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Which of these states is farthest south?

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.

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

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

Mississippi

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Which of the following organisms is the producer in this food web?

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.

Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms. The brown lemming has arrows pointing to it, so it is not a producer. The mushroom has arrows pointing to it, so it is not a producer. The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer. The lichen does not have an arrow pointing to it. So, the lichen is a producer.

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. Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms. The brown lemming has arrows pointing to it, so it is not a producer. The mushroom has arrows pointing to it, so it is not a producer. The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer. The lichen does not have an arrow pointing to it. So, the lichen is a producer.

bear sedge

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Which of these states is farthest east?

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.

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

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

Florida

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Which continent is highlighted?

social science

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

This continent is Europe.

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

Europe

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Which solution has a higher concentration of purple particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container. Use the concentration formula to find the number of purple particles per milliliter. Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.

Solution A

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Select the amphibian below.

natural science

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification.

A European green toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole. A woodpecker is a bird. It has feathers, two wings, and a beak. Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification. A European green toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole. A woodpecker is a bird. It has feathers, two wings, and a beak. Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.

European green toad

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Select the organism in the same genus as the European hedgehog.

natural science

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

A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus. This organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus. Sciurus vulgaris is in the genus Sciurus. The first word of its scientific name is Sciurus. So, Sciurus vulgaris and Erinaceus europaeus are not in the same genus. Lepus americanus is in the genus Lepus. The first word of its scientific name is Lepus. So, Lepus americanus and Erinaceus europaeus are not in the same genus.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus. This organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus. Sciurus vulgaris is in the genus Sciurus. The first word of its scientific name is Sciurus. So, Sciurus vulgaris and Erinaceus europaeus are not in the same genus. Lepus americanus is in the genus Lepus. The first word of its scientific name is Lepus. So, Lepus americanus and Erinaceus europaeus are not in the same genus.

Erinaceus europaeus

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

natural science

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

Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent. The legend tells you that this air mass contained air with specific humidity levels between 0 and 4 grams of water vapor per kilogram of air. 1 grams of water vapor per kilogram of air is within this range. 10 and 12 grams of water vapor per kilogram of air are outside of this range.

To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air. The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg. Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent. The legend tells you that this air mass contained air with specific humidity levels between 0 and 4 grams of water vapor per kilogram of air. 1 grams of water vapor per kilogram of air is within this range. 10 and 12 grams of water vapor per kilogram of air are outside of this range.

1 grams of water vapor per kilogram of air

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Which statement describes the Tibetan Plateau ecosystem?

natural science

An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment. There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other: the pattern of weather, or climate the type of soil the organisms that live there

A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. It has soil that is frozen year-round. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters.

An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment. There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other: the pattern of weather, or climate the type of soil the organisms that live there A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. It has soil that is frozen year-round. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters.

It has mostly small plants.

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Which solution has a higher concentration of purple particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container. Use the concentration formula to find the number of purple particles per milliliter. Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.

Solution A

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Which solution has a higher concentration of purple particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container. Use the concentration formula to find the number of purple particles per milliliter. Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.

neither; their concentrations are the same

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In this food chain, the cotton bush is a producer. Why?

natural science

Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food. Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer. Consumers eat other living things. Consumers cannot make their own food.

In this food chain, the cotton bush is a producer because it makes its own food. The cotton bush uses carbon dioxide, water, and sunlight to make its own food.

Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food. Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer. Consumers eat other living things. Consumers cannot make their own food. In this food chain, the cotton bush is a producer because it makes its own food. The cotton bush uses carbon dioxide, water, and sunlight to make its own food.

It makes its own food.

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

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 stronger when the magnets are closer together.

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger. The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.

The magnetic force is stronger in Pair 2.

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Select the amphibian below.

natural science

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification.

A flamingo is a bird. It has feathers, two wings, and a beak. A European green toad is an amphibian. It has moist skin and begins its life in water.

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification. A flamingo is a bird. It has feathers, two wings, and a beak. A European green toad is an amphibian. It has moist skin and begins its life in water.

European green toad

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

natural science

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

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

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.

sample A

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Which property do these three objects have in common?

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.

