so. The pitcher threw the ball, and the batter hit it. Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences. Anna and James will watch the fireworks tonight. This simple sentence has a compound subject, Anna and James. The singers bowed and walked off the stage. This simple sentence has a compound predicate, bowed and walked off the stage. Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate. In the winter, Farmer Ben wears his heavy coat. This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.

The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction and. I pretend to be a knight, and Jeanette pretends to be an astronaut.

Select the organism in the same species as the agile wallaby.

This organism is an agile wallaby. Its scientific name is Macropus agilis.

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.

An agile wallaby's scientific name is Macropus agilis. Alouatta palliata does not have the same scientific name as an agile wallaby. So, Macropus agilis and Alouatta palliata are not in the same species. Macropus agilis has the same scientific name as an agile wallaby. So, these organisms are in the same species. Lontra canadensis does not have the same scientific name as an agile wallaby. So, Macropus agilis and Lontra canadensis are not in the same species.

Which tense does the sentence use? The girl will take a bath before bed.

closed choice

grade3

language science

verbs

Verb tense

Is the sentence in the past, present, or future tense?

Present tense verbs tell you about something that is happening now. Most present-tense verbs are regular. They have no ending, or they end in -s or -es. Two verbs are irregular in the present tense, to be and to have. You must remember their forms. Past tense verbs tell you about something that has already happened. Most past-tense verbs are regular. They end in -ed. Some verbs are irregular in the past tense. You must remember their past-tense forms. Future tense verbs tell you about something that is going to happen. All future-tense verbs use the word will. Present | Past | Future walk, walks | walked | will walk go, goes | went | will go

The sentence is in future tense. You can tell because it uses will before the main verb, take. The verb tells you about something that is going to happen.

Which ocean is highlighted?

closed choice

grade6

social science

geography

Physical Geography

Oceans and continents

Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.

This is the Indian Ocean.

Which colony was Middle Colonies?

The map below shows the Thirteen Colonies in 1750.

closed choice

grade4

social science

us-history

English colonies in North America

Middle colonies: founding and government

The four Middle Colonies are dark blue on the map: During colonial times, Delaware was usually called the Three Lower Counties on the Delaware, or the Lower Counties for short. New York claimed part of the land that would later become the state of Vermont. But New Hampshire, a New England colony, also claimed this area.

Which property matches this object?

Select the better answer.

closed choice

grade3

natural science

physics

Materials

Identify properties of an object

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.

Look at the object. Think about each property. A flexible object can be folded or bent without breaking easily. The spring is flexible. A slippery object is hard to hold onto or stand on. The spring is not slippery.

What is the capital of New Hampshire?

closed choice

grade3

social science

geography

State capitals

Identify state capitals of the Northeast

Concord is the capital of New Hampshire.

Complete the sentence. The bee hummingbird is the () hummingbird.

Read the first part of the passage about hummingbirds. The smallest bird in the world is the hummingbird. A hummingbird is as light as a piece of paper. The smallest hummingbird is called the bee hummingbird. It is the same size as a big bug.

closed choice

grade1

language science

reading-comprehension

Read-alone texts

Read passages about animals

The passage says the smallest hummingbird is called the bee hummingbird.

Can Lithops bromfieldii cells make their own food?

This organism is Lithops bromfieldii. It is a member of the plant kingdom. Lithops bromfieldii lives in South Africa. Each L. bromfieldii is made up of two brown or gray leaves. Because of its unusual appearance, L. bromfieldii is sometimes called a living stone.

yes or no

grade4

natural science

biology

Classification

Describe, classify, and compare kingdoms

In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms. Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom. | Bacteria | Archaea | Protists | Fungi | Animals | Plants How many cells do they have? | one | one | one or many | one or many | many | many Do their cells have a nucleus? | no | no | yes | yes | yes | yes Can their cells make food? | some species can | some species can | some species can | no | no | yes

Lithops bromfieldii is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.

Identify the question that Evelyn's experiment can best answer.

