Question: What is the expected ratio of offspring with sweet fruit to offspring with sour fruit? Choose the most likely ratio.

Choices:
- 4:0
- 0:4
- 3:1
- 2:2
- 1:3

In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sour fruit (F) is dominant over the allele for sweet fruit (f).
This Punnett square shows a cross between two muskmelon plants.

natural science

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.

Solution:
To determine how many boxes in the Punnett square represent offspring with sweet fruit or sour fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit taste trait. The question tells you that the F allele, which is for sour fruit, is dominant over the f allele, which is for sweet fruit.
Sweet fruit is the recessive allele's version of the fruit taste trait. A muskmelon plant with the recessive version of the fruit taste trait must have only recessive alleles for the fruit taste gene. So, offspring with sweet fruit must have the genotype ff.
There are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.
Sour fruit is the dominant allele's version of the fruit taste trait. A muskmelon plant with the dominant version of the fruit taste trait must have at least one dominant allele for the fruit taste gene. So, offspring with sour fruit must have the genotype FF or Ff.
There are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.
So, the expected ratio of offspring with sweet fruit to offspring with sour fruit is 2:2. This means that, on average, this cross will produce 2 offspring with sweet fruit for every 2 offspring with sour fruit.


Question: What is the capital of Montana?

Choices:
- Cheyenne
- Helena
- Billings
- Missoula

social science

Solution: Helena is the capital of Montana.


Question: What is the capital of Kansas?

Choices:
- Jefferson City
- Topeka
- Reno
- Lansing

social science

Solution: Topeka is the capital of Kansas.


Question: Which country is highlighted?

Choices:
- the Marshall Islands
- New Zealand
- Australia
- Papua New Guinea

social science

Identify and select countries of Oceania

Solution: This country is New Zealand.


Question: Which ocean is highlighted?

Choices:
- the Arctic Ocean
- the Atlantic Ocean
- the Indian Ocean
- the Southern Ocean

social science

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

Solution: This is the Arctic Ocean.


Question: Which of the following could Sebastian's test show?

Choices:
- how steady a parachute with a 1 m vent was at 200 km per hour
- whether a parachute with a 1 m vent would swing too much at 400 km per hour
- if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour

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.

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

natural science

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.


Question: Is the air inside a basketball a solid, a liquid, or a gas?

Choices:
- a liquid
- a solid
- a gas

natural science

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.

Solution:
The air inside a basketball is a gas. A gas expands to fill a space.
The air fills all the space inside the basketball. If air leaks out, it will expand into the space around the ball.


Question: What is the capital of Mississippi?

Choices:
- Birmingham
- Saint Paul
- Biloxi
- Jackson

social science

Identify state capitals of the Southeast

Solution: Jackson is the capital of Mississippi.


Question: Identify the question that Barbara's experiment can best answer.

Choices:
- Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?
- Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?

The passage below describes an experiment. Read the passage and then follow the instructions below.

Barbara prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Barbara soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Barbara scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.

natural science

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?


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

Choices:
- The magnitude of the magnetic force is the same in both pairs.
- The magnitude of the magnetic force is greater in Pair 1.
- The magnitude of the magnetic force is greater in Pair 2.

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

natural science

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

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


Question: Which solution has a higher concentration of green particles?

Choices:
- Solution A
- Solution B
- neither; their concentrations are the same

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

natural science

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

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


Question: What is the name of the colony shown?

Choices:
- Massachusetts
- Maryland
- North Carolina
- New Hampshire

social science

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


Question: Which of these continents does the prime meridian intersect?

Choices:
- Europe
- Australia
- North America

social science

Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.

Solution: The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect North America or Australia.


Question: Which better describes the Mount Rainier National Park ecosystem?

Choices:
- It has long, cold winters. It also has many evergreen trees.
- It has short, cool summers. It also has soil that is rich in nutrients.

Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State.

natural science

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

Solution: 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, Mount Rainier National Park has long, cold winters. It also has many evergreen trees.


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

Choices:
- The magnitude of the magnetic force is the same in both pairs.
- The magnitude of the magnetic force is greater in Pair 1.
- The magnitude of the magnetic force is greater in Pair 2.