Look at each object. For each object, decide if it has that property. A fuzzy object is covered in soft hair. None of the objects are fuzzy. A smooth object is not scratchy or rough. All three objects are smooth. Blue is a color. This color is blue. The rubber ball and the green apple are not blue. The property that all three objects have in common is smooth.

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. Look at each object. For each object, decide if it has that property. A fuzzy object is covered in soft hair. None of the objects are fuzzy. A smooth object is not scratchy or rough. All three objects are smooth. Blue is a color. This color is blue. The rubber ball and the green apple are not blue. The property that all three objects have in common is smooth.

smooth

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Is granodiorite a mineral or a rock?

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!

The properties of granodiorite match the properties of a rock. So, granodiorite is a rock.

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

rock

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Which material is this bracelet made of?

natural science

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

Look at the picture of the bracelet. The bracelet is made of metal. This is a gold bracelet. Jewelry makers usually mix gold with other metals. Mixing the metals makes the jewelry stronger.

A material is a type of matter. Wood, glass, metal, and plastic are common materials. Look at the picture of the bracelet. The bracelet is made of metal. This is a gold bracelet. Jewelry makers usually mix gold with other metals. Mixing the metals makes the jewelry stronger.

metal

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What is the direction of this 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.

The boy pulls the groceries out of the trunk. The direction of the pull is toward the boy.

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. The boy pulls the groceries out of the trunk. The direction of the pull is toward the boy.

toward the boy

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

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.

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker. The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.

The magnetic force is weaker in Pair 2.

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

natural science

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

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

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.

sample B

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

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.

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them. Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.

The magnitude of the magnetic force is smaller in Pair 1.

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Select the organism in the same species as the pink skunk clownfish.

natural science

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

A pink skunk clownfish's scientific name is Amphiprion perideraion. Amphiprion perideraion has the same scientific name as a pink skunk clownfish. So, these organisms are in the same species. Diodon nicthemerus does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Diodon nicthemerus are not in the same species. Procambarus clarkii does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Procambarus clarkii are not in the same species.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A pink skunk clownfish's scientific name is Amphiprion perideraion. Amphiprion perideraion has the same scientific name as a pink skunk clownfish. So, these organisms are in the same species. Diodon nicthemerus does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Diodon nicthemerus are not in the same species. Procambarus clarkii does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Procambarus clarkii are not in the same species.

Amphiprion perideraion

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Which of these states is farthest east?

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.

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

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

Wisconsin

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Select the organism in the same genus as the Grevy's zebra.

natural science

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

A Grevy's zebra's scientific name is Equus grevyi. The first word of its scientific name is Equus. This organism and the Grevy's zebra are in the same genus and the same species! Both organisms have the same scientific name, Equus grevyi. Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Equus grevyi are not in the same genus. Camelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Equus grevyi are not in the same genus.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A Grevy's zebra's scientific name is Equus grevyi. The first word of its scientific name is Equus. This organism and the Grevy's zebra are in the same genus and the same species! Both organisms have the same scientific name, Equus grevyi. Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Equus grevyi are not in the same genus. Camelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Equus grevyi are not in the same genus.

Equus grevyi

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Is the following statement about our solar system true or false? The volume of Mars is more than three times as large as Mercury's.

natural science

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

To determine if this statement is true, calculate the value of three times the volume of Mercury. Then compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.

A planet's volume tells you the size of the planet. The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of three times the volume of Mercury. Then compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.

false

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Select the organism in the same species as the black-footed cat.

natural science

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

A black-footed cat's scientific name is Felis nigripes. Phoebastria nigripes does have the same species within its genus as a black-footed cat, 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. Macropus giganteus does not have the same scientific name as a black-footed cat. So, Felis nigripes and Macropus giganteus are not in the same species. Felis nigripes has the same scientific name as a black-footed cat. So, these organisms are in the same species.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A black-footed cat's scientific name is Felis nigripes. Phoebastria nigripes does have the same species within its genus as a black-footed cat, 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. Macropus giganteus does not have the same scientific name as a black-footed cat. So, Felis nigripes and Macropus giganteus are not in the same species. Felis nigripes has the same scientific name as a black-footed cat. So, these organisms are in the same species.

