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Not supported with pagination yet | Based on this information, what is Coco's phenotype for the fur length trait? | [
"Ff",
"short fur"
] | 1 | In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
Coco, a Syrian hamster from this group, has short fur. Coco has one allele for short fur and one allele for long fur. | 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 phenotype for a trait is its observable version of that trait. Coco's observable version of the fur length trait is short fur. So, Coco's phenotype for the fur length trait is short fur. |
Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 0 | Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| Will these magnets attract or repel? To find out, 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. Poles that are the same repel. So, these magnets will repel each other. |
|
Not supported with pagination yet | People still debate economic policy today. Based on the definition above, which of the following is a question about economic policy? | [
"Should a panda be considered a bear?",
"Who should have the right to vote?",
"Should students raise their hands before answering?",
"Should the government raise taxes to build roads?"
] | 3 | Jacksonian America was the period of United States history from the 1820s to the 1840s. It is named after Andrew Jackson, who was president for part of that time. In the following questions, you will learn about debates that took place in Jacksonian America over economic policy. Read the definition of economic policy. Then answer the question below.
Economic policy is the set of decisions the government makes about how to get and use money and resources. It also includes rules about how people and businesses can use resources, produce goods, and earn or spend money. | closed choice | grade8 | social science | us-history | The Jacksonian period | Tariff, nullification, and bank war | Look at the underlined part of the definition.
Economic policy is the set of decisions the government makes about how to get and use money and resources. It also includes rules about how people and businesses can use resources, produce goods, and earn or spend money.
Based on that definition, this choice is correct:
Should the government raise taxes to build roads?
This question is about how the government should collect and spend money, so it is a question about economic policy. |
|
Identify the question that Kendrick's experiment can best answer. | [
"Does temperature affect how much bacteria can grow in liquid?",
"Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Kendrick 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, Kendrick 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? | ||
Which ocean is highlighted? | [
"the Pacific Ocean",
"the Arctic Ocean",
"the Southern Ocean",
"the Atlantic Ocean"
] | 0 | closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. | This is the Pacific Ocean. |
||
Not supported with pagination yet | Would you find the word deep on a dictionary page with the following guide words?
danger - doll | [
"no",
"yes"
] | 1 | 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 deep is between the guide words danger - doll, it would be found on that page. |
|
Not supported with pagination yet | Compare the motion of two bowhead whales. Which bowhead whale was moving at a lower speed? | [
"a bowhead whale that moved 15kilometers in 5hours",
"a bowhead whale that moved 10kilometers in 5hours"
] | 1 | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Look at the distance each bowhead whale moved and the time it took to move that distance.
One bowhead whale moved 10 kilometers in 5 hours.
The other bowhead whale moved 15 kilometers in 5 hours.
Notice that each bowhead whale spent the same amount of time moving. The bowhead whale that moved 10 kilometers moved a shorter distance in that time. So, that bowhead whale must have moved at a lower speed. |
|
Which property do these four objects have in common? | [
"slippery",
"soft",
"flexible"
] | 0 | Select the best answer. | closed choice | grade5 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
A slippery object is hard to hold onto or stand on. All four objects are slippery.
A flexible object can be folded or bent without breaking easily. The wet ice cube is not flexible.
A soft object changes shape when pressed or squeezed. The wet ice cube and the water slide are not soft.
The property that all four objects have in common is slippery. |
|
Not supported with pagination yet | Based on this information, what is Rolf's phenotype for the fur color trait? | [
"brown fur",
"black fur"
] | 0 | In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
Rolf is a Labrador retriever from this group. Rolf has the homozygous genotype ff for the fur color 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. | Rolf's genotype for the fur color gene is ff. Rolf's genotype of ff has only f alleles. The f allele is for brown fur. So, Rolf's phenotype for the fur color trait must be brown fur.
To check this answer, consider whether Rolf's alleles are dominant or recessive. The allele for brown fur (f) is recessive to the allele for black fur (F). This means F is a dominant allele, and f is a recessive allele.
Rolf's genotype of ff has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, Rolf's phenotype for the fur color trait must be brown fur. |
Which animal is also adapted to be camouflaged in the snow? | [
"Arctic hare",
"lion"
] | 0 | Ptarmigans live in cold, snowy places. The is adapted to be camouflaged in the snow.
Figure: ptarmigan. | 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 ptarmigan.
During the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the Arctic hare has white fur covering its body. It is adapted to be camouflaged in the snow.
The lion has yellow-brown fur. It is not adapted to be camouflaged in the snow. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Owen picked up his pace on the trail as his spidey sense began to tingle. | [
"a comic book",
"Italian history"
] | 0 | closed choice | grade9 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion spidey sense is a comic book.
