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Based on this information, what is Pearl's phenotype for the tail spots trait? | [
"ii",
"an unspotted tail"
] | 1 | In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele I is for a spotted tail, and the allele i is for an unspotted tail.
Pearl, a guppy from this group, has an unspotted tail. Pearl has two alleles for an unspotted tail. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. Pearl's observable version of the tail spots trait is an unspotted tail. So, Pearl's phenotype for the tail spots trait is an unspotted tail. |
Using only these supplies, which question can Christina investigate with an experiment? | [
"Do the deer eat fewer leaves from bean plants sprayed with garlic spray than from unsprayed bean plants?",
"Do the deer eat fewer leaves from bean plants sprayed with coffee spray than from unsprayed bean plants?",
"Do the deer eat more leaves from tomato plants or from squash plants?"
] | 0 | Christina has a garden that is sometimes visited by deer. She notices that the deer eat some plants in her garden more than others. She wonders what factors affect which plants the deer eat. So, she decides to design an experiment. She has the following supplies available:
a garlic spray used to keep garden pests away
four tomato plants
four bean plants | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Which object has more thermal energy? | [
"a 225-gram glass of orange juice at a temperature of 20°C",
"a 225-gram glass of orange juice at a temperature of 15°C"
] | 0 | The objects are identical except for their temperatures. | closed choice | grade3 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | The two glasses of orange juice have the same mass but different temperatures. Since the 20°C glass of orange juice is hotter than the 15°C glass of orange juice, it has more thermal energy. |
Suppose Emmett decides to plant the irises. Which result would be a cost? | [
"Emmett will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the irises.",
"He will save some space. The irises will use up less space than the magnolia tree would have used up."
] | 0 | Emmett is deciding whether to plant irises or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Emmett wants or needs:
Emmett will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the irises. |
Is this a sentence fragment?
Although fewer than twenty-five California condors remained in the wild in 1982, their numbers increased to more than one hundred sixty by 2014. | [
"no",
"yes"
] | 0 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify sentence fragments | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | This is not a sentence fragment. It is a complete sentence because it expresses a complete thought.
Although fewer than twenty-five California condors remained in the wild in 1982, their numbers increased to more than one hundred sixty by 2014. |
|
Compare the motion of two geese. Which goose was moving at a lower speed? | [
"a goose that moved 215miles in 5hours",
"a goose that moved 375miles in 5hours"
] | 0 | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving slower will go a shorter distance in that time. It is moving at a lower speed. | Look at the distance each goose moved and the time it took to move that distance.
One goose moved 215 miles in 5 hours.
The other goose moved 375 miles in 5 hours.
Notice that each goose spent the same amount of time moving. The goose that moved 215 miles moved a shorter distance in that time. So, that goose must have moved at a lower speed. |
|
Which is the softest? | [
"ceramic plate",
"nylon track suit",
"asphalt road"
] | 1 | closed choice | grade4 | natural science | physics | Materials | Compare properties of materials | Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Soft is a property. A soft material changes shape when pressed or squeezed.
Look at each picture, one at a time. Imagine touching the material shown in each picture.
Of the choices, the nylon track suit is the softest. If you squeeze nylon, it will change shape. |
|
What do these two changes have in common?
making jam
photosynthesis | [
"Both are chemical changes.",
"Both are caused by cooling.",
"Both are only physical changes.",
"Both are caused by heating."
] | 0 | closed choice | grade7 | natural science | chemistry | Chemical reactions | Compare physical and chemical changes | Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Making jam is a chemical change. It involves mixing fruit, sugar, and a substance called pectin.
When these ingredients are mixed and cooked, the chemical bonds in their molecules are broken. The atoms then link together to form different molecules that make up the jam.
Photosynthesis is a chemical change. Plants make sugar using carbon dioxide, water, and energy from sunlight.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
The reaction that makes jam is caused by heating. But photosynthesis is not.
Both are caused by cooling.
Neither change is caused by cooling. |
|
Which word would you find on a dictionary page with the following guide words?
illustrate - irrigation | [
"income",
"ignorant"
] | 0 | closed choice | grade6 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since income is between the guide words illustrate - irrigation, it would be found on that page. |
|
What is the mass of a dinner fork? | [
"80 kilograms",
"80 grams"
] | 1 | Select the better estimate. | closed choice | grade4 | natural science | units-and-measurement | Units and measurement | Choose metric units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | The better estimate for the mass of a dinner fork is 80 grams.
80 kilograms is too heavy. |
Which word is not like the others? | [
"dinner",
"breakfast",
"lunch",
"drink"
] | 3 | closed choice | grade2 | language science | vocabulary | Categories | Which word is not like the others? | Some words are alike. They go together in a group.
Red, blue, and green go together. They are colors.