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

natural science

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


Question: Which is this organism's scientific name?

Choices:
- red-tailed hawk
- Buteo jamaicensis

This organism is Buteo jamaicensis. It is also called a red-tailed hawk.

natural science

An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.

Solution:
Buteo jamaicensis is written in italics. The first word is capitalized, and the second word is not.
So, Buteo jamaicensis is the scientific name.


Question: Which continent is highlighted?

Choices:
- South America
- North America
- Asia
- Antarctica

social science

A continent is one of the major land masses on the earth. Most people say there are seven continents.

Solution: This continent is Asia.


Question: Does this passage describe the weather or the climate?

Choices:
- weather
- climate

Figure: Nepal.
A group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.

natural science

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.

Solution:
Read the passage carefully.
A group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.
The underlined part of the passage tells you about the temperature in Nepal last Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.


Question: What is the capital of Texas?

Choices:
- Raleigh
- Montgomery
- Austin
- Dallas

social science

Identify state capitals of the Southeast

Solution: Austin is the capital of Texas.


Question: Will these magnets attract or repel each other?

Choices:
- repel
- attract

Two magnets are placed as shown.

Hint: Magnets that attract pull together. Magnets that repel push apart.

natural science

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.

Solution:
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.


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

Choices:
- 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.

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.

natural science

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

Solution:
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.


Question: Which property matches this object?

Choices:
- stretchy
- yellow

natural science

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.

Solution:
Look at the object.
Think about each property.
Yellow is a color.
This color is yellow. The helium balloons are not yellow.
A stretchy object gets longer when you pull on it. The helium balloons are stretchy.


Question:
Is the following statement about our solar system true or false?
Neptune's volume is more than 100 times as large as Earth's.

Choices:
- false
- true

Use the data to answer the question below.

natural science

Analyze data to compare properties of planets

A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18

Solution:
To determine if this statement is true, calculate the value of 100 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's.


Question: Why are deserts so dry?

Choices:
- The sand soaks up all the rain.
- They don't get very much rain.

Read the passage about deserts.
Deserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years!
Many people think that all deserts are hot and sandy. But there are cold deserts, too. The world's largest desert, Antarctica, is covered with ice. Antarctica is the coldest place on Earth!

language science

Read and understand informational passages

Solution:
Look at the passage. It tells you why deserts are so dry.
Deserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years!


Question: Which continent is highlighted?

Choices:
- Europe
- Antarctica
- North America
- South America

social science

A continent is one of the major land masses on the earth. Most people say there are seven continents.

Solution: This continent is North America.


Question: Which material is this pool toy made of?

Choices:
- plastic
- wool

natural science

A material is a type of matter. Wood, glass, metal, and plastic are common materials.

Solution:
Look at the picture of the pool toy.
The pool toy is made of plastic.
Many pool toys are filled with air. The air inside the toy helps it float in water. Other pool toys are made of styrofoam. Styrofoam floats, even when it is not filled with air.


Question: Select the organism in the same species as the red-billed gull.

Choices:
- Haliaeetus leucocephalus
- Chroicocephalus ridibundus
- Chroicocephalus scopulinus

This organism is a red-billed gull. Its scientific name is Chroicocephalus scopulinus.

natural science

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.

Solution:
A red-billed gull's scientific name is Chroicocephalus scopulinus.
Chroicocephalus scopulinus has the same scientific name as a red-billed gull. So, these organisms are in the same species.
Haliaeetus leucocephalus does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Haliaeetus leucocephalus are not in the same species.
Chroicocephalus scopulinus is in the same genus as Chroicocephalus ridibundus, but they are not in the same species.
Organisms in the same species have the same scientific names. Chroicocephalus scopulinus and Chroicocephalus ridibundus are different species within the same genus.


Question: What is the capital of Rhode Island?

Choices:
- Annapolis
- Newport
- Providence
- Boston

social science

Identify state capitals of the Northeast

Solution: Providence is the capital of Rhode Island.


Question: What is the capital of New Jersey?