Felis nigripes

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

natural science

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

Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy. Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy. Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.

neither; the samples have the same temperature

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Which is the main persuasive appeal used in this ad?

language science

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

The ad appeals to logos, or reason. It uses a specific figure (an average of $300 a year).

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 The ad appeals to logos, or reason. It uses a specific figure (an average of $300 a year).

logos (reason)

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

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.

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.

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. 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.

The magnitude of the magnetic force is greater in Pair 2.

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

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.

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

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

the surroundings . . . each bottle

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Which statement describes the Sonoran Desert ecosystem?

natural science

An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment. There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other: the pattern of weather, or climate the type of soil the organisms that live there

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

An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment. There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other: the pattern of weather, or climate the type of soil the organisms that live there A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has dry, thin soil. It has many different types of organisms. The following statement does not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has only a few types of organisms.

It has dry, thin soil.

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Select the organism in the same species as the sand cat.

natural science

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

A sand cat's scientific name is Felis margarita. Bufo bufo does not have the same scientific name as a sand cat. So, Felis margarita and Bufo bufo are not in the same species. Felis margarita is in the same genus as Felis chaus, but they are not in the same species. Organisms in the same species have the same scientific names. Felis margarita and Felis chaus are different species within the same genus. Felis margarita has the same scientific name as a sand cat. So, these organisms are in the same species.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A sand cat's scientific name is Felis margarita. Bufo bufo does not have the same scientific name as a sand cat. So, Felis margarita and Bufo bufo are not in the same species. Felis margarita is in the same genus as Felis chaus, but they are not in the same species. Organisms in the same species have the same scientific names. Felis margarita and Felis chaus are different species within the same genus. Felis margarita has the same scientific name as a sand cat. So, these organisms are in the same species.

Felis margarita

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Which property do these two objects have in common?

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.

Look at each object. For each object, decide if it has that property. A bendable object can be bent without breaking. Both objects are bendable. A bouncy object will bounce back from the floor if you drop it. The eraser is bouncy, but the stuffed rabbit is not. The property that both objects have in common is bendable.

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Different objects can have the same properties. You can use these properties to put objects into groups. Look at each object. For each object, decide if it has that property. A bendable object can be bent without breaking. Both objects are bendable. A bouncy object will bounce back from the floor if you drop it. The eraser is bouncy, but the stuffed rabbit is not. The property that both objects have in common is bendable.

bendable

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Which animal's mouth is also adapted to get insects out of burrows?

natural science

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.

Look at the picture of the aardvark. A tube-shaped snout helps the aardvark reach into a burrow. A long, sticky tongue helps it catch the insects. Now look at each animal. Figure out which animal has a similar adaptation. The long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows. The gelada baboon has a wide snout. Its mouth is not adapted to get insects out of burrows. The gelada baboon uses its mouth to eat mostly grass.

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. Look at the picture of the aardvark. A tube-shaped snout helps the aardvark reach into a burrow. A long, sticky tongue helps it catch the insects. Now look at each animal. Figure out which animal has a similar adaptation. The long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows. The gelada baboon has a wide snout. Its mouth is not adapted to get insects out of burrows. The gelada baboon uses its mouth to eat mostly grass.

long-beaked echidna

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Which part of the carrot plant do we usually eat?

natural science

The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions. The roots take in water and nutrients from the soil. They also hold the plant in place in the soil. The stem supports the plant. It carries food, water, and nutrients through the plant. The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food. After they are pollinated, the flowers make seeds and fruit. The fruit contain the seeds. Each fruit grows from a pollinated flower. The seeds can grow into a new plant. Germination is when a seed begins to grow.

The part of the carrot plant we usually eat is the root. It takes in water and nutrients. It also holds the plant in place in the soil.

The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions. The roots take in water and nutrients from the soil. They also hold the plant in place in the soil. The stem supports the plant. It carries food, water, and nutrients through the plant. The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food. After they are pollinated, the flowers make seeds and fruit. The fruit contain the seeds. Each fruit grows from a pollinated flower. The seeds can grow into a new plant. Germination is when a seed begins to grow. The part of the carrot plant we usually eat is the root. It takes in water and nutrients. It also holds the plant in place in the soil.

the root

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

natural science

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

Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.

sample A

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Select the chemical formula for this molecule.

natural science

Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together. Scientists use both ball-and-stick models and chemical formulas to represent molecules. A ball-and-stick model of a molecule is shown below. The balls represent atoms. The sticks represent the chemical bonds between the atoms. Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl. The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom. The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text. In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included. The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.