Mom, dad, grandma, and grandpa go together. They are people in a family. | Lunch, breakfast, and dinner go together. They are meals. Drink is not a meal, so it is not like the other words. |
|
Which closing is correct for a letter? | [
"See You Soon,\nTammy",
"See you soon,\nTammy"
] | 1 | closed choice | grade2 | language science | capitalization | Capitalization | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
How long is a basketball court? | [
"26 feet",
"26 miles",
"26 yards",
"26 inches"
] | 2 | Select the best estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Choose customary units of distance, mass, and volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long. | The best estimate for the length of a basketball court is 26 yards.
26 inches and 26 feet are too short. 26 miles is too long. |
Which figure of speech is used in this text?
Braden and Leah have trouble working on projects together. Although Leah is very sociable and friendly, she's not exactly a team player. | [
"paradox",
"euphemism"
] | 1 | closed choice | grade12 | language science | figurative-language | Literary devices | Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
Not exactly a team player is an indirect way of saying that someone doesn't work well with others. |
|
Which letter opening is more formal? | [
"Dear Ben,",
"Dear Mr. Baldwin,"
] | 1 | closed choice | grade11 | language science | writing-strategies | Audience, purpose, and tone | Which text is most formal? | Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners. | The first letter opening is more formal. It uses the recipient's personal title and last name. The other opening uses the recipient's first name, suggesting a more familiar relationship. |
|
Which sentence is more formal? | [
"Dr. Atkinson and her team took horses and went to a place that had no modern medical services.",
"Dr. Atkinson and her team traveled by horseback to a remote village that had no modern medical services."
] | 1 | closed choice | grade8 | language science | writing-strategies | Author's purpose and tone | Which sentence is more formal? | Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
| The second sentence is less formal. You can tell because it uses overly simple or imprecise language (took, went).
The first sentence uses more precise language, so it is more formal overall. |
|
Select the liquid. | [
"hair clip",
"arrowhead",
"screwdriver",
"rain puddle"
] | 3 | closed choice | grade3 | natural science | physics | States of matter | Identify solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | A hair clip is a solid. A solid has a size and shape of its own. You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.
An arrowhead is a solid. A solid has a size and shape of its own. An arrowhead is made of rock.
A screwdriver is a solid. A solid has a size and shape of its own. This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.
A rain puddle is a liquid. A liquid takes the shape of any container it is in. If you collect rainwater in a bucket, the rainwater will take the shape of the bucket. But the rainwater will still take up the same amount of space. |
|
Which greeting is correct for a letter? | [
"Dear Ashley,",
"dear Ashley,"
] | 0 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Ashley is capitalized because it is a proper noun. |
|
Which word would you find on a dictionary page with the following guide words?
all - aunt | [
"age",
"animal"
] | 1 | closed choice | grade3 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since animal is between the guide words all - aunt, it would be found on that page. |
|
Which is a run-on sentence? | [
"The explorers nervously entered the dark cave.",
"Haru is from Japan I am from China."
] | 1 | closed choice | grade3 | language science | writing-strategies | Sentences, fragments, and run-ons | Is it a complete sentence or a run-on? | A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside. | Haru is from Japan I am from China is a run-on sentence. It has two sentences that are joined without end punctuation: Haru is from Japan and I am from China. |
|
Complete the sentence so that it uses personification.
The full moon () down at me from the clear midnight sky. | [
"shone",
"gazed"
] | 1 | closed choice | grade10 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the word gazed. It describes the moon as if it were a person looking back at me. |
|
Would you find the word chant on a dictionary page with the following guide words?
cannot - consist | [
"no",
"yes"
] | 1 | yes or no | grade4 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since chant is between the guide words cannot - consist, it would be found on that page. |
|
What is the volume of a bowl of soup? | [
"340 liters",
"340 milliliters"
] | 1 | Select the better estimate. | closed choice | grade4 | natural science | units-and-measurement | Units and measurement | Choose metric units of volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | The better estimate for the volume of a bowl of soup is 340 milliliters.
340 liters is too much. |
What kind of sentence is this?
Do you know Bryan from soccer camp, or do you have another connection with him? | [
"exclamatory",
"declarative",
"interrogative"
] | 2 | closed choice | grade7 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement, and it always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An interrogative sentence is a question, and it always ends with a question mark.
Do you have any plans for the upcoming weekend?
An imperative sentence is a command. It makes a request or tells someone to do something, and it usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
I can't wait to travel through Europe this summer! | The sentence asks something, and it ends with a question mark. It is an interrogative sentence. |
|
Which logical fallacy is used in the text?
I won't even bother to respond to Omar's comment on my op-ed. His profile picture is a duck wearing a top hat—he's clearly incapable of thoughtful debate. | [
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"circular reasoning: an argument that supports a claim with the claim itself",
"ad hominem: an attack against the person making the argument, rather than the argument itself"
] | 2 | closed choice | grade9 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Omar's comment should not be taken seriously because he has a silly profile picture. This is a personal attack that isn't relevant to whether his comment is valid. This illustrates a type of logical fallacy known as ad hominem. |
|
Which word would you find on a dictionary page with the following guide words?
marriage - moment | [
"mint",
"museum"
] | 0 | closed choice | grade6 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since mint is between the guide words marriage - moment, it would be found on that page. |
|
Complete the statement.