Choices:
- Hartford
- Newark
- Trenton
- Jersey City

social science

Identify state capitals of the Northeast

Solution: Trenton is the capital of New Jersey.


Question: Can Danio rerio cells make their own food?

Choices:
- yes
- no

This organism is Danio rerio. It is a member of the animal kingdom.
Danio rerio is commonly called a zebrafish. Young zebrafish are see-through! Scientists can easily observe their insides. This trait makes zebrafish a useful organism for scientists to study.

natural science

Describe, classify, and compare kingdoms

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

Solution: Danio rerio is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.


Question: Is apple juice a solid or a liquid?

Choices:
- a solid
- a liquid

natural science

Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.

Solution:
Apple juice is a liquid. A liquid takes the shape of any container it is in.
If you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space.


Question: Which of the following could Mason's test show?

Choices:
- how steady a parachute with a 1 m vent was at 200 km per hour
- if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour
- whether a parachute with a 1 m vent would swing too much at 400 km per hour

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.

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

natural science

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.


Question: What is the capital of Florida?

Choices:
- Orlando
- Baton Rouge
- Tallahassee
- Tampa

social science

Identify state capitals of the Southeast

Solution: Tallahassee is the capital of Florida.


Question: What is the capital of Illinois?

Choices:
- Chicago
- Springfield
- Topeka
- Annapolis

social science

Solution: Springfield is the capital of Illinois.


Question: What is the name of the colony shown?

Choices:
- Delaware
- South Carolina
- Pennsylvania
- New Jersey

social science

Solution: The colony is Delaware.


Question: What is the name of the colony shown?

Choices:
- New Hampshire
- West Virginia
- Virginia
- New York

social science


Question: Which property do these two objects have in common?

Choices:
- smooth
- blue

natural science

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Different objects can have the same properties. You can use these properties to put objects into groups.

Solution:
Look at each object.
For each object, decide if it has that property.
A smooth object is not scratchy or rough. Both objects are smooth.
Blue is a color.
This color is blue. Neither of the objects are blue.
The property that both objects have in common is smooth.


Question: What is the name of the colony shown?

Choices:
- Virginia
- Connecticut
- New Hampshire
- Pennsylvania

social science

Solution: The colony is Pennsylvania.


Question: What can Rosa and Alexandra trade to each get what they want?

Choices:
- Rosa can trade her tomatoes for Alexandra's broccoli.
- Rosa can trade her tomatoes for Alexandra's carrots.
- Alexandra can trade her almonds for Rosa's tomatoes.
- Alexandra can trade her broccoli for Rosa's oranges.

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.
Rosa and Alexandra open their lunch boxes in the school cafeteria. Neither Rosa nor Alexandra got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Rosa's lunch Alexandra's lunch

social science

Solution:
Look at the table and images.
Rosa wants broccoli. Alexandra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: What is the expected ratio of offspring with yellow fruit to offspring with red fruit? Choose the most likely ratio.

Choices:
- 0:4
- 2:2
- 1:3
- 4:0
- 3:1

In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).
This Punnett square shows a cross between two tomato plants.

natural science

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.

Solution:
To determine how many boxes in the Punnett square represent offspring with yellow fruit or red fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.
Yellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.
All 4 boxes in the Punnett square have the genotype ff.
Red fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.
There are 0 boxes in the Punnett square with the genotype FF or Ff.
So, the expected ratio of offspring with yellow fruit to offspring with red fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with yellow fruit. This cross is expected to never produce offspring with red fruit.


Question: During this time, thermal energy was transferred from () to ().

Choices:
- each refrigerator . . . the surroundings
- the surroundings . . . each refrigerator

Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.

natural science

A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.

Solution: The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.


Question:
Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.

Choices:
- false
- true

Use the data to answer the question below.

natural science

Analyze data to compare properties of planets

A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18

Solution:
To determine if this statement is true, calculate the value of ten times the volume of Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.


Question: Which solution has a higher concentration of yellow particles?

Choices:
- Solution A
- neither; their concentrations are the same
- Solution B

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

natural science

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

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


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

Choices:
- 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.

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.

natural science

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.