The comic book superhero Spider-Man possesses a spidey sense that warns him of impending trouble.
The allusion spidey sense means a sense of danger coming. |
|
Not supported with pagination yet | Which text uses the word disinterested in its traditional sense? | [
"As a financial advisor, Katie is required to give disinterested advice and to value her clients' financial interests above her own.",
"Katie has been feeling disinterested in her work as a financial advisor; she would prefer to spend more time on her own investments."
] | 0 | closed choice | grade9 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses disinterested in its traditional sense: unbiased or impartial.
As a financial advisor, Katie is required to give disinterested advice and to value her clients' financial interests above her own.
The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
Katie has been feeling disinterested in her work as a financial advisor; she would prefer to spend more time on her own investments.
Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. |
|
Not supported with pagination yet | Which word does not rhyme? | [
"link",
"stink",
"tube"
] | 2 | closed choice | grade1 | language science | phonological-awareness | Rhyming | Which word does not rhyme? | Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the ip sound.
The words lake and make rhyme. They both end with the ake sound.
The words tip and lake don't rhyme. They end with different sounds. | The words link and stink rhyme. They both end with the ink sound.
The word tube does not rhyme. It ends with a different sound. |
|
What can Jenny and Olivia trade to each get what they want? | [
"Jenny can trade her tomatoes for Olivia's broccoli.",
"Olivia can trade her broccoli for Jenny's oranges.",
"Jenny can trade her tomatoes for Olivia's sandwich.",
"Olivia can trade her almonds for Jenny's tomatoes."
] | 0 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jenny and Olivia open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jenny wanted broccoli in her lunch and Olivia was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Jenny wanted broccoli in her lunch and Olivia was hoping for tomatoes. Look at the labeled part of the images.
Jenny has tomatoes. Olivia has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
||
Not supported with pagination yet | Using only these supplies, which question can Danny investigate with an experiment? | [
"Do watercolor paintings dry faster when placed next to a fan?",
"Do watercolor paintings dry faster when they are placed inside or outside?",
"Does a large watercolor painting or a small watercolor painting dry faster?"
] | 1 | Danny is painting watercolor pictures with his friend. An hour after they have finished, Danny notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
two freshly painted watercolor pictures of the same size
his dining room table
a picnic table in his backyard
a heater | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
half - history | [
"hockey",
"hen"
] | 1 | 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 hen is between the guide words half - history, it would be found on that page. |
|
Not supported with pagination yet | What kind of sentence is this?
The audience's thunderous applause left me completely speechless! | [
"declarative",
"interrogative",
"exclamatory"
] | 2 | closed choice | grade6 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer! | The sentence tells about something, but it shows strong feeling and ends with an exclamation point. It is an exclamatory sentence. |
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample B",
"neither; the samples have the same temperature",
"sample A"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade6 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. |
|
What is the capital of Oregon? | [
"Salem",
"Olympia",
"Portland",
"Carson City"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Salem is the capital of Oregon. |
|||
What is the capital of Colorado? | [
"Saint Paul",
"Colorado Springs",
"Denver",
"Juneau"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Denver is the capital of Colorado. |
|||
Not supported with pagination yet | What information supports the conclusion that Steve acquired this trait? | [
"Steve likes to look at butterflies and beetles.",
"Steve learned to identify insects by reading many books about insects."
] | 1 | Read the description of a trait.
Steve is good at identifying insects. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Compare the motion of two speed walkers. Which speed walker was moving at a higher speed? | [
"a speed walker who moved 50miles in 10hours",
"a speed walker who moved 25miles in 10hours"
] | 0 | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Look at the distance each speed walker moved and the time it took to move that distance.
One speed walker moved 50 miles in 10 hours.
The other speed walker moved 25 miles in 10 hours.
Notice that each speed walker spent the same amount of time moving. The speed walker who moved 50 miles moved a farther distance in that time. So, that speed walker must have moved at a higher speed. |
|
Not supported with pagination yet | Select the one true statement. | [
"The cytoplasm of an animal cell is inside the cell membrane.",
"The vacuoles of an animal cell use sunlight to make sugar.",
"The cell membrane directs cell activities by sending instructions to different parts of an animal cell."
] | 0 | closed choice | grade7 | natural science | biology | Cells | Compare cells and cell parts | |||
The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system? | [
"My national government officials decide most issues that come up.",
"Both my state and national government officials have power over important issues.",
"I only pay attention to state politics since the national government has almost no power."