Ozone is (). | [
"an elementary substance",
"a compound"
] | 0 | Ozone gas in the atmosphere protects living things on Earth from some of the Sun's harmful rays. The chemical formula for ozone is O3. | closed choice | grade8 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using chemical formulas | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | You can tell whether ozone is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for ozone, O3, contains one atomic symbol: O for oxygen. So, the formula tells you that ozone is composed of only one chemical element.
Since ozone is composed of only one chemical element, ozone is an elementary substance. |
What do these two changes have in common?
cooking an egg
rust forming on a metal gate | [
"Both are chemical changes.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are caused by cooling."
] | 0 | closed choice | grade8 | natural science | chemistry | Chemical reactions | Compare physical and chemical changes | Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Cooking an egg is a chemical change. The heat causes the matter in the egg to change. Cooked egg and raw egg are different types of matter.
Rust forming on a metal gate is a chemical change. As the gate rusts, the metal turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Cooking is caused by heating. But rust forming on a metal gate is not.
Both are caused by cooling.
Neither change is caused by cooling. |
|
Select the one substance that is not a rock. | [
"Diorite is formed in nature. It is a solid.",
"Quartzite is formed in nature. It is a solid.",
"Ceramic is made in a factory. It is a solid."
] | 2 | closed choice | grade4 | natural science | earth-science | Rocks and minerals | Identify rocks using properties | Rocks are made of minerals. Here are some properties of rocks:
They are solid.
They are formed in nature.
They are not made by living things.
They are not pure substances. | Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
Diorite is a rock.
Ceramic is made in a factory. But all rocks are formed in nature.
So, ceramic is not a rock.
Quartzite is a rock. |
|
Which is a compound sentence? | [
"Helen paints in her studio at night, and she paints outside under the oak tree during the day.",
"Before the race, the athletes enjoyed a healthy breakfast of oatmeal, fruit, and tea."
] | 0 | closed choice | grade6 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The first sentence is the compound sentence. It is made up of two independent clauses joined by the coordinating conjunction and.
Helen paints in her studio at night, and she paints outside under the oak tree during the day. |
|
How long does it take to do the laundry? | [
"2 hours",
"2 seconds"
] | 0 | Select the better estimate. | closed choice | grade2 | natural science | units-and-measurement | Units and measurement | Choose units of time | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour. | The better estimate for how long it takes to do the laundry is 2 hours.
2 seconds is too fast. |
Which correctly shows the title of a newspaper? | [
"***Las Vegas Sun***",
"\"Las Vegas Sun\""
] | 0 | closed choice | grade5 | language science | punctuation | Formatting | Formatting titles | The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
A Midsummer Night's Dream
The title of a poem, song, article, or short story should be in quotation marks.
"You Are My Sunshine" | A newspaper should be in italics.
The correct title is **Las Vegas Sun**. |
|
Which greeting is correct for a letter? | [
"Dear Aunt Carly,",
"Dear aunt carly,"
] | 0 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first greeting is correct:
Its first word is capitalized, and it ends with a comma. Aunt Carly is capitalized because it is a proper noun. |
|
Which closing is correct for a letter? | [
"Your Friend,\nMaddie",
"Your friend,\nMaddie"
] | 1 | closed choice | grade2 | language science | capitalization | Capitalization | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second closing is correct:
Its first word is capitalized, and it ends with a comma. |
|
Based on this information, what is this bitter melon plant's phenotype for the seed color trait? | [
"light brown seeds",
"dd"
] | 0 | In a group of bitter melon plants, some individuals have dark brown seeds and others have light brown seeds. In this group, the gene for the seed color trait has two alleles. The allele D is for dark brown seeds, and the allele d is for light brown seeds.
A certain bitter melon plant from this group has light brown seeds. This plant has two alleles for light brown seeds. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. The bitter melon plant's observable version of the seed color trait is light brown seeds. So, the plant's phenotype for the seed color trait is light brown seeds. |
Complete the statement.
Silver chloride is (). | [
"an elementary substance",
"a compound"
] | 1 | Silver chloride is used to create the yellow parts of stained glass. The chemical formula for silver chloride is AgCl. | closed choice | grade8 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using chemical formulas | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | You can tell whether silver chloride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for silver chloride, AgCl, contains two atomic symbols: Ag for silver and Cl for chlorine. So, the formula tells you that silver chloride is composed of two chemical elements bonded together.
Since silver chloride is composed of multiple chemical elements bonded together, silver chloride is a compound. |
Based on this information, what is Beauty's phenotype for the coat color trait? | [
"ll",
"a red coat"
] | 1 | In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele L is for a black coat, and the allele l is for a red coat.
Beauty, a cow from this group, has a red coat. Beauty has two alleles for a red coat. | closed choice | grade8 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. Beauty's observable version of the coat color trait is a red coat. So, Beauty's phenotype for the coat color trait is a red coat. |
Complete the sentence.