Solution:
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.
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.


Question: What is the name of the colony shown?

Choices:
- New York
- Rhode Island
- Delaware
- Virginia

social science

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


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

Choices:
- The magnitude of the magnetic force is the same in both pairs.
- The magnitude of the magnetic force is smaller in Pair 2.
- The magnitude of the magnetic force is smaller in Pair 1.

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.

natural science

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.

Solution:
The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.


Question: Which month is the wettest on average in Christchurch?

Choices:
- April
- December
- May

Use the graph to answer the question below.

natural science

Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.

Solution:
To describe the average precipitation trends in Christchurch, look at the graph.
Choice "Apr" is incorrect.
Choice "May" is incorrect.
Choice "Dec" is incorrect.
May has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.


Question: What is the capital of Kentucky?

Choices:
- Pierre
- Lexington
- Frankfort
- Jefferson City

social science

Identify state capitals of the Southeast

Solution: Frankfort is the capital of Kentucky.


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

Choices:
- The magnitude of the magnetic force is the same in both pairs.
- The magnitude of the magnetic force is smaller in Pair 1.
- The magnitude of the magnetic force is smaller in Pair 2.

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.

natural science

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.

Solution:
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.


Question: Which country is highlighted?

Choices:
- the Dominican Republic
- Dominica
- Trinidad and Tobago
- Grenada

social science

Identify and select countries of the Caribbean

Solution: This country is Trinidad and Tobago.


Question: Which of the following could Tara and Rosanne's test show?

Choices:
- if the concrete from each batch took the same amount of time to dry
- if a new batch of concrete was firm enough to use

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.

Tara and Rosanne 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.

natural science

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.


Question: What is the capital of Nebraska?

Choices:
- Providence
- Saint Paul
- Lincoln
- Kansas City

social science

Solution: Lincoln is the capital of Nebraska.


Question: Which statement describes the Sonoran Desert ecosystem?

Choices:
- It has many different types of organisms.
- It has thick, moist soil.
- It has only a few types of organisms.

Figure: Sonoran Desert.
The Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.

natural science

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

Solution: A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil. It has only a few types of organisms.


Question: Which continent is highlighted?

Choices:
- Australia
- North America
- South America
- Asia

social science

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

Solution: This continent is Asia.


Question: Which of these states is farthest north?

Choices:
- Tennessee
- New Mexico
- Rhode Island
- Kansas

social science

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

Solution: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Rhode Island is farthest north.


Question: Which property matches this object?

Choices:
- rough
- stretchy

natural science

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.

Solution:
Look at the object.
Think about each property.
A stretchy object gets longer when you pull on it. The rock are not stretchy.
A rough object feels scratchy when you touch it. The rock are rough.


Question: Which type of relationship is formed when an alpheid shrimp shares its burrow with a goby?

Choices:
- commensal
- parasitic
- mutualistic

Read the passage. Then answer the question.

Alpheid shrimp are small crustaceans that build burrows, or underground shelters, in the sand. Alpheid shrimp are blind and are vulnerable to predators when they are outside of their burrows.
A shrimp can share its burrow with a fish called a goby. The goby acts as a lookout for the blind shrimp. When the shrimp leaves the safety of the burrow, it touches its antennae to the goby's tail. If a predator comes near, the goby flicks its tail, alerting the shrimp to the danger. Both animals then retreat to the safety of the burrow.
Figure: a goby and an alpheid shrimp at the entrance of a burrow.

natural science

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)

Solution:
When an alpheid shrimp shares its burrow with a goby, the goby alerts the shrimp about nearby predators. These alerts help the shrimp survive. So, the shrimp benefits from its relationship with the goby.
The goby also receives protection from predators when it shares the shrimp's burrow. So, the goby also benefits from its relationship with the shrimp.
Since both the shrimp and the goby benefit, a mutualistic relationship is formed when an alpheid shrimp shares its burrow with a goby.


Question: What is the name of the colony shown?

Choices:
- Delaware
- Georgia
- Indiana
- Maryland

social science

Solution: The colony is Georgia.