] | 1 | Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below. | closed choice | grade6 | social science | civics | Government | State and local government | |||
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the right than to the left",
"to the left than to the right"
] | 0 | The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion. | closed choice | grade6 | natural science | chemistry | Solutions | Diffusion across membranes | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. | Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. |
|
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample B",
"sample A"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | 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 A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. |
|
Not supported with pagination yet | Which tense does the sentence use?
Brad invited Sofia to his house. | [
"present tense",
"past tense",
"future tense"
] | 1 | 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 past tense. You can tell because it uses a past-tense verb, invited. The verb ends in -ed and tells you about something that has already happened. |
|
What is the capital of Iowa? | [
"Cedar Rapids",
"Frankfort",
"Des Moines",
"Davenport"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Des Moines is the capital of Iowa. |
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Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Scott washed the windshield of his car even though he knew it would just get dirty again.",
"Scott washed the windshield of his car even though he knew the car would just get dirty again."
] | 0 | closed choice | grade7 | language science | writing-strategies | Pronouns and antecedents | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The second answer choice contains a vague pronoun reference. The pronoun it could refer to the windshield or the car.
The first answer choice shows a possible correction for the vague pronoun reference. It has been replaced with the car.
Scott washed the windshield of his car even though he knew the car would just get dirty again. |
|
What is the capital of California? | [
"Helena",
"Sacramento",
"San Francisco",
"Carson City"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify the 50 state capitals | Sacramento is the capital of California. |
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Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Researchers have proven that African violets prefer an environment with a temperature that stays between 65 and 80°F.",
"They have proven that African violets prefer an environment with a temperature that stays between 65 and 80°F."
] | 1 | closed choice | grade7 | language science | writing-strategies | Pronouns and antecedents | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The first answer choice contains a vague pronoun reference. The pronoun they is used without its antecedent.
The second answer choice shows a possible correction for the vague pronoun reference. They has been replaced with researchers.
Researchers have proven that African violets prefer an environment with a temperature that stays between 65 and 80°F. |
|
Which of the following could Aisha and Lily's test show? | [
"if a new batch of concrete was firm enough to use",
"if the concrete from each batch took the same amount of time to dry"
] | 0 | 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.
Aisha and Lily were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test. | closed choice | grade6 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Not supported with pagination yet | Which figure of speech is used in this text?
At twenty-one, Bruce felt overwhelmed with adult responsibilities and wished he could fly off to Neverland. | [
"simile",
"allusion"
] | 1 | closed choice | grade6 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses an allusion, a brief reference to someone or something well known.
Neverland alludes to the story of Peter Pan, a boy who lived in Neverland and never grew up. |
|
Identify the question that Lola's experiment can best answer. | [
"Do slugs eat more from tomato leaves or broccoli leaves?",
"Do slugs weigh more after eating tomato leaves or broccoli leaves?"
] | 0 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Lola cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Lola measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf. | 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 better describes the Mojave Desert ecosystem? | [
"It has dry, thin soil. It also has many different types of organisms.",
"It has a small amount of rain. It also has only a few types of organisms."
] | 0 | Figure: Mojave Desert.
The Mojave Desert is a desert ecosystem located mostly in Southern California. | closed choice | grade3 | natural science | biology | Ecosystems | Describe ecosystems | An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there | A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Mojave Desert has dry, thin soil. It also has many different types of organisms. |
|
What is the capital of Illinois? | [
"Indianapolis",
"Chicago",
"Springfield",
"Olympia"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Springfield is the capital of Illinois. |
|||
Select the fish below. | [
"salmon",
"kangaroo"
] | 0 | Fish live underwater. They have fins, not limbs. A catfish is an example of a fish. | closed choice | grade2 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification. | A salmon is a fish. It lives underwater. It has fins, not limbs.
A kangaroo is a mammal. It has fur and feeds its young milk. |
|
Not supported with pagination yet | Which of the following contains a vague pronoun reference? | [
"Rachel and her sister posed for a photograph, but when the flash went off, Rachel blinked.",
"Rachel and her sister posed for a photograph, but when the flash went off, she blinked."
] | 1 | closed choice | grade7 | language science | writing-strategies | Pronouns and antecedents | Identify vague pronoun references | When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes. | The second answer choice contains a vague pronoun reference. The pronoun she could refer to Rachel or her sister.
The first answer choice shows a possible correction for the vague pronoun reference. She has been replaced with Rachel.
Rachel and her sister posed for a photograph, but when the flash went off, Rachel blinked. |
|
Not supported with pagination yet | Which type of sentence is this?