Ice melting in a glass is a (). | [
"physical change",
"chemical change"
] | 0 | closed choice | grade2 | natural science | chemistry | Physical and chemical change | Identify physical and chemical changes | Chemical changes and physical changes are two ways matter can change.
In a chemical change, the type of matter changes.
Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
In a physical change, the type of matter stays the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Ice melting in a glass is a change of state. So, it is a physical change. The solid ice becomes liquid, but it is still made of water. A different type of matter is not made. |
|
Answer the riddle.
I live on a farm.
I am fluffy.
I will grow up to be a sheep.
What am I? | [
"a lamb",
"a hen"
] | 0 | closed choice | grade1 | language science | vocabulary | Comprehension strategies | What am I? | A lamb lives on a farm.
A lamb is fluffy.
A lamb will grow up to be a sheep. |
||
Is there a sentence fragment?
Enterovirus D68 was first discovered in 1962. It mainly affects children. | [
"yes",
"no"
] | 1 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify sentence fragments | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | There is not a sentence fragment. These are complete sentences because they express complete thoughts.
Enterovirus D68 was first discovered in 1962. It mainly affects children. |
|
Which logical fallacy is used in the text?
Don't try to tell me that you only watch educational programming, Kathleen! I know for a fact that your sister only watches reality television. | [
"circular reasoning: an argument that supports a claim with the claim itself",
"guilt by association: a negative association intended to discredit someone or something"
] | 1 | closed choice | grade8 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Kathleen must watch reality television, because her sister watches reality television. However, even though Kathleen's sister watches reality television, that doesn't necessarily mean that Kathleen does, too. This illustrates a type of logical fallacy known as guilt by association. |
|
Which is a complex sentence? | [
"Although I would rather visit Italy, I'm excited about going to Panama this summer.",
"Despite their large size, grizzly bears can run at speeds of up to thirty miles per hour."
] | 0 | closed choice | grade6 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.
Although I would rather visit Italy, I'm excited about going to Panama this summer. |
|
Select the one substance that is not a rock. | [
"A nutshell is made by a living thing. It is formed in nature.",
"Dolerite is not a pure substance. It is formed in nature.",
"Andesite is not a pure substance. It is not made by living things."
] | 0 | closed choice | grade4 | natural science | earth-science | Rocks and minerals | Identify rocks using properties | Rocks are made of minerals. Here are some properties of rocks:
They are solid.
They are formed in nature.
They are not made by living things.
They are not pure substances. | Compare the properties of each substance to the properties of rocks. Select the substance whose properties do not match those of rocks.
A nutshell is made by a living thing. But rocks are not made by living things.
So, a nutshell is not a rock.
Andesite is a rock.
Dolerite is a rock. |
|
Which type of sentence is this?
Annual plants survive only one season and must be replaced each year, but perennials return each year with new flowers and foliage. | [
"complex",
"simple",
"compound-complex",
"compound"
] | 3 | closed choice | grade10 | language science | grammar | Phrases and clauses | Is the sentence simple, compound, complex, or compound-complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.
During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins. | The sentence is compound. It is made up of two independent clauses joined by the coordinating conjunction but.
Annual plants survive only one season and must be replaced each year, but perennials return each year with new flowers and foliage. |
|
Which object has the most thermal energy? | [
"a 100-gram mug of cocoa at a temperature of 119°F",
"a 100-gram mug of cocoa at a temperature of 126°F",
"a 100-gram mug of cocoa at a temperature of 107°F"
] | 1 | The objects are identical except for their temperatures. | closed choice | grade4 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature. | All three mugs of cocoa have the same mass but different temperatures. Since the 126°F mug of cocoa is the hottest, it has the most thermal energy. |
Ancient China was ruled by dynasties. A dynasty is a line of rulers from the same family, which i often called the royal family. Starting in 1046 BCE, rulers from the Zhou (pronounced JO) dynasty claimed to have something called the Mandate of Heaven. A mandate is the authority to act in a certain way. What did it mean to have the Mandate of Heaven? | [
"Heaven made the ruler rich.",
"Heaven gave the ruler the authority to rule.",
"Heaven required the ruler to pray every day.",
"Heaven allowed the ruler to act however he wanted."
] | 1 | closed choice | grade7 | social science | world-history | Early China | Early Chinese thought | When a person has a mandate, it means that he or she is allowed to act in a certain way. In ancient China, the Mandate of Heaven meant that a ruler had special authority to rule, and that authority came from heaven.
The Mandate of Heaven gave a ruler permission to act in a certain way, so the ruler was not allowed to act however he wanted. The Mandate of Heaven did not force the ruler to pray or make the ruler rich.
What did "heaven" mean in ancient China?
People in ancient China did not think heaven was a place where people went after they died. Instead, heaven was a general force, like the universe or cosmos. |
||
What information supports the conclusion that Preston acquired this trait? | [
"Preston's friend showed him how to ride a bicycle.",
"Preston rides his bicycle to school.",
"Preston and his mother both ride bicycles."