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

Choices:
- The magnitude of the magnetic force is the same in both pairs.
- The magnitude of the magnetic force is smaller in Pair 1.
- The magnitude of the magnetic force is smaller in Pair 2.

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.

natural science

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.

Solution:
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.


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

Choices:
- The magnitude of the magnetic force is the same in both pairs.
- The magnitude of the magnetic force is smaller in Pair 2.
- The magnitude of the magnetic force is smaller in Pair 1.

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.

natural science

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.

Solution:
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.


Question: Which animal's mouth is also adapted to eat plant matter?

Choices:
- cougar
- impala

Goats are herbivores, or plant eaters. They eat grass and leaves. The 's mouth is adapted to grind up and eat plant matter.
Figure: goat.

natural science

Animal adaptations: beaks, mouths, and necks

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.

Solution:
Look at the picture of the goat.
The goat has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the goat reach leaves and grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The impala has long jaws and flat teeth. Its mouth is adapted to eat plant matter.
The cougar has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The cougar uses its mouth to eat other animals.


Question: What can Nancy and Dominic trade to each get what they want?

Choices:
- Nancy can trade her tomatoes for Dominic's carrots.
- Dominic can trade his broccoli for Nancy's oranges.
- Dominic can trade his almonds for Nancy's tomatoes.
- Nancy can trade her tomatoes for Dominic's broccoli.

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.
Nancy and Dominic open their lunch boxes in the school cafeteria. Neither Nancy nor Dominic got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Nancy's lunch Dominic's lunch

social science

Solution:
Look at the table and images.
Nancy wants broccoli. Dominic wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: Which country is highlighted?

Choices:
- Barbados
- Saint Vincent and the Grenadines
- Cuba
- Saint Lucia

social science

Identify and select countries of the Caribbean

Solution: This country is Barbados.


Question: Which material is this toilet plunger made of?

Choices:
- wood
- porcelain

natural science

A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood.

Solution:
Look at the picture of the toilet plunger.
The toilet plunger is made of two different materials. The handle is made of wood, and the head is made of rubber.
Rubber is a good material for a toilet plunger because it is flexible. The plunger can bend to the shape of the toilet.


Question: Which country is highlighted?

Choices:
- Australia
- Palau
- Papua New Guinea
- New Zealand

social science

Identify and select countries of Oceania

Solution: This country is New Zealand.


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

Choices:
- tetraphosphorus
- fluoromethane
- chloromethane

natural science

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.


Question: What is the capital of New Hampshire?

Choices:
- Salem
- Concord
- Fort Wayne
- Manchester

social science

Identify state capitals of the Northeast

Solution: Concord is the capital of New Hampshire.


Question: Select the mammal below.

Choices:
- common toad
- human
- box turtle
- clownfish

Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A koala is an example of a mammal.

natural science

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.

Solution:
A common toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A clownfish is a fish. It lives underwater. It has fins, not limbs.
Clownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.
A human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.


Question: Is the wind through a tree a solid, a liquid, or a gas?

Choices:
- a solid
- a gas
- a liquid

natural science

Identify and sort 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 are thicker than 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. The oxygen you breathe is a gas. The helium in a balloon is also a gas.

Solution: Wind through a tree is air that is moving! Air is a gas. The air expands to fill the space around each tree branch.


Question: In this food web, which organism contains matter that eventually moves to the earthworm?

Choices:
- barren-ground caribou
- mushroom
- grizzly bear
- bear sedge

Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.

natural science

A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.

Solution:
Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.
The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.There are three paths matter can take from the bear sedge to the earthworm: bear sedge->brown lemming->Arctic fox->earthworm. bear sedge->brown lemming->snowy owl->earthworm. bear sedge->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.. There are four paths matter can take from the bilberry to the earthworm: bilberry->Arctic fox->earthworm. bilberry->brown lemming->Arctic fox->earthworm. bilberry->brown lemming->snowy owl->earthworm. bilberry->brown lemming->parasitic jaeger->rough-legged hawk->earthworm.


Question: Which country is highlighted?