C is the symbol for carbon. I is the symbol for iodine. This ball-and-stick model shows a molecule with one carbon atom and four iodine atoms. The chemical formula will contain the symbols C and I. There is one carbon atom, so C will not have a subscript. There are four iodine atoms, so I will have a subscript of 4. The correct formula is CI4. The diagram below shows how each part of the chemical formula matches with each part of the model above.

Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together. Scientists use both ball-and-stick models and chemical formulas to represent molecules. A ball-and-stick model of a molecule is shown below. The balls represent atoms. The sticks represent the chemical bonds between the atoms. Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl. The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom. The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text. In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included. The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance. C is the symbol for carbon. I is the symbol for iodine. This ball-and-stick model shows a molecule with one carbon atom and four iodine atoms. The chemical formula will contain the symbols C and I. There is one carbon atom, so C will not have a subscript. There are four iodine atoms, so I will have a subscript of 4. The correct formula is CI4. The diagram below shows how each part of the chemical formula matches with each part of the model above.

CI4

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

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.

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

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

the surroundings . . . each greenhouse

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Can Loxodonta africana cells make their own food?

natural science

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

Loxodonta africana is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.

In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms. Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom. | Bacteria | Archaea | Protists | Fungi | Animals | Plants How many cells do they have? | one | one | one or many | one or many | many | many Do their cells have a nucleus? | no | no | yes | yes | yes | yes Can their cells make food? | some species can | some species can | some species can | no | no | yes Loxodonta africana is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.

no

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Is a flip-flop a solid, a liquid, or a gas?

natural science

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

A flip-flop is a solid. You can bend or fold a flip-flop. But it will still have a size and shape of its own.

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

a solid

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

natural science

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

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them. Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.

The magnitude of the magnetic force is greater in Pair 1.

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Which solution has a higher concentration of pink particles?

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

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.

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container. Use the concentration formula to find the number of pink particles per milliliter. Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.

Solution A

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Which property do these four objects have in common?

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.

Look at each object. For each object, decide if it has that property. A translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent. Sugar has a sweet taste. The honey is sweet, but the icicle, the marbles, and the ocean water are not. An opaque object does not let light through. None of the objects are opaque. The property that all four objects have in common is translucent.

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object. For each object, decide if it has that property. A translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent. Sugar has a sweet taste. The honey is sweet, but the icicle, the marbles, and the ocean water are not. An opaque object does not let light through. None of the objects are opaque. The property that all four objects have in common is translucent.

translucent

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Which solution has a higher concentration of purple particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container. Use the concentration formula to find the number of purple particles per milliliter. Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.

Solution A

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Which of these continents does the prime meridian intersect?

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.

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

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

Europe

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

natural science

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

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

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.

sample B

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Which of these states is farthest west?

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.

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

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

Colorado

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Will these magnets attract or repel each other?

natural science

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

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

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

repel

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Select the organism in the same genus as the mantled howler.

natural science

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

A mantled howler's scientific name is Alouatta palliata. The first word of its scientific name is Alouatta. Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Alouatta palliata are in the same genus. Ovis orientalis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis orientalis and Alouatta palliata are not in the same genus. Ovis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Alouatta palliata are not in the same genus.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A mantled howler's scientific name is Alouatta palliata. The first word of its scientific name is Alouatta. Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Alouatta palliata are in the same genus. Ovis orientalis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis orientalis and Alouatta palliata are not in the same genus. Ovis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Alouatta palliata are not in the same genus.

Alouatta caraya

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Which bird's beak is also adapted to catch insects?

natural science

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

Look at the picture of the barn swallow. A short, thin beak is light and easy to move. The barn swallow uses its beak to grab fast-moving insects while flying. Now look at each bird. Figure out which bird has a similar adaptation. The European robin has a short, thin beak. Its beak is adapted to catch insects. The military macaw has a thick hooked beak. Its beak is not adapted to catch insects. The military macaw uses its beak to crack open large, hard nuts.

