Question: Which animal is also adapted to use its neck to appear large and scary to a predator?

Choices:
- bearded dragon
- green anole

Spectacled cobras are snakes. Their predators include mongooses and eagles. The cobra uses its neck to appear large and scary to a predator.
Figure: spectacled cobra.

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 neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.

Solution:
Look at the picture of the spectacled cobra.
When frightened, the spectacled cobra can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.
The green anole has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.


Question: What can Maya and Hanson trade to each get what they want?

Choices:
- Maya can trade her tomatoes for Hanson's carrots.
- Hanson can trade his almonds for Maya's tomatoes.
- Hanson can trade his broccoli for Maya's oranges.
- Maya can trade her tomatoes for Hanson'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.
Maya and Hanson open their lunch boxes in the school cafeteria. Neither Maya nor Hanson 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.
Maya's lunch Hanson's lunch

social science

Solution:
Look at the table and images.
Maya wants broccoli. Hanson 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 mammal below.

Choices:
- Banggai cardinalfish
- black howler
- snowy owl
- gray crowned crane

Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A red kangaroo 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 snowy owl is a bird. It has feathers, two wings, and a beak.
Snowy owls live in cold places. Even their feet have feathers to keep warm!
A gray crowned crane is a bird. It has feathers, two wings, and a beak.
Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.
A black howler is a mammal. It has hair and feeds its young milk.
Howler monkeys have loud calls, or howls. Their calls can be heard over three miles away!
A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.


Question: Select the organism in the same species as the Christmas tree worm.

Choices:
- Sphodromantis viridis
- Spirobranchus giganteus
- Macropus giganteus

This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.

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 Christmas tree worm's scientific name is Spirobranchus giganteus.
Sphodromantis viridis does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Sphodromantis viridis are not in the same species.
Macropus giganteus does have the same species within its genus as a Christmas tree worm, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Spirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.


Question: Is andesite a mineral or a rock?

Choices:
- mineral
- rock

Andesite has the following properties:
found in nature
solid
not a pure substance
not made by living things
made up of coarse and fine mineral grains
no fixed crystal structure

natural science

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

Solution: The properties of andesite match the properties of a rock. So, andesite is a rock.


Question: Which month has the lowest average precipitation in London?

Choices:
- July
- February
- November

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. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.

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


Question: Which of these states is farthest north?

Choices:
- Virginia
- New Hampshire
- South Carolina
- Texas

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. New Hampshire is farthest north.


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

Choices:
- smooth
- rough

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.
A rough object feels scratchy when you touch it. Neither of the objects are rough.
The property that both objects have in common is smooth.


Question: Which country is highlighted?

Choices:
- Saint Vincent and the Grenadines
- Grenada
- the Dominican Republic
- Trinidad and Tobago

social science

Identify and select countries of the Caribbean

Solution: This country is Grenada.


Question: Which of the following best describes an ecosystem on a prairie in Nebraska?

Choices:
- the sand dunes, the prairie sandreed, and the greater prairie chickens
- the red foxes
- the seeds, the leaves, and the insects

Read the passage. Then answer the question below.

In the Sandhills region of Nebraska, a grassy prairie grows on sand dunes. The roots of grasses, such as the prairie sandreed, help hold the sand in place.
Greater prairie chickens roam through the grasses eating seeds, leaves, and insects. Adult prairie chickens are prey for coyotes, great horned owls, and red-tailed hawks. Their eggs can be eaten by raccoons, skunks, and red foxes.
Figure: greater prairie chickens on a Nebraska prairie.

natural science

Describe populations, communities, and ecosystems

In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.


Question: Which of the following was an independent variable in this experiment?

Choices:
- the number of times the plots were burned each year
- the number of unwanted grasses

The passage below describes an experiment. Read the passage and think about the variables that are described.

Dr. Spencer was the land manager for a prairie that had become overrun by unwanted grasses. These grasses crowded out other plants. Dr. Spencer thought that she could use fire to remove the unwanted grasses and allow other plants to grow. But she didn't know how often the prairie should be burned.
Dr. Spencer marked off six plots within a large area of the prairie. She used carefully controlled fires to burn all of the plants in each plot. She burned three of the plots once a year for three years. She burned the other three plots twice a year for three years. A year after the last fire, Dr. Spencer counted the number of unwanted grasses in each of the six plots.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a fire burning through a prairie.

natural science

Identify independent and dependent variables

Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.