Choices:
- Tonga
- Solomon Islands
- Vanuatu
- Fiji

social science

Identify and select countries of Oceania

Solution: This country is Fiji.


Question: Which continent is highlighted?

Choices:
- Africa
- Europe
- South America
- North America

social science

A continent is one of the major land masses on the earth. Most people say there are seven continents.

Solution: This continent is Africa.


Question: What is the capital of New Jersey?

Choices:
- Trenton
- Honolulu
- Jersey City
- Hartford

social science

Identify state capitals of the Northeast

Solution: Trenton is the capital of New Jersey.


Question: What can Clara and Hazel trade to each get what they want?

Choices:
- Clara can trade her tomatoes for Hazel's broccoli.
- Hazel can trade her almonds for Clara's tomatoes.
- Clara can trade her tomatoes for Hazel's carrots.
- Hazel can trade her broccoli for Clara's oranges.

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.
Clara and Hazel open their lunch boxes in the school cafeteria. Neither Clara nor Hazel got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Clara's lunch Hazel's lunch

social science

Solution:
Look at the table and images.
Clara wants broccoli. Hazel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: Select the fish below.

Choices:
- flamingo
- bull shark

Fish live underwater. They have fins, not limbs. A piranha is an example of a fish.

natural science

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.

Solution:
A bull shark is a fish. It lives underwater. It has fins, not limbs.
Bull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.
A flamingo is a bird. It has feathers, two wings, and a beak.
Flamingos live in large groups. These groups are called flocks.


Question: What can Erik and Lily trade to each get what they want?

Choices:
- Erik can trade his tomatoes for Lily's broccoli.
- Lily can trade her almonds for Erik's tomatoes.
- Lily can trade her broccoli for Erik's oranges.
- Erik can trade his tomatoes for Lily's carrots.

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.
Erik and Lily open their lunch boxes in the school cafeteria. Neither Erik nor Lily got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Erik's lunch Lily's lunch

social science

Solution:
Look at the table and images.
Erik wants broccoli. Lily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: Which statement is true about the average monthly temperature in New York City?

Choices:
- January and February are the coldest months of the year.
- The temperature does not change much from month to month.
- July, August, and September are colder than the other months of the year.

Use the graph to answer the question below.

natural science

Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.

Solution:
To describe the average temperature trends in New York City, look at the graph.
Choice "Feb" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "Sep" is incorrect.
Choice "Jan" is incorrect.
Choice "The temperature does not change much from month to month." is incorrect.
Some months of the year have much higher temperatures than others. So, the temperature does change a lot from month to month.
Choice "July, August, and September are colder than the other months of the year." is incorrect.
The average temperatures in July, August, and September are around 75°F. These months have the highest average temperatures of any months. So, they are hotter, not colder, than the other months.
Choice "January and February are the coldest months of the year." is incorrect.
The average temperatures in January and February are between 30°F and 35°F. These months have the lowest average temperatures of all of the months. So, they are the coldest months of the year.


Question: Which better describes the Cape Breton Highlands National Park ecosystem?

Choices:
- It has short, cool summers. It also has soil that is rich in nutrients.
- It has many evergreen trees. It also has soil that is poor in nutrients.

Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada.

natural science

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

Solution: 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, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients.


Question: What is the capital of Alabama?

Choices:
- Cheyenne
- Charleston
- Montgomery
- Providence

social science

Identify state capitals of the Southeast

Solution: Montgomery is the capital of Alabama.


Question: Which term matches the picture?

Choices:
- respiratory system
- circulatory system

Read the text.
Your body has many systems that perform important tasks to keep you alive and well. For example, your circulatory system is responsible for moving the oxygen, nutrients, and wastes in blood through your body. Your heart, lungs, and blood vessels are all part of your circulatory system. Your lungs are also an important part of your respiratory system, along with your nose and throat. Your respiratory system includes the parts of your body that help you breathe.

language science

Determine the meaning of domain-specific words with pictures

Solution: The circulatory system includes the heart, lungs, and blood vessels. It moves, or circulates, nutrients through the body.


Question: What is the name of the colony shown?

Choices:
- Virginia
- South Carolina
- Georgia
- North Carolina

social science

Solution: The colony is North Carolina.