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. Look at the picture of the barn swallow. A short, thin beak is light and easy to move. The barn swallow uses its beak to grab fast-moving insects while flying. Now look at each bird. Figure out which bird has a similar adaptation. The European robin has a short, thin beak. Its beak is adapted to catch insects. The military macaw has a thick hooked beak. Its beak is not adapted to catch insects. The military macaw uses its beak to crack open large, hard nuts.

European robin

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

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.

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.

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. 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.

The magnitude of the magnetic force is smaller in Pair 2.

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

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.

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker. The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.

The magnetic force is weaker in Pair 2.

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Will these magnets attract or repel each other?

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.

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 north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south. Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S. If different poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel. Will these magnets attract or repel? To find out, look at which poles are closest to each other. The north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.

repel

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Which solution has a higher concentration of blue particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container. Use the concentration formula to find the number of blue particles per milliliter. Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.

Solution B

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Which type of relationship is formed when an epiphytic orchid grows on a tree branch in the canopy?

natural science

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

When an epiphytic orchid grows on a tree branch in the canopy, the orchid gets more sunlight and wind than it would if it grew on the forest floor. So, the orchid benefits from its relationship with the tree. The tree is not damaged by the orchid, but the tree is not helped, either. So, the tree is not significantly affected by its relationship with the orchid. Since the orchid benefits and the tree is not significantly affected, a commensal relationship is formed when an epiphytic orchid grows on a tree branch in the canopy.

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected. This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship. Type of symbiotic relationship | Organism of one species... | Organism of the other species... Commensal | benefits | is not significantly affected Mutualistic | benefits | benefits Parasitic | benefits | is harmed (but not usually killed) When an epiphytic orchid grows on a tree branch in the canopy, the orchid gets more sunlight and wind than it would if it grew on the forest floor. So, the orchid benefits from its relationship with the tree. The tree is not damaged by the orchid, but the tree is not helped, either. So, the tree is not significantly affected by its relationship with the orchid. Since the orchid benefits and the tree is not significantly affected, a commensal relationship is formed when an epiphytic orchid grows on a tree branch in the canopy.

commensal

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Which property do these three objects have in common?

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.

Look at each object. For each object, decide if it has that property. A translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent. A rough object feels scratchy when you touch it. None of the objects are rough. A hard object does not change shape when pressed or squeezed. None of the objects are hard. The property that all three objects have in common is translucent.

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object. For each object, decide if it has that property. A translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent. A rough object feels scratchy when you touch it. None of the objects are rough. A hard object does not change shape when pressed or squeezed. None of the objects are hard. The property that all three objects have in common is translucent.

translucent

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Which continent is highlighted?

social science

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

This continent is Antarctica.

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

Antarctica

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

natural science

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

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

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.

sample B

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Which property do these three objects have in common?

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.

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 three objects are fragile. A scratchy object is rough and itchy against your skin. None of the objects are scratchy. A fuzzy object is covered in soft hair. None of the objects are fuzzy. The property that all three objects have in common is fragile.

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. 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 three objects are fragile. A scratchy object is rough and itchy against your skin. None of the objects are scratchy. A fuzzy object is covered in soft hair. None of the objects are fuzzy. The property that all three objects have in common is fragile.

fragile

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Which property do these three objects have in common?

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.

Look at each object. For each object, decide if it has that property. A sticky object can attach or stick to other things. None of the objects are sticky. A flexible object can be folded or bent without breaking easily. The hair clip is flexible, but the gold ring and the metal bar are not. A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny. The property that all three objects have in common is shiny.

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object. For each object, decide if it has that property. A sticky object can attach or stick to other things. None of the objects are sticky. A flexible object can be folded or bent without breaking easily. The hair clip is flexible, but the gold ring and the metal bar are not. A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny. The property that all three objects have in common is shiny.

shiny

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Which property do these two objects have in common?

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.

Look at each object. For each object, decide if it has that property. A rough object feels scratchy when you touch it. Both objects are rough. A smooth object is not scratchy or rough. Neither of the objects are smooth. The property that both objects have in common is rough.