The passage below describes an experiment. Read the passage and then follow the instructions below. Evelyn built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Evelyn observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Evelyn built three more of the same type of circuit. She repeated the tests with each circuit. Evelyn recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron. Figure: a circuit with a battery, a light bulb, and a piece of copper.

closed choice

grade7

natural science

science-and-engineering-practices

Designing experiments

Identify the experimental question

Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?

Which figure of speech is used in this text? Kayla, I've told you a million times: you need to dry the dishes before you put them away.

closed choice

grade9

language science

figurative-language

Literary devices

Classify figures of speech: euphemism, hyperbole, oxymoron, paradox

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic. The head of Human Resources would never refer to firing people, only to laying them off. Hyperbole is an obvious exaggeration that is not meant to be taken literally. I ate so much that I think I might explode! An oxymoron is a joining of two seemingly contradictory terms. Some reviewers are calling this book a new classic. A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth. Always expect the unexpected.

The text uses hyperbole, an obvious exaggeration that is not meant to be taken literally. A million times is an exaggeration, since it is unlikely that Kayla has actually been told this a million times.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

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 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.

Which figure of speech is used in this text? Jaylen's leaving his job? That's old news. He's been planning that for months.

closed choice

grade12

language science

figurative-language

Literary devices

Classify the figure of speech: review

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic. The head of Human Resources would never refer to firing people, only to laying them off. Hyperbole is an obvious exaggeration that is not meant to be taken literally. I ate so much that I think I might explode! An oxymoron is a joining of two seemingly contradictory terms. Some reviewers are calling this book a new classic. A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth. Always expect the unexpected. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic.

The text uses an oxymoron, a joining of two seemingly contradictory terms. Old news is a contradiction, because news is recent information.

Which is harder?

closed choice

grade3

natural science

physics

Materials

Compare properties of materials

Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials. A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy. For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.

Hard is a property. A hard material keeps its shape when you press on it with your finger. Look at each picture, one at a time. Imagine pushing on the material shown in each picture. Of the choices, the clay tile is harder. If you step on clay tile, it will not change shape.

Which continent is highlighted?

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 Africa.

Which figure of speech is used in this text? All for one, one for all. —Alexandre Dumas, The Three Musketeers

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 chiasmus, an expression in which the second half parallels the first but reverses the order of words. The second half of the sentence reverses the order of the words all and one relative to the first half.

Which country is highlighted?

closed choice

grade8

social science

geography

Oceania: geography

Identify and select countries of Oceania

This country is Palau.

Which solution has a higher concentration of yellow particles?

The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.

closed choice

grade6

natural science

chemistry

Solutions

Compare concentrations of solutions

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent

In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container. Use the concentration formula to find the number of yellow particles per milliliter. Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.

Which i in column 1?

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 park is in column 1.

Which of these states is farthest east?

closed choice

grade5

social science

geography

Maps

Read a map: cardinal directions

Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.

To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Oklahoma is farthest east.

What can Lacey and Martin trade to each get what they want?

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. Lacey and Martin open their lunch boxes in the school cafeteria. Neither Lacey nor Martin 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. Lacey's lunch Martin's lunch

closed choice

grade8

social science

economics

Basic economic principles

Trade and specialization

Look at the table and images. Lacey wants broccoli. Martin 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.

Which type of sentence is this? Lee took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.

closed choice

grade8

language science

grammar

Phrases and clauses

Is the sentence simple, compound, complex, or compound-complex?

A clause is a group of words that contains both a subject and a predicate. An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence. the oranges on our tree are ripe The clause can stand alone. It is independent. after we pick up Kevin from work The clause cannot stand alone. It is dependent. A simple sentence is made up of a single independent clause. Ben and I spent all day relaxing by the pool. Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate. In the winter, Ben usually wears his heavy coat. Ben usually wears his heavy coat in the winter. A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so. We saw the flash of lightning, and seconds later we heard a rumble of thunder. A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose. If she ever gets the chance, Terri would love to visit the Egyptian pyramids. During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome. A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses. After Samantha left work, she stopped at the bank, and then she went to the gym. Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause. Orcas that are kept in captivity often have bent dorsal fins.

The sentence is simple. It is a single independent clause. Lee took several incredible panoramic photographs of the sweeping view from the top of Table Mountain.