Question: Which continent is highlighted?

Choices:
- South America
- Antarctica
- Africa
- North America

social science

A continent is one of the major land masses on the earth. Most people say there are seven continents.

Solution: This continent is Africa.


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

Choices:
- The magnetic force is weaker in Pair 2.
- The strength of the magnetic force is the same in both pairs.
- The magnetic force is weaker in Pair 1.

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.

natural science

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.

Solution:
Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.


Question: Select the organism in the same genus as the European green toad.

Choices:
- Bufo bufo
- Lithobates blairi
- Hyla japonica

This organism is a European green toad. Its scientific name is Bufo viridis.

natural science

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.

Solution:
A European green toad's scientific name is Bufo viridis. The first word of its scientific name is Bufo.
Lithobates blairi is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates blairi and Bufo viridis are not in the same genus.
Bufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Bufo viridis are in the same genus.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo viridis are not in the same genus.


Question: Which animal's mouth is also adapted to tear through meat?

Choices:
- orca
- tamandua

Leopards are carnivores, or meat eaters. They eat large mammals like deer and antelope. The 's mouth is adapted to tear through meat.
Figure: leopard.

natural science

Animal adaptations: beaks, mouths, and necks

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.

Solution:
Look at the picture of the leopard.
The leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The orca has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.
The tamandua has a long tube-shaped mouth and no teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The tamandua uses its mouth to get insects out of holes and burrows.


Question: What can Ian and Joseph trade to each get what they want?

Choices:
- Joseph can trade his almonds for Ian's tomatoes.
- Ian can trade his tomatoes for Joseph's carrots.
- Ian can trade his tomatoes for Joseph's broccoli.
- Joseph can trade his broccoli for Ian's oranges.

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.
Ian and Joseph open their lunch boxes in the school cafeteria. Neither Ian nor Joseph got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ian's lunch Joseph's lunch

social science

Solution:
Look at the table and images.
Ian wants broccoli. Joseph wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: During this time, thermal energy was transferred from () to ().

Choices:
- the surroundings . . . each battery
- each battery . . . the surroundings

Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.

natural science

A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.

Solution: The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.


Question: Which animal's skin is also adapted for survival in cold places?

Choices:
- Eurasian lynx
- thorny devil

Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.
Figure: polar bear.

natural science

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.

Solution:
Look at the picture of the polar bear.
The polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.
The thorny devil has spines covering much of its skin. Its skin is not adapted for survival in cold places.


Question: Does this passage describe the weather or the climate?

Choices:
- climate
- weather

Figure: Algeria.
Dark clouds hung over the coast of Algeria last weekend.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.

natural science

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.

Solution:
Read the passage carefully.
Dark clouds hung over the coast of Algeria last weekend.
This passage tells you about last weekend's cloud cover on the coast of Algeria. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.


Question:
Is the following statement about our solar system true or false?
The volume of Neptune is less than 75% of the volume of Uranus.

Choices:
- false
- true

Use the data to answer the question below.

natural science

Analyze data to compare properties of planets

A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.

Solution:
To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.


Question: What is the name of the colony shown?

Choices:
- New Jersey
- Delaware
- Michigan
- Indiana

social science

Solution: The colony is New Jersey.


Question: What can Tristan and Lorenzo trade to each get what they want?

Choices:
- Lorenzo can trade his broccoli for Tristan's oranges.
- Tristan can trade his tomatoes for Lorenzo's broccoli.
- Lorenzo can trade his almonds for Tristan's tomatoes.
- Tristan can trade his tomatoes for Lorenzo's carrots.

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.
Tristan and Lorenzo open their lunch boxes in the school cafeteria. Neither Tristan nor Lorenzo got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Tristan's lunch Lorenzo's lunch

social science

Solution:
Look at the table and images.
Tristan wants broccoli. Lorenzo wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: Which country is highlighted?

Choices:
- Haiti
- the Dominican Republic
- Cuba
- Dominica

social science

Identify and select countries of the Caribbean

Solution:
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.


Question: What is the capital of New Mexico?