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Different objects can have the same properties. You can use these properties to put objects into groups. Look at each object. For each object, decide if it has that property. A rough object feels scratchy when you touch it. Both objects are rough. A smooth object is not scratchy or rough. Neither of the objects are smooth. The property that both objects have in common is rough.

rough

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Which is the main persuasive appeal used in this ad?

language science

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

The ad appeals to pathos, or emotion. It triggers a fear of illness.

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 The ad appeals to pathos, or emotion. It triggers a fear of illness.

pathos (emotion)

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What type of rock is dolostone?

natural science

Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it. Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface. Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.

Dolostone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment. Ocean sediment builds up in layers. Over time, the sediment can go through a chemical reaction with the water around it. As many layers of the sediment build up, the top layers press down on the bottom layers. Dolostone forms when the bottom layers of the chemically changed sediment are pressed together to form rock.

Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it. Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface. Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. Dolostone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment. Ocean sediment builds up in layers. Over time, the sediment can go through a chemical reaction with the water around it. As many layers of the sediment build up, the top layers press down on the bottom layers. Dolostone forms when the bottom layers of the chemically changed sediment are pressed together to form rock.

sedimentary

fa7b3767598e406f817d3ac26a6881f4

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Which ocean is highlighted?

social science

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

This is the Pacific Ocean.

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

the Pacific Ocean

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Does this passage describe the weather or the climate?

natural science

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

Read the passage carefully. Iguazu Falls is one of the largest waterfalls in the world. It is located in South America. The region surrounding the falls normally receives over 1,000 millimeters of rainfall each year. The underlined part of the passage tells you about the usual pattern of precipitation near Iguazu Falls. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.

The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere. Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day. Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully. Iguazu Falls is one of the largest waterfalls in the world. It is located in South America. The region surrounding the falls normally receives over 1,000 millimeters of rainfall each year. The underlined part of the passage tells you about the usual pattern of precipitation near Iguazu Falls. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.

climate

c7375a97ccb049adab221bf645c57cc8

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

natural science

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

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them. Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.

The magnitude of the magnetic force is greater in Pair 2.

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Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?

natural science

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

Look at the picture of the great egret. The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away. Now look at each animal. Figure out which animal has a similar adaptation. The black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. The mallard has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. Look at the picture of the great egret. The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away. Now look at each animal. Figure out which animal has a similar adaptation. The black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. The mallard has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.

black-headed heron

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Which solution has a higher concentration of green particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container. Use the concentration formula to find the number of green particles per milliliter. Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.

Solution A

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Select the organism in the same species as the barn owl.

natural science

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

A barn owl's scientific name is Tyto alba. Tyto alba has the same scientific name as a barn owl. So, these organisms are in the same species. Ardea cinerea does not have the same scientific name as a barn owl. So, Tyto alba and Ardea cinerea are not in the same species. Falco sparverius does not have the same scientific name as a barn owl. So, Tyto alba and Falco sparverius are not in the same species.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A barn owl's scientific name is Tyto alba. Tyto alba has the same scientific name as a barn owl. So, these organisms are in the same species. Ardea cinerea does not have the same scientific name as a barn owl. So, Tyto alba and Ardea cinerea are not in the same species. Falco sparverius does not have the same scientific name as a barn owl. So, Tyto alba and Falco sparverius are not in the same species.

Tyto alba

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

natural science

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

Look at the picture of the Arctic fox. The Arctic fox has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic fox 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 Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places. The fire salamander has thin, moist skin. Its skin is not adapted for survival in cold places.

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the Arctic fox. The Arctic fox has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic fox 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 Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places. The fire salamander has thin, moist skin. Its skin is not adapted for survival in cold places.

Eurasian lynx

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Which continent is highlighted?

social science

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

This continent is Asia.

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

Asia

9ce7f2ffafc241e090b60a823e7cdd1c

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

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.

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force. Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same. So, the magnitude of the magnetic force is the same in both pairs.

The magnitude of the magnetic force is the same in both pairs.

ab757e2d3ff54eb1bd1c087406c7d4d6

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Select the organism in the same genus as the great egret.

natural science

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

A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea. Ardea cinerea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cinerea and Ardea alba are in the same genus. Tyto alba and Ardea alba are not in the same genus. These organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea. Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ardea alba are not in the same genus.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea. Ardea cinerea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cinerea and Ardea alba are in the same genus. Tyto alba and Ardea alba are not in the same genus. These organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea. Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ardea alba are not in the same genus.