An avid reader, Braden attends weekly book club meetings, and he finishes several novels every month. | [
"simple",
"compound",
"compound-complex",
"complex"
] | 1 | closed choice | grade9 | language science | grammar | Phrases and clauses | Is the sentence simple, compound, complex, or compound-complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins. | The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction and.
An avid reader, Braden attends weekly book club meetings, and he finishes several novels every month. |
|
Not supported with pagination yet | Which closing is correct for a letter? | [
"Best Wishes,\nKaren",
"Best wishes,\nKaren"
] | 1 | closed choice | grade2 | language science | capitalization | Capitalization | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
Not supported with pagination yet | Using only these supplies, which question can Sean investigate with an experiment? | [
"Does white sandwich bread grow visible mold in fewer days if the bread is stored inside or outside the refrigerator?",
"Does white sandwich bread grow visible mold in fewer days if the bread is stored in a paper bag or in a plastic bag?",
"Does white or whole wheat sandwich bread grow visible mold in fewer days?"
] | 0 | Sean starts to make a sandwich, but he sees mold on the bread! He wonders what factors affect how mold grows on bread. So, he decides to design an experiment. He has the following supplies available:
two loaves of white sandwich bread
a small plastic bag
a large plastic bag
a refrigerator | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Is the following trait inherited or acquired?
Lola has naturally blond hair. | [
"inherited",
"acquired"
] | 0 | Hint: Some people dye their hair. But this does not change their natural hair color. | closed choice | grade3 | natural science | biology | Heredity | Identify inherited and acquired traits | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Humans do not choose their natural hair color. Instead, children get their natural hair color from their parents. So, Lola's hair color is an inherited trait. |
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Before Mona had even met her future husband in person, she knew about his reputation as a Romeo. | [
"literature",
"Roman mythology"
] | 0 | closed choice | grade10 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion Romeo is literature.
In William Shakespeare's Romeo and Juliet, Romeo is known for the eloquent declaration of love with which he woos Juliet.
The allusion Romeo means a man who is very romantic. |
|
Not supported with pagination yet | What is the volume of a bathtub? | [
"375 milliliters",
"375 liters"
] | 1 | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | The better estimate for the volume of a bathtub is 375 liters.
375 milliliters is too little. |
Not supported with pagination yet | What information supports the conclusion that Julia acquired this trait? | [
"Julia knits sweaters using cotton, wool, and other types of yarn.",
"Julia learned how to knit in an after school program."
] | 1 | Read the description of a trait.
Julia knows how to knit sweaters. | closed choice | grade5 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear dr. gupta,",
"Dear Dr. Gupta,"
] | 1 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Dr. Gupta 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 magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | 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.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets. | Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. |
|
Which solution has a higher concentration of pink particles? | [
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 1 | The diagram below is a model of two solutions. Each pink 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 pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. |
|
Select the organism in the same species as the plains zebra. | [
"Macropus rufus",
"Equus quagga",
"Cervus canadensis"
] | 1 | This organism is a plains zebra. Its scientific name is Equus quagga. | closed choice | grade4 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A plains zebra's scientific name is Equus quagga.
Cervus canadensis does not have the same scientific name as a plains zebra. So, Equus quagga and Cervus canadensis are not in the same species.
Equus quagga has the same scientific name as a plains zebra. So, these organisms are in the same species.
Macropus rufus does not have the same scientific name as a plains zebra. So, Equus quagga and Macropus rufus are not in the same species. |
|
Which solution has a higher concentration of blue particles? | [
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 2 | The diagram below is a model of two solutions. Each blue ball represents one particle of solute. | closed choice | grade7 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same. |
|
Not supported with pagination yet | Which tense does the sentence use?
Judith will sweep the sidewalk in front of her store. | [
"future tense",
"present tense",
"past tense"
] | 0 | closed choice | grade4 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, sweep. The verb tells you about something that is going to happen. |
|
Select the organism in the same genus as the bighorn sheep. | [
"Macropus agilis",
"Hystrix cristata",
"Ovis dalli"
] | 2 | This organism is a bighorn sheep. Its scientific name is Ovis canadensis. | closed choice | grade4 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A bighorn sheep's scientific name is Ovis canadensis. The first word of its scientific name is Ovis.
Ovis dalli is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis dalli and Ovis canadensis are in the same genus.
Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ovis canadensis are not in the same genus.
Macropus agilis is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus agilis and Ovis canadensis are not in the same genus. |
|
Which property do these four objects have in common? | [
"flexible",
"smooth",
"opaque"
] | 1 | Select the best answer. | closed choice | grade5 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
An opaque object does not let light through. The baseball bat and the ceramic mug are opaque, but the water pitcher is not.
A smooth object is not scratchy or rough. All four objects are smooth.