Question: Based on the bubble map, which animals sleep during the day?

Choices:
- koalas
- kangaroos

language science

A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.

Solution:
A bubble map uses lines to connect things that are related. This bubble map shows information about different kinds of marsupials.
Koalas is directly connected to sleep during the day. This tells you that koalas sleep during the day.


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

Choices:
- snowy owl
- hairy armadillo

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.
The snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.
The hairy armadillo has scales covering much of its skin. Its skin is not adapted for survival in cold places.


Question: What is the capital of South Dakota?

Choices:
- Pierre
- Sioux Falls
- Jefferson City
- Rapid City

social science

Solution: Pierre is the capital of South Dakota.


Question:
Complete the statement.
Silicon carbide is ().

Choices:
- a compound
- an elementary substance

The model below represents silicon carbide. Silicon carbide is a hard substance used in car brakes and in bulletproof vests.

natural science

Classify elementary substances and compounds using models

There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents the compound pyrite.
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.

Solution:
Use the model to determine whether silicon carbide is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.
You can see from the model that silicon carbide is composed of carbon atoms and silicon atoms bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that silicon carbide is composed of two chemical elements: carbon and silicon. Since silicon carbide is composed of multiple chemical elements bonded together, silicon carbide is a compound.


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 2.
- The magnitude of the magnetic force is greater 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.

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: Which of the following could Bridget's test show?

Choices:
- whether producing more insulin would help the bacteria grow faster
- whether she added enough nutrients to help the bacteria produce 20% more insulin
- whether different types of bacteria would need different nutrients to produce insulin

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.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Bridget was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Bridget gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.

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 Colorado?

Choices:
- Boulder
- Denver
- Provo
- Lincoln

social science

Solution: Denver is the capital of Colorado.


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 2.
- The magnitude of the magnetic force is greater 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 greater when there is a smaller 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 smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets 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 property do these four objects have in common?

Choices:
- flexible
- hard
- slippery

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 slippery object is hard to hold onto or stand on. All four objects are slippery.
A hard object does not change shape when pressed or squeezed. The ice hockey rink is hard, but the dish soap, the yogurt, and the butter are not.
A flexible object can be folded or bent without breaking easily. The ice hockey rink is not flexible.
The property that all four objects have in common is slippery.


Question: Which country is highlighted?

Choices:
- Vanuatu
- Tuvalu
- Tonga
- Fiji

social science

Identify and select countries of Oceania

Solution: This country is Fiji.


Question: Which of these continents does the equator intersect?

Choices:
- North America
- Africa
- Europe

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 equator is the line at 0° latitude. It intersects Africa. It does not intersect Europe or North America.


Question: What is the capital of Iowa?

Choices:
- Springfield
- Des Moines
- Lincoln
- Jefferson City

social science

Solution: Des Moines is the capital of Iowa.


Question: Select the fish below.

Choices:
- clownfish
- helmeted iguana

Fish live underwater. They have fins, not limbs. A salmon 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 clownfish is a fish. It lives underwater. It has fins, not limbs.
A helmeted iguana is a reptile. It has scaly, waterproof skin.


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

Choices:
- mushroom
- short-tailed weasel

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.
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.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. 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. There is one path matter can take from the short-tailed weasel to the earthworm: short-tailed weasel->snowy owl->earthworm. There is one path matter can take from the snowy owl to the earthworm: snowy owl->earthworm.


Question: Which state is highlighted?

Choices:
- Alabama
- Texas
- Mississippi
- Arkansas

social science

Solution: This state is Alabama.


Question: Which property matches this object?

Choices:
- bumpy
- sweet

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.
Sugar has a sweet taste. The pretzel is not sweet.
A bumpy object is covered in lumps and bumps. The pretzel is bumpy.


Question: Is peridotite a mineral?