Ardea cinerea

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Select the organism in the same genus as the California newt.

natural science

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

A California newt's scientific name is Taricha torosa. The first word of its scientific name is Taricha. Taricha granulosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha granulosa and Taricha torosa are in the same genus. Ambystoma texanum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma texanum and Taricha torosa are not in the same genus. Ambystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Taricha torosa are not in the same genus.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A California newt's scientific name is Taricha torosa. The first word of its scientific name is Taricha. Taricha granulosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha granulosa and Taricha torosa are in the same genus. Ambystoma texanum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma texanum and Taricha torosa are not in the same genus. Ambystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Taricha torosa are not in the same genus.

Taricha granulosa

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

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.

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

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

each aquarium . . . the surroundings

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Will these magnets attract or repel each other?

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: north and south. Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S. If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.

To predict if these magnets will attract or repel, look at which poles are closest to each other. Both poles of each magnet line up with both poles of the other magnet. The north pole of each magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.

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: north and south. Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S. If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. To predict if these magnets will attract or repel, look at which poles are closest to each other. Both poles of each magnet line up with both poles of the other magnet. The north pole of each magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.

repel

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Which animal's legs are also adapted for wading?

natural science

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.

Look at the picture of the great egret. Long legs help the great egret keep its body above the surface of the water while wading. Thin legs are easier to move through the water. Now look at each animal. Figure out which animal has a similar adaptation. The hammerkop has long, thin legs. Its legs are adapted for wading. The white tern has short legs. Its legs are not adapted for wading. The white tern uses its legs to walk, perch, and swim.

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the great egret. Long legs help the great egret keep its body above the surface of the water while wading. Thin legs are easier to move through the water. Now look at each animal. Figure out which animal has a similar adaptation. The hammerkop has long, thin legs. Its legs are adapted for wading. The white tern has short legs. Its legs are not adapted for wading. The white tern uses its legs to walk, perch, and swim.

hammerkop

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Will these magnets attract or repel each other?

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.

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 north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south. Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S. If different poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel. Will these magnets attract or repel? To find out, look at which poles are closest to each other. The north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.

repel

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Does this passage describe the weather or the climate?

natural science

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

Read the passage carefully. Lhasa is a city in the high mountains of Tibet. It is often windy in Lhasa. The underlined part of the passage tells you about the usual wind patterns in Lhasa. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.

The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere. Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day. Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully. Lhasa is a city in the high mountains of Tibet. It is often windy in Lhasa. The underlined part of the passage tells you about the usual wind patterns in Lhasa. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.

climate

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Select the organism in the same species as the small-mouth salamander.

natural science

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

A small-mouth salamander's scientific name is Ambystoma texanum. Taricha granulosa does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Taricha granulosa are not in the same species. Lissotriton vulgaris does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Lissotriton vulgaris are not in the same species. Ambystoma texanum has the same scientific name as a small-mouth salamander. So, these organisms are in the same species.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A small-mouth salamander's scientific name is Ambystoma texanum. Taricha granulosa does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Taricha granulosa are not in the same species. Lissotriton vulgaris does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Lissotriton vulgaris are not in the same species. Ambystoma texanum has the same scientific name as a small-mouth salamander. So, these organisms are in the same species.

Ambystoma texanum

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

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 stronger when the magnets are closer together.

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger. The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.

The magnetic force is stronger in Pair 1.

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Select the mammal below.

natural science

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification.

A cane toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole. A sea otter is a mammal. It has fur and feeds its young milk. Sea otters have very thick fur. Their fur keeps them warm in cold water.

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification. A cane toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole. A sea otter is a mammal. It has fur and feeds its young milk. Sea otters have very thick fur. Their fur keeps them warm in cold water.

sea otter

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Which of these states is farthest south?

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.

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

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

Arizona

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

natural science

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

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

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.

sample A

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

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.

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

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

each cake . . . the surroundings

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

natural science

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

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them. Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.

The magnitude of the magnetic force is greater in Pair 2.

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Which of these states is farthest south?

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.