A flexible object can be folded or bent without breaking easily. The paper is flexible, but the ceramic mug and the water pitcher are not.
The property that all four objects have in common is smooth. |
|
Not supported with pagination yet | Is this a sentence fragment?
Smoke from the cabin visible for miles up and down the coast. | [
"no",
"yes"
] | 1 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify sentence fragments | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | This is a sentence fragment. It does not express a complete thought.
Smoke from the cabin visible for miles up and down the coast.
Here is one way to fix the sentence fragment:
Smoke from the cabin is visible for miles up and down the coast. |
|
Which country is highlighted? | [
"Saint Vincent and the Grenadines",
"Barbados",
"Haiti",
"Grenada"
] | 0 | closed choice | grade6 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Saint Vincent and the Grenadines. |
|||
What is the capital of Michigan? | [
"Lansing",
"Detroit",
"Billings",
"Grand Rapids"
] | 0 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Lansing is the capital of Michigan. |
|||
Not supported with pagination yet | Using only these supplies, which question can Clarence investigate with an experiment? | [
"Do the squirrels eat walnuts from large feeders more often than from small feeders?",
"Do the squirrels select sunflower seeds or walnuts more often?",
"Which type of tree do the squirrels feed from most often?"
] | 1 | Clarence enjoys feeding the squirrels in his backyard. He notices that they spend a lot of time collecting seeds and nuts. He wonders about what factors affect which foods squirrels choose to collect. So, he decides to design an experiment. He has the following supplies available:
two identical squirrel feeders
a bag of sunflower seeds
a bag of walnuts
a tree to hang the feeders from | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
pillar - promise | [
"palm",
"potato"
] | 1 | closed choice | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since potato is between the guide words pillar - promise, it would be found on that page. |
|
Which of the following could Pablo's test show? | [
"the amount of bacteria in the water before it was filtered",
"whether the filter was clogged",
"whether an inexpensive filter would become clogged more often"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Pablo was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Pablo had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Pablo checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant. | closed choice | grade8 | 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. | ||
Select the organism in the same species as the bighorn sheep. | [
"Ovis canadensis",
"Alouatta palliata",
"Alouatta caraya"
] | 0 | This organism is a bighorn sheep. Its scientific name is Ovis canadensis. | closed choice | grade5 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A bighorn sheep's scientific name is Ovis canadensis.
Alouatta caraya does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta caraya are not in the same species.
Ovis canadensis has the same scientific name as a bighorn sheep. So, these organisms are in the same species.
Alouatta palliata does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta palliata are not in the same species. |
|
Which country is highlighted? | [
"Fiji",
"Tonga",
"Papua New Guinea",
"Tuvalu"
] | 0 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Fiji. |
|||
Which animal is also adapted to be camouflaged in the snow? | [
"Arctic fox",
"screech owl"
] | 0 | Polar bears live in and around the cold Arctic Ocean. The is adapted to be camouflaged in the snow.
Figure: polar bear. | 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 polar bear.
The polar bear has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.
This screech owl has gray and brown feathers on its skin. It is not adapted to be camouflaged in the snow. |
|
Which animal's feet are also adapted for grabbing prey? | [
"African crowned eagle",
"Malayan tapir"
] | 0 | Golden eagles eat fish, mammals, and other birds. The 's feet are adapted to grab prey.
Figure: golden eagle. | 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.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. | Look at the picture of the golden eagle.
The golden eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the golden eagle attack and kill its prey. The long toes can help it hold on to its prey.
Now look at each animal. Figure out which animal has a similar adaptation.
The African crowned eagle has long toes with sharp claws. Its feet are adapted for grabbing prey.
The Malayan tapir has large, heavy feet. Its feet are not adapted for grabbing prey. The Malayan tapir uses its feet to walk and run. |
|
Not supported with pagination yet | What is the mass of a trumpet? | [
"1 kilogram",
"1 gram"
] | 0 | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | The better estimate for the mass of a trumpet is 1 kilogram.
1 gram is too light. |
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is smaller in Pair 1.",
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes. | closed choice | grade8 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. | 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.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. |
|
Which country is highlighted? | [
"the Dominican Republic",
"Haiti",
"Dominica",
"Cuba"
] | 0 | closed choice | grade7 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is the Dominican Republic.
Why does the Dominican Republic share its island with another country?
The Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.