Choices:
- no
- yes

Peridotite has the following properties:
solid
not a pure substance
naturally occurring
no fixed crystal structure
not made by living things

natural science

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

Solution: Peridotite does not have all the properties of a mineral. So, peridotite is not a mineral.


Question: Which is this organism's common name?

Choices:
- Carassius auratus
- goldfish

This organism is a goldfish. It is also called Carassius auratus.

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:
Carassius auratus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Carassius auratus is the organism's scientific name. So, you know that goldfish is the common name.


Question: What is the name of the colony shown?

Choices:
- Massachusetts
- Rhode Island
- New Hampshire
- Vermont

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: Select the mammal below.

Choices:
- green tree frog
- human

Mammals have hair or fur and feed their young milk. A red kangaroo 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. 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 human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.
A green tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.


Question: Which country is highlighted?

Choices:
- Trinidad and Tobago
- Saint Lucia
- Dominica
- the Dominican Republic

social science

Identify and select countries of the Caribbean

Solution: This country is Trinidad and Tobago.


Question: Which property matches this object?

Choices:
- rough
- colorful

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.

Solution:
Look at the object.
Think about each property.
A rough object feels scratchy when you touch it. The velcro is rough.
A colorful object has one or more bright colors. The velcro is not colorful.


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

Choices:
- if the blade guards would break in a crash
- how much the drone weighed with the blade guards
- if adding the blade guards made the drone fly poorly

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.

Emmy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Emmy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Emmy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.

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 Wyoming?

Choices:
- Cheyenne
- Laramie
- Savannah
- Denver

social science

Solution: Cheyenne is the capital of Wyoming.


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

Choices:
- whether producing more insulin would help the bacteria grow faster
- whether different types of bacteria would need different nutrients to produce insulin
- whether she added enough nutrients to help the bacteria produce 20% more insulin

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.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jasmine was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jasmine gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.

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: Which is the main persuasive appeal used in this ad?

Choices:
- pathos (emotion)
- ethos (character)
- logos (reason)

language science

Identify appeals to ethos, pathos, and logos in advertisements

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a "real person" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury

Solution: The ad appeals to logos, or reason. It uses a graph to display factual information.


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

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

In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele for yellow pods (d) is recessive to the allele for green pods (D).
This Punnett square shows a cross between two pea 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 pods or green pods, consider whether each phenotype is the dominant or recessive allele's version of the pod color trait. The question tells you that the d allele, which is for yellow pods, is recessive to the D allele, which is for green pods.
Yellow pods is the recessive allele's version of the pod color trait. A pea plant with the recessive version of the pod color trait must have only recessive alleles for the pod color gene. So, offspring with yellow pods must have the genotype dd.
There are 0 boxes in the Punnett square with the genotype dd.
Green pods is the dominant allele's version of the pod color trait. A pea plant with the dominant version of the pod color trait must have at least one dominant allele for the pod color gene. So, offspring with green pods must have the genotype DD or Dd.
All 4 boxes in the Punnett square have the genotype DD or Dd.
So, the expected ratio of offspring with yellow pods to offspring with green pods is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with yellow pods. Instead, this cross is expected to always produce offspring with green pods.


Question: What is the capital of New Hampshire?

Choices:
- Salt Lake City
- Atlanta
- Biloxi
- Concord

social science

Identify state capitals of the Northeast

Solution: Concord is the capital of New Hampshire.


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

Choices:
- sour
- soft
- shiny

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 soft object changes shape when pressed or squeezed. All four objects are soft.
A lemon has a sour taste. The melted marshmallow is not sour.
A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The melted marshmallow, the apron, and the stuffed dice are not shiny.
The property that all four objects have in common is soft.


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, 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 of the following could Tori's test show?

Choices:
- if the new turbine could turn easily
- how much the new turbine would weigh
- whether the new turbine could produce 10% more electricity

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.

Wind turbines use wind power to produce electricity. Tori was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Tori created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.

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: Which solution has a higher concentration of pink particles?

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

The diagram below is a model of two solutions. Each pink 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 pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.


Question: Which state is highlighted?