] | 0 | Read the description of a trait.
Preston can ride a bicycle. | closed choice | grade8 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
What information supports the conclusion that Wanda inherited this trait? | [
"Wanda's father has brown eyes. He passed this trait down to Wanda.",
"Wanda's hair is the same color as her brown eyes."
] | 0 | Read the description of a trait.
Wanda has brown eyes. | closed choice | grade3 | natural science | biology | Heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Which logical fallacy is used in the text?
According to the commercial, four out of five people surveyed said that they use Twinkle Bright toothpaste, so it must be the best. | [
"red herring: the use of a completely unrelated topic or idea",
"bandwagon fallacy: the assumption that the popular choice is automatically correct"
] | 1 | closed choice | grade8 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Twinkle Bright is the best, because many people use it. However, even though lots of people use Twinkle Bright, that doesn't necessarily mean that it's the best. This illustrates a type of logical fallacy known as the bandwagon fallacy. |
|
Which text uses the word can in its traditional sense? | [
"As they observed the animals on the open grassland, the wildlife photographer said to Alec, \"Did you know that cheetahs can run as fast as seventy-five miles per hour?\"",
"As they observed the cheetahs on the open grassland, the wildlife photographer said to Alec, \"You can borrow my camera if you want.\""
] | 0 | closed choice | grade12 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The second text uses can in its traditional sense: to have the ability to.
As they observed the animals on the open grassland, the wildlife photographer said to Alec, "Did you know that cheetahs can run as fast as seventy-five miles per hour?"
The first text uses can in its nontraditional sense: to have permission to.
As they observed the cheetahs on the open grassland, the wildlife photographer said to Alec, "You can borrow my camera if you want."
Most style guides recommend to use the traditional sense of the word can because it is considered more standard. |
|
Would you find the word platform on a dictionary page with the following guide words?
pea - pinto | [
"no",
"yes"
] | 0 | yes or no | grade8 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since platform is not between the guide words pea - pinto, it would not be found on that page. |
|
Compare the motion of two geese. Which goose was moving at a higher speed? | [
"a goose that moved 430kilometers in 10hours",
"a goose that moved 440kilometers in 10hours"
] | 1 | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Look at the distance each goose moved and the time it took to move that distance.
One goose moved 440 kilometers in 10 hours.
The other goose moved 430 kilometers in 10 hours.
Notice that each goose spent the same amount of time moving. The goose that moved 440 kilometers moved a farther distance in that time. So, that goose must have moved at a higher speed. |
|
Complete the sentence.
Cooking a pancake is a (). | [
"chemical change",
"physical change"
] | 0 | closed choice | grade2 | natural science | chemistry | Physical and chemical change | Identify physical and chemical changes | Chemical changes and physical changes are two ways matter can change.
In a chemical change, the type of matter changes.
Burning a piece of paper is a chemical change. The paper changes into ash and smoke.
In a physical change, the type of matter stays the same.
Cutting a piece of paper is a physical change. The cut pieces are still made of paper.
Ice melting is also a physical change. When ice melts, it changes from a solid to a liquid. But both ice and liquid water are made of the same type of matter: water! This kind of change is called a change of state. | Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat! |
|
Select the animal that has a backbone. | [
"ladybug",
"tree boa"
] | 1 | Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones. | closed choice | grade2 | natural science | biology | Classification | Identify animals with and without backbones | Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | A tree boa is a reptile. Like other reptiles, a tree boa has a backbone.
A ladybug is an insect. Like other insects, a ladybug does not have a backbone. It has a hard outer cover. |
Which sentence states a fact? | [
"The First World War was waged for no good reason.",
"The First World War began in 1914 and ended in 1918."
] | 1 | closed choice | grade5 | social science | civics | Social studies skills | Identify facts and opinions | A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
The flag of the United States has 13 stripes.
This is a fact. It can be proved by looking at the flag and counting the number of stripes.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
The flag of the United States is easy to draw.
This is an opinion. People may have different opinions about what makes a flag "easy" to draw. | The first sentence states a fact.
The First World War began in 1914 and ended in 1918.
It can be proved by reading a book about the First World War.
The second sentence states an opinion.
The First World War was waged for no good reason.
Good shows what a person believes, thinks, or feels. Another person might have a different opinion about whether or not reasons are good. |
|
Suppose Cole decides to eat the cupcakes. Which result would be a cost? | [
"Cole will give up the chance to eat the crackers. The crackers would have been healthier than the cupcakes.",
"Cole will get to eat the cupcakes. Cole thinks cupcakes will taste better than crackers would have."
] | 0 | Cole is deciding whether to eat crackers or cupcakes for an afternoon snack. He would like to eat something tasty, but he is also trying to be healthier. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Cole wants or needs:
Cole will give up the chance to eat the crackers. The crackers would have been healthier than the cupcakes. |
Complete the sentence so that it uses personification.