Though many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. |
|||
Is a fork a solid, a liquid, or a gas? | [
"a liquid",
"a solid",
"a gas"
] | 1 | closed choice | grade3 | natural science | physics | States of matter | Classify matter as solid, liquid, or gas | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | A fork is a solid. You can bend a fork. But it will still have a size and shape of its own. |
||
What is the expected ratio of offspring with green peas to offspring with yellow peas? Choose the most likely ratio. | [
"0:4",
"3:1",
"2:2",
"1:3",
"4:0"
] | 2 | In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele for green peas (e) is recessive to the allele for yellow peas (E).
This Punnett square shows a cross between two pea plants. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate ratios of offspring types | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with green peas or yellow peas, consider whether each phenotype is the dominant or recessive allele's version of the pea color trait. The question tells you that the e allele, which is for green peas, is recessive to the E allele, which is for yellow peas.
Green peas is the recessive allele's version of the pea color trait. A pea plant with the recessive version of the pea color trait must have only recessive alleles for the pea color gene. So, offspring with green peas must have the genotype ee.
There are 2 boxes in the Punnett square with the genotype ee. These boxes are highlighted below.
Yellow peas is the dominant allele's version of the pea color trait. A pea plant with the dominant version of the pea color trait must have at least one dominant allele for the pea color gene. So, offspring with yellow peas must have the genotype EE or Ee.
There are 2 boxes in the Punnett square with the genotype EE or Ee. These boxes are highlighted below.
So, the expected ratio of offspring with green peas to offspring with yellow peas is 2:2. This means that, on average, this cross will produce 2 offspring with green peas for every 2 offspring with yellow peas. |
|
Not supported with pagination yet | Assume all other forces on the dresser are balanced. Which statement describes the forces on the dresser? | [
"The forces are unbalanced, so there is a net force on the dresser.",
"The forces are balanced, so there is no net force on the dresser."
] | 0 | Sophie is sliding a heavy dresser across the carpeted floor of her apartment. She is pushing the dresser forward with a force of 350N. The carpet is pushing the dresser backward with a force of 380N. | closed choice | grade7 | natural science | physics | Velocity, acceleration, and forces | Balanced and unbalanced forces | A force is a push or a pull that acts on an object. Every force has a direction and a magnitude, or strength. If two forces act on an object in opposite directions, the forces are called opposing forces.
When opposing forces have the same magnitude, they are balanced. If all the forces on an object are balanced, there is no net force on the object.
When opposing forces have different magnitudes, the forces are unbalanced. If any forces on an object are unbalanced, there is a net force on the object. | To determine if there is a net force on the dresser, look at the forces:
Sophie is pushing the dresser forward with a force of 350 N.
The carpet is pushing the dresser backward with a force of 380 N.
The forces are in opposite directions, and the forces have different magnitudes: 350 N and 380 N. This means that the forces are unbalanced, so there is a net force on the dresser. |
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: Yemen.
Yemen, a country in the Middle East, is located in the desert. It was humid in the southern part of the country on November 30 last year.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade6 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Yemen, a country in the Middle East, is located in the desert. It was humid in the southern part of the country on November 30 last year.
The underlined part of the passage tells you about the humidity in Yemen on a specific day last year. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
"Mary is such a Pollyanna!" Fred announced with a sigh. | [
"British history",
"literature"
] | 1 | closed choice | grade9 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion Pollyanna is literature.
The character Pollyanna, from Eleanor Porter's children's book, is a young girl who finds good in everything and everyone.
The allusion Pollyanna means an overly optimistic person. |
|
What is the capital of New Mexico? | [
"Cambridge",
"Salem",
"Santa Fe",
"Albuquerque"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Santa Fe is the capital of New Mexico. |
|||
Which statement describes the Mount Rainier National Park ecosystem? | [
"It has mostly small plants.",
"It has long, cold winters and short, cool summers.",
"It has soil that is rich in nutrients."
] | 1 | Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State. The park is named after a volcano called Mount Rainier, which is covered in glaciers. | closed choice | grade8 | natural science | biology | Ecosystems | Describe ecosystems | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. It has mostly small plants. |
|
Not supported with pagination yet | Would you find the word excite on a dictionary page with the following guide words?
engine - essay | [
"no",
"yes"
] | 0 | yes or no | grade8 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since excite is not between the guide words engine - essay, it would not be found on that page. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
No one in your family surfs? But I thought you said you lived in California before this. | [
"false causation: the assumption that because two things happened together, one caused the other",
"hasty generalization: a very broad claim based on very little evidence"
] | 1 | closed choice | grade8 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that a person from California must have a surfer in his or her family. However, even though some people in California surf, that doesn't necessarily mean that every family has a surfer. This illustrates a type of logical fallacy known as a hasty generalization. |
|
Select the fish below. | [
"cane toad",
"salmon",
"water buffalo",
"harbor seal"
] | 1 | Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A hammerhead shark is an example of a fish. | closed choice | grade4 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. | A salmon is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, salmon can live in both fresh water and salt water.