Choices:
- Pennsylvania
- Vermont
- Rhode Island
- New Jersey

social science

Solution: This state is New Jersey.


Question: Which material is this box made of?

Choices:
- wood
- brick

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 box.
The jewelry box is made of two different materials. The box is made of wood, and the hinges are metal.


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

Choices:
- caribou
- scarlet snake

s live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic hare.

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 Arctic hare.
During the winter, the Arctic hare has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic hare uses its fur to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.
The scarlet snake has thin scales covering its body. Its skin is not adapted for survival in cold places.


Question: Which of the following fossils is older? Select the more likely answer.

Choices:
- crocodile egg
- fern

This diagram shows fossils in an undisturbed sedimentary rock sequence.

natural science

Compare ages of fossils in a rock sequence

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

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


Question: What is the direction of this pull?

Choices:
- toward her hand
- away from her hand

A hiker uses her hand to clean up litter. She uses a force to pick the litter up off of the ground. This force is a pull.

natural science

A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.

Solution: The hiker pulls the litter up off of the ground. The direction of the pull is toward her hand.


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

Choices:
- Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?
- Do steel nails take fewer days to rust in water compared to vinegar?

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

Zach put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Zach checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.

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: Which ocean is highlighted?

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


Question: What is the direction of this pull?

Choices:
- toward the center of Earth
- away from the center of Earth

When a diver flips off of a platform, the force of Earth's gravity pulls him downward into the pool.

natural science

A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.

Solution: The force of Earth's gravity pulls the diver downward. The direction of the pull is toward the center of Earth.


Question: Select the amphibian below.

Choices:
- golden frog
- cardinalfish

Amphibians have moist skin and begin their lives in water. A green tree frog is an example of an amphibian.

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 golden frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.


Question: Which property matches this object?

Choices:
- hard
- soft

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 soft object changes shape when you squeeze it. The dress is soft.
A hard object keeps its shape when you squeeze it. The dress is not hard.


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

Choices:
- blue
- sticky

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 sticky object can stick to other things. Neither of the objects are sticky.
Blue is a color.
This color is blue. Both objects are blue.
The property that both objects have in common is blue.


Question: Which country is highlighted?

Choices:
- Grenada
- Antigua and Barbuda
- Trinidad and Tobago
- Saint Vincent and the Grenadines

social science

Identify and select countries of the Caribbean

Solution: This country is Grenada.


Question: Which country is highlighted?

Choices:
- the Marshall Islands
- Papua New Guinea
- the Federated States of Micronesia
- Palau

social science

Identify and select countries of Oceania

Solution: This country is the Federated States of Micronesia.


Question: What can Monica and Diana trade to each get what they want?

Choices:
- Monica can trade her tomatoes for Diana's carrots.
- Diana can trade her almonds for Monica's tomatoes.
- Diana can trade her broccoli for Monica's oranges.
- Monica can trade her tomatoes for Diana'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.
Monica and Diana open their lunch boxes in the school cafeteria. Neither Monica nor Diana 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.
Monica's lunch Diana's lunch

social science

Solution:
Look at the table and images.
Monica wants broccoli. Diana 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 animal's mouth is also adapted for bottom feeding?

Choices:
- bat ray
- emperor angelfish

Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.
The 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
Figure: sturgeon.

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 sturgeon.
The sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.
Now look at each animal. Figure out which animal has a similar adaptation.
The bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.
The emperor angelfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.


Question: What can Diana and Gabby trade to each get what they want?

Choices:
- Gabby can trade her almonds for Diana's tomatoes.
- Diana can trade her tomatoes for Gabby's sandwich.
- Diana can trade her tomatoes for Gabby's broccoli.
- Gabby can trade her broccoli for Diana'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.
Diana and Gabby open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.

social science

Solution:
Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the labeled part of the images.
Diana has tomatoes. Gabby has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.


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

Choices:
- which design would have the least traffic noise in the concert area
- if at least 20% of the park would be shaded by trees in each design
- which design would have the greatest distance between the concert area and the road

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.

Tamir was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Tamir thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.