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

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

Tennessee

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Select the organism in the same genus as the smooth newt.

natural science

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

A smooth newt's scientific name is Lissotriton vulgaris. The first word of its scientific name is Lissotriton. Taricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton vulgaris are not in the same genus. Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Lissotriton vulgaris are in the same genus. Ambystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton vulgaris are not in the same genus.

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur. A smooth newt's scientific name is Lissotriton vulgaris. The first word of its scientific name is Lissotriton. Taricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton vulgaris are not in the same genus. Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Lissotriton vulgaris are in the same genus. Ambystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton vulgaris are not in the same genus.

Lissotriton helveticus

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Is the following statement about our solar system true or false? The volume of Mercury is less than one-tenth of the volume of Earth.

natural science

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

To determine if this statement is true, calculate the value of one-tenth the volume of Earth. Then compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth.

A planet's volume tells you the size of the planet. The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. To determine if this statement is true, calculate the value of one-tenth the volume of Earth. Then compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth.

true

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Complete the text to describe the diagram. Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.

natural science

In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion. As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same. Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other. So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.

Look at the diagram again. It shows you how the solution changed during the process of diffusion. Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane. When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before. So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.

In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion. As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same. Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other. So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion. Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane. When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before. So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.

to the right than to the left

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

natural science

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

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

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance. The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.

sample B

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

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.

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.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker. The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.

The magnetic force is weaker in Pair 1.

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Which solution has a higher concentration of purple particles?

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

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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container. Use the concentration formula to find the number of purple particles per milliliter. Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.

neither; their concentrations are the same

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Select the amphibian below.

natural science

Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification. Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.

A Galapagos giant tortoise is a reptile. It has scaly, waterproof skin. Galapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old! A whale shark is a fish. It lives underwater. It has fins, not limbs. Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants! 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 giant moray is a fish. It lives underwater. It has fins, not limbs. Eels are long and thin. They may have small fins. They look like snakes, but they are fish!

Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification. Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. A Galapagos giant tortoise is a reptile. It has scaly, waterproof skin. Galapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old! A whale shark is a fish. It lives underwater. It has fins, not limbs. Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants! 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 giant moray is a fish. It lives underwater. It has fins, not limbs. Eels are long and thin. They may have small fins. They look like snakes, but they are fish!

golden frog

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

natural science

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

Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent. The legend tells you that this air mass contained air with specific humidity levels between 0 and 4 grams of water vapor per kilogram of air. 3 grams of water vapor per kilogram of air is within this range. 9 and 12 grams of water vapor per kilogram of air are outside of this range.

To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air. The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg. Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent. The legend tells you that this air mass contained air with specific humidity levels between 0 and 4 grams of water vapor per kilogram of air. 3 grams of water vapor per kilogram of air is within this range. 9 and 12 grams of water vapor per kilogram of air are outside of this range.

3 grams of water vapor per kilogram of air

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Which animal is also adapted to be camouflaged among green leaves?

natural science

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

Look at the picture of the green mantis. The green mantis has a green body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in. Now look at each animal. Figure out which animal has a similar adaptation. This huntsman spider has a green body. It is adapted to be camouflaged among green leaves. The hoverfly has a yellow-and-black pattern on its body. It is not adapted to be camouflaged among green leaves.

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the green mantis. The green mantis has a green body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in. Now look at each animal. Figure out which animal has a similar adaptation. This huntsman spider has a green body. It is adapted to be camouflaged among green leaves. The hoverfly has a yellow-and-black pattern on its body. It is not adapted to be camouflaged among green leaves.

huntsman spider

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Which of these states is farthest south?

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.

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

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

Utah

5a9edf564a314310a9e6b773bc3760c6

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Which animal is also adapted to be camouflaged in a sandy desert?

natural science

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

Look at the picture of the fennec fox. The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in. Now look at each animal. Figure out which animal has a similar adaptation. The Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The polar bear has white fur covering its body. It is not adapted to be camouflaged in a sandy desert.

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. Look at the picture of the fennec fox. The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in. Now look at each animal. Figure out which animal has a similar adaptation. The Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The polar bear has white fur covering its body. It is not adapted to be camouflaged in a sandy desert.

Namaqua chameleon

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Which ocean is highlighted?

social science

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

This is the Atlantic Ocean.

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

the Atlantic Ocean

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