The weathered shed in the backyard was (). | [
"broken beyond repair",
"slumped over in defeat"
] | 1 | closed choice | grade8 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the phrase slumped over in defeat. It describes the shed as if it were a tired, worn-down person. |
|
Based on this information, what is Raymond's phenotype for the Huntington's disease trait? | [
"not having Huntington's disease",
"having Huntington's disease"
] | 1 | This passage describes the Huntington's disease trait in humans:
In a group of humans, some individuals have Huntington's disease and others do not. In this group, the gene for the Huntington's disease trait has two alleles. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h).
Raymond is a human from this group. Raymond has the homozygous genotype HH for the Huntington's disease gene. | closed choice | grade8 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Raymond's genotype for the Huntington's disease gene is HH. Raymond's genotype of HH has only H allelles. The H allele is for having Huntington's disease. So, Raymond's phenotype for the Huntington's disease trait must be having Huntington's disease.
To check this answer, consider whether Raymond's alleles are dominant or recessive. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h). This means H is a dominant allele, and h is a recessive allele.
Raymond's genotype of HH has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Raymond's phenotype for the Huntington's disease trait must be having Huntington's disease. |
Which phrase has a more negative connotation? | [
"a warm room",
"a stuffy room"
] | 1 | closed choice | grade4 | language science | vocabulary | Shades of meaning | Positive and negative connotation | Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations.
For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations.
Eager has a positive connotation. It is a nice word. An eager person is happy and excited.
Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding. | A stuffy room has a more negative connotation. A stuffy room is often warm, but in an uncomfortable way. |
|
Which greeting is correct for a letter? | [
"dear Debbie,",
"Dear Debbie,"
] | 1 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Debbie is capitalized because it is a proper noun. |
|
Select the deep sea ecosystem. | [
"This ecosystem has:\nland that is covered with water during most of the year\nsoil that is rich in nutrients\nother water ecosystems nearby",
"This ecosystem has:\nwater at the bottom of the ocean\nno sunlight\nanimals that crawl or stick to the ground"
] | 1 | Hint: Deep sea ecosystems are dark and far from the surface of the water. | closed choice | grade3 | natural science | biology | Ecosystems | Identify ecosystems | An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there | A deep sea is a type of ecosystem. It has water at the bottom of the ocean, no sunlight, and animals that crawl or stick to the ground.
Choice 1 is a deep sea ecosystem. It is at the bottom of the ocean. It is so far underwater that no sunlight can reach it.
Choice 2 is a wetland ecosystem. It is covered with water for most of the year. Wetlands also have soil that is rich in nutrients. |
Does this passage describe the weather or the climate?
It is hailing at the playground right now. | [
"weather",
"climate"
] | 0 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
It is hailing at the playground right now.
This passage tells you about the precipitation at the playground right now. It describes the atmosphere at a certain place and time. So, this passage describes the weather. |
Select the animal. | [
"Cherry trees can grow white or pink flowers.",
"Tortoises eat plants."
] | 1 | closed choice | grade2 | natural science | biology | Classification | Identify plants and animals | Plants and animals are living things. Living things are called organisms.
Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can.
Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food. | A tortoise is an animal. It eats plants.
A tortoise's shell protects it from predators.
A cherry tree is a plant. It can grow white or pink flowers.
Many types of cherry trees come from Japan. Some of these trees have flowers, but no cherries! |
|
Which word would you find on a dictionary page with the following guide words?
candy - course | [
"clock",
"creature"
] | 0 | closed choice | grade2 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Put the words in alphabetical order.
Since clock is between the guide words candy - course, it would be found on that page. |
|
Which logical fallacy is used in the text?
Right after Vince moved into the apartment, our washing machine broke. He'd better tell us how he broke it. | [
"false causation: the assumption that because two things happened together, one caused the other",
"false dichotomy: an argument that presents only two choices when more options exist"
] | 0 | closed choice | grade6 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Vince is responsible for the broken washing machine. However, the fact that the machine stopped working soon after Vince moved in doesn't necessarily mean that he caused the machine to break. This illustrates a type of logical fallacy known as false causation. |
|
Using only these supplies, which question can Richard investigate with an experiment? | [
"Do watercolor paintings dry faster when placed next to a fan?",
"Do watercolor paintings dry faster when they are placed inside or outside?",
"Does a large watercolor painting or a small watercolor painting dry faster?"
] | 1 | Richard is painting watercolor pictures with his friend. An hour after they have finished, Richard notices one painting is dry but the other is not. He wonders what factors affect how quickly watercolor paintings dry. So, he decides to design an experiment. He has the following supplies available:
two freshly painted watercolor pictures of the same size
his dining room table
a picnic table in his backyard
a heater | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Using only these supplies, which question can Jon investigate with an experiment? | [
"Does a small cloth towel or a large cloth towel dry faster when hung in the backyard?",
"When hung in the laundry room, do black cloth towels or white cloth towels dry more quickly?",
"Do cloth towels dry faster if they are hung in the laundry room or in the backyard?"