Choices:
- Santa Fe
- Columbia
- Albuquerque
- Minneapolis

social science

Solution: Santa Fe is the capital of New Mexico.


Question: What is the capital of Louisiana?

Choices:
- Frankfort
- Salem
- Baton Rouge
- New Orleans

social science

Identify state capitals of the Southeast

Solution: Baton Rouge is the capital of Louisiana.


Question: Which of these states is farthest east?

Choices:
- Arkansas
- Montana
- Arizona
- Ohio

social science

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

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


Question: Which continent is highlighted?

Choices:
- Europe
- Asia
- Australia
- South America

social science

A continent is one of the major land masses on the earth. Most people say there are seven continents.

Solution: This continent is Europe.


Question: Select the organism in the same species as the slender-spined porcupinefish.

Choices:
- Amphiprion frenatus
- Amphiprion perideraion
- Diodon nicthemerus

This organism is a slender-spined porcupinefish. Its scientific name is Diodon nicthemerus.

natural science

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.

Solution:
A slender-spined porcupinefish's scientific name is Diodon nicthemerus.
Amphiprion frenatus does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion frenatus are not in the same species.
Amphiprion perideraion does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion perideraion are not in the same species.
Diodon nicthemerus has the same scientific name as a slender-spined porcupinefish. So, these organisms are in the same species.


Question: Which ocean is highlighted?

Choices:
- the Arctic Ocean
- the Atlantic Ocean
- the Indian Ocean
- the Southern Ocean

social science

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

Solution:
This is the Southern Ocean.
The Southern Ocean reaches from the shores of Antarctica to 60° South latitude.


Question: Which specific humidity level was measured within the outlined area shown?

Choices:
- 24 grams of water vapor per kilogram of air
- 13 grams of water vapor per kilogram of air
- 9 grams of water vapor per kilogram of air

The map below shows humidity in the lower atmosphere on October 28, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division

natural science

To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.

Solution:
Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
24 grams of water vapor per kilogram of air is within this range.
9 and 13 grams of water vapor per kilogram of air are outside of this range.


Question: Which continent is highlighted?

Choices:
- Antarctica
- Asia
- Australia
- South America

social science

A continent is one of the major land masses on the earth. Most people say there are seven continents.

Solution: This continent is Australia.


Question: During this time, thermal energy was transferred from () to ().

Choices:
- each aquarium . . . the surroundings
- the surroundings . . . each aquarium

Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.

natural science

A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.

Solution: The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.


Question: What can Rosa and Kylie trade to each get what they want?

Choices:
- Kylie can trade her almonds for Rosa's tomatoes.
- Rosa can trade her tomatoes for Kylie's broccoli.
- Rosa can trade her tomatoes for Kylie's carrots.
- Kylie can trade her broccoli for Rosa's oranges.

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.
Rosa and Kylie open their lunch boxes in the school cafeteria. Neither Rosa nor Kylie got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Rosa's lunch Kylie's lunch

social science

Solution:
Look at the table and images.
Rosa wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.


Question: Which property matches this object?

Choices:
- rough
- slippery

natural science

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.

Solution:
Look at the object.
Think about each property.
A rough object feels scratchy when you touch it. The potato sack is rough.
A slippery object is hard to hold onto or stand on. The potato sack is not slippery.


Question: Which property do these three objects have in common?

Choices:
- translucent
- transparent
- sour

natural science

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.

Solution:
Look at each object.
For each object, decide if it has that property.
A translucent object lets light through. But you cannot see clearly through a translucent object. The green apple is not translucent.
You can see clearly through a transparent object. The green apple and the lime are not transparent.
A lemon has a sour taste. All three objects are sour.
The property that all three objects have in common is sour.


Question: Which state is highlighted?

Choices:
- Washington
- New Mexico
- California
- Alaska

social science

Solution: This state is New Mexico.


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

Choices:
- The magnitude of the magnetic force is greater in Pair 2.
- The magnitude of the magnetic force is greater in Pair 1.
- The magnitude of the magnetic force is the same in both pairs.

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.

natural science

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

Solution:
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.