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

Choices:
- The strength of the magnetic force is the same in both pairs.
- The magnetic force is weaker in Pair 2.
- 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 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.


Question: Which of these cities is marked on the map?

Choices:
- San Antonio
- Chicago
- San Francisco
- New York City

social science

Solution: The city is San Antonio, Texas. Chicago, New York City, and San Francisco are marked with gray circles on the map below.


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 rough object feels scratchy when you touch it. The pineapple is rough.
A stretchy object gets longer when you pull on it. The pineapple is not stretchy.


Question: Which of the following could Diane and Sofia's test show?

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

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.

Diane and Sofia 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: Which of the following could Brennan's test show?

Choices:
- if the weather station would work when the temperature was 50°C
- how well the weather station would work when it was windy

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.

Brennan was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Brennan wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.

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: Which animal is also adapted to be camouflaged in the snow?

Choices:
- Arctic fox
- screech owl

Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.

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 short-tailed weasel.
During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.
This screech owl has gray and brown feathers on its skin. It is not adapted to be camouflaged in the snow.


Question: Which term matches the picture?

Choices:
- camouflage
- mimicry

Read the text.
The way an animal looks can help to keep it safe from predators. Some animals use camouflage. These animals may blend into their environments so that it is hard for them to be seen.
Other animals find safety in being seen. Many venomous animals, for example, have brightly colored skins that warn off predators.
Finally, some animals may use mimicry to stay safe. These animals look like, or mimic, venomous animals so that predators will stay away.

language science

Determine the meaning of domain-specific words with pictures

Solution: Camouflage is at work when an animal is hard to see because it looks like its environment. For example, some butterflies look like leaves, so they are better hidden from predators.


Question: Which country is highlighted?

Choices:
- Samoa
- Nauru
- Tonga
- New Zealand

social science

Identify and select countries of Oceania

Solution: This country is Samoa.


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

Choices:
- the surroundings . . . each pizza
- each pizza . . . the surroundings

Bridgette was delivering two identical pizzas to a customer. While driving to the customer's house, Bridgette put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.

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 pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.


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

Choices:
- propane
- hydrazine
- iodine

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 West Virginia?

Choices:
- Tucson
- Charleston
- Jackson
- Billings

social science

Identify state capitals of the Southeast

Solution: Charleston is the capital of West Virginia.


Question: Select the organism in the same species as the black howler.

Choices:
- Ovis orientalis
- Alouatta caraya
- Ovis canadensis

This organism is a black howler. Its scientific name is Alouatta caraya.

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 black howler's scientific name is Alouatta caraya.
Ovis orientalis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis orientalis are not in the same species.
Ovis canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis canadensis are not in the same species.
Alouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species.


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

Choices:
- sweet
- sour
- blue

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.

Solution:
Look at each object.
For each object, decide if it has that property.
Blue is a color.
This color is blue. None of the objects are blue.
Sugar has a sweet taste. All three objects are sweet.
A lemon has a sour taste. None of the objects are sour.
The property that all three objects have in common is sweet.


Question: What is the capital of New Jersey?

Choices:
- Providence
- Trenton
- Jersey City
- Concord

social science

Identify state capitals of the Northeast

Solution: Trenton is the capital of New Jersey.


Question: Which country is highlighted?

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

social science

Identify and select countries of Oceania

Solution: This country is New Zealand.


Question: What is the name of the colony shown?

Choices:
- Massachusetts
- Virginia
- Maryland
- Rhode Island

social science

Solution:
The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.


Question: Which term matches the picture?

Choices:
- accuracy
- precision

Read the text.
In the sciences, it's important to distinguish between the accuracy and precision of measurements. Accuracy refers to how close measured values are to a true value. Precision refers to how close measured values are to each other. A common metaphor used to illustrate the difference between these terms is a bull's-eye, or target. Darts thrown accurately at a bull's-eye all hit close to the center of the target but not necessarily close to each other. Darts thrown precisely at a bull's-eye, by contrast, all hit the same spot but not necessarily at the center of the bull's-eye.

language science

Determine the meaning of domain-specific words with pictures

Solution: Precision refers to how close measurements are to each other. On a bull's-eye, a series of precise dart throws would all cluster around the same spot.