] | 2 | After Jon cleans up a spill, he hangs a wet cloth towel in the laundry room. Two hours later, he notices that the towel has partially dried. He wonders what factors affect how cloth dries. So, he decides to design an experiment. He has the following supplies available:
two identical white cloth towels
water
a clothesline in the laundry room
a clothesline in the backyard | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Select the temperature shown by this thermometer. | [
"15°C",
"35°C",
"20°C"
] | 1 | closed choice | grade3 | natural science | units-and-measurement | Weather and climate | Read a thermometer | A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
Some thermometers measure temperature in degrees Celsius (°C). Celsius is one scale used to measure temperature.
This is a tube thermometer. It has a tube filled with a red liquid.
There is a Celsius scale along the right side of the tube. The top of the red liquid lines up with the number 30 on the scale. So, the temperature shown by this thermometer is 30°C. | Find the top of the red liquid.
Now look at the scale to the right. The top of the red liquid lines up with 35. So, the temperature is 35°C. |
|
Which greeting is correct for a letter? | [
"Dear mr. Copeland,",
"Dear Mr. Copeland,"
] | 1 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Mr. Copeland is capitalized because it is a proper noun. |
|
Complete the sentences.
The Fifth Amendment talks about the rights of people who are accused of crimes. It says that anyone accused of a crime has the right to () It also says that a person cannot be put on trial for the same crime more than once. | [
"move to another country",
"remain silent",
"lie to a judge"
] | 1 | closed choice | grade3 | social science | civics | Government | The Bill of Rights | The Fifth Amendment says that a person cannot be put on trial for the same crime more than once. It also says that anyone accused of a crime has the right to remain silent. The right to remain silent is important when someone is accused of a crime. A person does not have to answer questions from the police. In fact, the police need to tell a person about the Fifth Amendment before questioning him or her. A person also does not have to speak at his or her own trial. Even if a person does speak, he or she can plead the Fifth to avoid answering any question. Part of the text of the Fifth Amendment is below. It does not use the words "right to remain silent." Where do you think that phrase comes from? Nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself. |
||
Suppose Mabel decides to take a trip to South Dakota. Which result would be a cost? | [
"Mabel will save some money. Plane tickets for Mabel to get to South Dakota are less expensive than tickets to Oklahoma.",
"Mabel will give up the chance to go to Oklahoma. She would have enjoyed a trip to Oklahoma more than South Dakota."
] | 1 | Mabel is deciding whether to take a trip to Oklahoma or South Dakota. She wants to enjoy her trip. But she is also trying to save money. | closed choice | grade4 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Mabel wants or needs:
Mabel will give up the chance to go to Oklahoma. She would have enjoyed a trip to Oklahoma more than South Dakota. |
Which word would you find on a dictionary page with the following guide words?
always - ask | [
"awe",
"anchor"
] | 1 | closed choice | grade7 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since anchor is between the guide words always - ask, it would be found on that page. |
|
Using only these supplies, which question can Michelle investigate with an experiment? | [
"Does milk chocolate or dark chocolate melt faster when heated on the stove?",
"Does dark chocolate or white chocolate melt faster when heated on the stove?",
"Does milk chocolate melt faster when heated in a microwave or on a stove?"
] | 0 | Michelle leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
one bar of milk chocolate
one bar of dark chocolate
a stove
a pot | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Which tense does the sentence use?
I will move the boxes myself. | [
"future tense",
"past tense",
"present tense"
] | 0 | closed choice | grade2 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, move. The verb tells you about something that is going to happen. |
|
Based on this information, what is this snail's phenotype for the shell banding trait? | [
"a banded shell",
"an unbanded shell"
] | 1 | This passage describes the shell banding trait in Cepaea snails:
In a group of Cepaea snails, some individuals have a banded shell and others have an unbanded shell. In this group, the gene for the shell banding trait has two alleles. The allele for a banded shell (B) is dominant over the allele for an unbanded shell (b).
A certain Cepaea snail from this group has the homozygous genotype bb for the shell banding gene. | closed choice | grade8 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | The Cepaea snail's genotype for the shell banding gene is bb. The Cepaea snail's genotype of bb has only b alleles. The b allele is for an unbanded shell. So, the Cepaea snail's phenotype for the shell banding trait must be an unbanded shell.
To check this answer, consider whether the Cepaea snail's alleles are dominant or recessive. The allele for a banded shell (B) is dominant over the allele for an unbanded shell (b). This means B is a dominant allele, and b is a recessive allele.
The Cepaea snail's genotype of bb has only recessive alleles. An organism with only recessive alleles for a gene will have the recessive allele's version of the trait. So, the Cepaea snail's phenotype for the shell banding trait must be an unbanded shell. |
Which figure of speech is used in this text?
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils . . . —William Wordsworth, "I Wandered Lonely as a Cloud" | [
"anaphora",
"assonance"
] | 1 | closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses assonance, the repetition of a vowel sound in a series of nearby words.