A harbor seal is a mammal. It has fur and feeds its young milk.
Seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A cane toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole. |
|
Look at the models of molecules below. Select the elementary substance. | [
"chlorine",
"propane",
"silane"
] | 0 | 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. | |||
Not supported with pagination yet | Select the gas. | [
"plate",
"air inside a soccer ball",
"baseball cap",
"ballet shoes"
] | 1 | closed choice | grade3 | natural science | physics | States of matter | Identify solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | The air inside a soccer ball is a gas. A gas expands to fill a space. The air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.
A baseball cap is a solid. A solid has a size and shape of its own. If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own.
A plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.
A ballet shoe is a solid. A solid has a size and shape of its own. When a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own. |
|
Not supported with pagination yet | Which text uses the word peruse in its traditional sense? | [
"Eddie perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.",
"Eddie perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift."
] | 1 | closed choice | grade11 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses peruse in its traditional sense: to examine in detail.
Eddie perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
The second text uses peruse in its nontraditional sense: to look through in a casual manner.
Eddie perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard. |
|
Which bird's beak is also adapted to get nectar out of long flowers? | [
"violet sabrewing",
"common shelduck"
] | 0 | Rufous hummingbirds live in the woodlands and meadows of western North America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: rufous hummingbird. | 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 rufous hummingbird.
The rufous hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The rufous hummingbird'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 common shelduck has a wide, flat beak. Its beak is not adapted to get nectar out of long flowers. The common shelduck uses its beak to eat plants and invertebrates that live in mud. |
|
Which country is highlighted? | [
"the Federated States of Micronesia",
"Tonga",
"Kiribati",
"Palau"
] | 3 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Palau. |
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What is the capital of Vermont? | [
"Burlington",
"Minneapolis",
"Augusta",
"Montpelier"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Northeast | Montpelier is the capital of Vermont. |
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Complete the sentence.
The African elephant is the () land animal in the world. | [
"smallest",
"largest"
] | 1 | This picture shows an African elephant. | closed choice | grade2 | natural science | literacy-in-science | Animals | Seed disperser: African elephant | African elephants are the largest living land animals. A fully grown male African elephant can weigh up to 14,000 pounds. That's about as much as four small cars! |
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Not supported with pagination yet | Does this passage describe the weather or the climate?
Jeffrey lives in a town with hot summers and freezing cold winters. | [
"weather",
"climate"
] | 1 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade3 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
Jeffrey lives in a town with hot summers and freezing cold winters.
This passage tells you about the usual temperatures where Jeffrey lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. |
Not supported with pagination yet | Which text uses the word peruse in its traditional sense? | [
"Herman perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.",
"Herman perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift."
] | 1 | closed choice | grade10 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses peruse in its traditional sense: to examine in detail.
Herman perused a catalog from his wife's favorite clothing store, searching for the perfect birthday gift.
The second text uses peruse in its nontraditional sense: to look through in a casual manner.
Herman perused a clothing catalog as he waited for his appointment, flipping through the pages distractedly.
Most style guides recommend to use the traditional sense of the word peruse because it is considered more standard. |
|
Which animal's skin is better adapted as a warning sign to ward off predators? | [
"lechwe",
"flamboyant cuttlefish"
] | 1 | Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: golden dart frog. | 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 golden dart frog.
The golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators. |
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Not supported with pagination yet | Which logical fallacy is used in the text?
Mayor Kelley wants to create more bicycle lanes in Greenwood. However, many citizens of Greenwood live far from work. It would not be realistic to force us to give up our cars and bike everywhere. | [
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"appeal to nature: the assumption that natural things are always good",
"circular reasoning: an argument that supports a claim with the claim itself"
] | 0 | closed choice | grade12 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Mayor Kelley wants people to give up their cars. However, this misrepresents Mayor Kelley's argument. Mayor Kelley only wants to create more bike lanes. This illustrates a type of logical fallacy known as a straw man. |
|
What is the expected ratio of offspring that have coat graying to offspring that do not have coat graying? Choose the most likely ratio. | [
"3:1",
"0:4",
"2:2",
"4:0",
"1:3"
] | 3 | This passage describes the coat graying trait in horses:
Your hair may turn gray or white as you grow older. Some horses go through a similar process called coat graying as they age. These horses are usually a darker color, such as brown or black, when they are born. Over time, the hairs of their coats lose their original color and become gray or white.