Question: Which animal is also adapted to be camouflaged in the snow?

Choices:
- polar bear
- porcupine

Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.

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 short-tailed weasel.
During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The polar bear has white fur covering its body. It is adapted to be camouflaged in the snow.
The porcupine has black-and-white spines covering its body. It is not adapted to be camouflaged in the snow.


Question: What is the capital of Minnesota?

Choices:
- Saint Paul
- Columbus
- Lincoln
- San Francisco

social science

Solution: Saint Paul is the capital of Minnesota.


Question: Which of these states is farthest west?

Choices:
- Virginia
- South Carolina
- Idaho
- Connecticut

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 west arrow is pointing. Idaho is farthest west.


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

Choices:
- fragile
- transparent
- opaque

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 fragile object will break into pieces if you drop it. All four objects are fragile.
An opaque object does not let light through. The ceramic plate is opaque, but the icicle, the window, and the glass are not.
You can see clearly through a transparent object. The window and the glass are transparent, but the ceramic plate is not.
The property that all four objects have in common is fragile.


Question:
Is the following statement about our solar system true or false?
75% of the planets are made mainly of rock.

Choices:
- true
- false

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: The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock.


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

Choices:
- sample B
- neither; the samples have the same temperature
- sample A

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

natural science

Identify how particle motion affects temperature and pressure

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

Solution:
The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.


Question: What is the capital of New Hampshire?

Choices:
- Boston
- Manchester
- Des Moines
- Concord

social science

Identify state capitals of the Northeast

Solution: Concord is the capital of New Hampshire.


Question: What is the capital of Arizona?

Choices:
- Phoenix
- Sacramento
- Cheyenne
- Tucson

social science

Solution: Phoenix is the capital of Arizona.


Question: Which country is highlighted?

Choices:
- Solomon Islands
- New Zealand
- Kiribati
- the Marshall Islands

social science

Identify and select countries of Oceania

Solution:
This country is the Marshall Islands.
Does the Marshall Islands have any territorial disputes?
The Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
The United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.


Question: Which of these states is farthest south?

Choices:
- Missouri
- Wyoming
- Delaware
- Texas

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 south arrow is pointing. Texas is farthest south.


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:
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 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: What can Kevin and Aaliyah trade to each get what they want?

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

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.
Kevin and Aaliyah open their lunch boxes in the school cafeteria. Neither Kevin nor Aaliyah 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.
Kevin's lunch Aaliyah's lunch

social science

Solution:
Look at the table and images.
Kevin wants broccoli. Aaliyah 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 of the following could Stanley's test show?

Choices:
- if the sample fabric would absorb one drop of water in less than one second
- how long it would take the sample fabric to dry after it absorbed one drop of water
- how much athletes would sweat in the fabric

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.

Stanley, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Stanley thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.

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: Which continent is highlighted?

Choices:
- Antarctica
- Asia
- Australia
- Africa

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: Which of the following could Anita and Gabby'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.

Anita and Gabby 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: Select the mammal below.

Choices:
- wombat
- barn owl
- flamingo
- ocean sunfish

Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A rabbit 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 wombat is a mammal. It has fur and feeds its young milk.
Wombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.
A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
A flamingo is a bird. It has feathers, two wings, and a beak.
Flamingos live in large groups. These groups are called flocks.
An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.
Ocean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.


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 north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.


Question: What is the capital of Delaware?

Choices:
- Harrisburg
- Dover
- Wilmington
- Georgetown

social science

Identify state capitals of the Northeast

Solution: Dover is the capital of Delaware.


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

Choices:
- sample A
- sample B
- neither; the samples have the same temperature

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

natural science

Identify how particle motion affects temperature and pressure

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

Solution:
The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.


Question: Select the reptile below.

Choices:
- dwarf crocodile
- gorilla

Reptiles have scaly, waterproof skin. Most reptiles live on land. A Galapagos giant tortoise is an example of a reptile.

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 dwarf crocodile is a reptile. It has scaly, waterproof skin.
A gorilla is a mammal. It has fur and feeds its young milk.