In a group of horses, some individuals have coat graying and others do not. In this group, the gene for the coat graying trait has two alleles. The allele for having a graying coat (G) is dominant over the allele for not having a graying coat (g).
This Punnett square shows a cross between two horses. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate ratios of offspring types | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring that do or do not have coat graying, consider whether each phenotype is the dominant or recessive allele's version of the coat graying trait. The question tells you that the G allele, which is for having a graying coat, is dominant over the g allele, which is for not having a graying coat.
Having a graying coat is the dominant allele's version of the coat graying trait. A horse with the dominant version of the coat graying trait must have at least one dominant allele for the coat graying gene. So, offspring that have coat graying must have the genotype GG or Gg.
All 4 boxes in the Punnett square have the genotype GG or Gg.
Not having a graying coat is the recessive allele's version of the coat graying trait. A horse with the recessive version of the coat graying trait must have only recessive alleles for the coat graying gene. So, offspring that do not have coat graying must have the genotype gg.
There are 0 boxes in the Punnett square with the genotype gg.
So, the expected ratio of offspring that have coat graying to offspring that do not have coat graying is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have coat graying. This cross is expected to never produce offspring that do not have coat graying. |
|
Not supported with pagination yet | Which body part breaks down food? | [
"stomach",
"brain",
"skeleton"
] | 0 | closed choice | grade2 | natural science | biology | Animals | Body parts and their functions | |||
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample A",
"neither; the samples have the same temperature",
"sample B"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade8 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. |
|
What type of rock is conglomerate? | [
"metamorphic",
"sedimentary"
] | 1 | Conglomerate is a type of rock. It is made up of grains of many different sizes, such as sand, mud, and pebbles. Conglomerate forms when layers of these sediments are pressed together to form rock. | closed choice | grade3 | natural science | earth-science | Rocks and minerals | Classify rocks as igneous, sedimentary, or metamorphic | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. | Conglomerate is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.
Sand, mud, and pebbles are all types of sediment. They are deposited in places like riverbeds. Sediments like sand and mud usually build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock can form when the bottom layers are pressed together to form rock. |
|
Not supported with pagination yet | Select the fish. | [
"humpback whale",
"piranha",
"zebra",
"gharial"
] | 1 | closed choice | grade5 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Fish live underwater. They have fins, not limbs. | A gharial is a reptile. It has scaly, waterproof skin.
Gharials are a type of crocodile. Gharials live near rivers and eat fish.
A zebra is a mammal. It has hair and feeds its young milk.
Zebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.
A humpback whale is a mammal. It has hair and feeds its young milk.
Whales are mammals that live in the ocean. Humpback whales have small hairs that grow from bumps around their mouth.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal. |
|
Not supported with pagination yet | Is the following trait inherited or acquired?
Ruben has a scar on his left elbow. | [
"inherited",
"acquired"
] | 1 | Hint: Most scars are caused by accidents during a person's life. | closed choice | grade4 | natural science | biology | Traits and heredity | Identify inherited and acquired traits | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits. | Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait. |
Which country is highlighted? | [
"Australia",
"New Zealand",
"Solomon Islands",
"Papua New Guinea"
] | 0 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Australia.
Is Australia a country or a continent?
Both! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. |
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Which country is highlighted? | [
"the Marshall Islands",
"Solomon Islands",
"Australia",
"New Zealand"
] | 1 | closed choice | grade7 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Solomon Islands. |
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Not supported with pagination yet | How long is a grain of rice? | [
"4 centimeters",
"4 millimeters",
"4 kilometers",
"4 meters"
] | 1 | Select the best estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Choose metric units of distance, mass, and volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter.
The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long.
A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length. | The best estimate for the length of a grain of rice is 4 millimeters.
4 centimeters, 4 meters, and 4 kilometers are all too long. |
What is the name of the colony shown? | [
"Michigan",
"Massachusetts",
"Rhode Island",
"Connecticut"
] | 3 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Connecticut. |
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Which bird's beak is also adapted to get nectar out of long flowers? | [
"malachite sunbird",
"snowy owl"
] | 0 | Purple honeycreepers live in the forests of South America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: purple honeycreeper. | 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 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 purple honeycreeper.
The purple honeycreeper has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The purple honeycreeper's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The malachite sunbird 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. |
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Not supported with pagination yet | Which change best matches the sentence?
Water moves loose pieces of rock. | [
"erosion",
"wildfire",
"volcanic eruption"
] | 0 | closed choice | grade3 | natural science | earth-science | Earth events | Classify changes to Earth's surface I | |||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes. | closed choice | grade7 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. | 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.
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. |
Subsets and Splits