The words lonely, floats, o'er, host, and golden share a vowel sound. |
|
What is the temperature of a cup of hot coffee? | [
"150°C",
"150°F"
] | 1 | Select the better estimate. | closed choice | grade7 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of a cup of hot coffee is 150°F.
150°C is too hot. |
Which correctly shows the title of a book? | [
"***Charlie and the Chocolate Factory***",
"\"Charlie and the Chocolate Factory\""
] | 0 | closed choice | grade3 | language science | punctuation | Formatting | Formatting titles | The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead.
A Midsummer Night's Dream
The title of a poem, song, or article should be in quotation marks.
"You Are My Sunshine" | A book should be in italics.
The correct title is **Charlie and the Chocolate Factory**. |
|
Compare the motion of two sailboats. Which sailboat was moving at a higher speed? | [
"a sailboat that moved 75kilometers in 5hours",
"a sailboat that moved 90kilometers in 5hours"
] | 1 | closed choice | grade2 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about two objects moving for the same amount of time. The object that is moving faster will go a farther distance in that time. It is moving at a higher speed. | Look at the distance each sailboat moved and the time it took to move that distance.
One sailboat moved 90 kilometers in 5 hours.
The other sailboat moved 75 kilometers in 5 hours.
Notice that each sailboat spent the same amount of time moving. The sailboat that moved 90 kilometers moved a farther distance in that time. So, that sailboat must have moved at a higher speed. |
|
Which is a compound sentence? | [
"Bison once roamed freely across the Great Plains of the United States.",
"Our dog Buster had rolled around in the mud, so we gave him a bath."
] | 1 | closed choice | grade5 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple or compound? | A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
Our dog Buster had rolled around in the mud, so we gave him a bath. |
|
Which figure of speech is used in this text?
When Jeanette first joined the track team, she was afraid of jumping, but she got over that hurdle. | [
"verbal irony",
"pun"
] | 1 | closed choice | grade6 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses a pun, a word or phrase that humorously suggests more than one meaning.
Hurdle refers to an obstacle that one must overcome. It also refers to an object that a runner jumps over. |
|
Select the animal that has a backbone. | [
"painted stork",
"earthworm"
] | 0 | Hint: Mammals, birds, fish, reptiles, and amphibians all have backbones. | closed choice | grade2 | natural science | biology | Classification | Identify animals with and without backbones | Some animals have a backbone. The backbone is made of many bones in an animal's back. An animal's backbone helps connect the different parts of its body. In the drawings below, each animal's backbone is colored orange.
Other animals do not have a backbone. In fact, these animals don't have any bones! Some animals without backbones have a hard outer cover. Other animals have a soft body. | A painted stork is a bird. Like other birds, a painted stork has a backbone.
An earthworm is a worm. Like other worms, an earthworm does not have a backbone. It has a soft body. |
What do these two changes have in common?
chicken cooking in an oven
melting glass | [
"Both are caused by cooling.",
"Both are only physical changes.",
"Both are caused by heating.",
"Both are chemical changes."
] | 2 | closed choice | grade4 | natural science | chemistry | Physical and chemical change | Compare physical and chemical changes | Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Cooking chicken is a chemical change. The heat causes the matter in the chicken to change. Cooked chicken and raw chicken are different types of matter.
Melting glass is a change of state. So, it is a physical change. The glass changes from solid to liquid. But a different type of matter is not formed.
Step 2: Look at each answer choice.
Both are only physical changes.
Melting glass is a physical change. But cooking chicken is not.
Both are chemical changes.
Cooking chicken is a chemical change. But melting glass is not.
Both are caused by heating.
Both changes are caused by heating.
Both are caused by cooling.
Neither change is caused by cooling. |
|
Would you find the word sweat on a dictionary page with the following guide words?
shell - sick | [
"yes",
"no"
] | 1 | yes or no | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since sweat is not between the guide words shell - sick, it would not be found on that page. |
|
Does this passage describe the weather or the climate?
Many tropical rain forests get about 15 feet of rain each year. | [
"climate",
"weather"
] | 0 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
Many tropical rain forests get about 15 feet of rain each year.
This passage tells you about the usual precipitation in a tropical rain forest. It does not describe what the weather is like on a particular day. So, this passage describes the climate. |
Based on this information, what is Stuart's genotype for the body size gene? | [
"BB",
"a normal-sized body"
] | 0 | In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele B is for a normal-sized body, and the allele b is for a dwarf body.
Stuart, a rat from this group, has a normal-sized body. Stuart has two alleles for a normal-sized body. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's genotype for a gene is its combination of alleles for that gene. Stuart has two alleles for a normal-sized body (B). So, Stuart's genotype for the body size gene is BB. |
Answer the riddle.
I am small.
I have six legs.
I may be red or black.
What am I? | [
"a fish",
"an ant"
] | 1 | closed choice | grade1 | language science | vocabulary | Comprehension strategies | What am I? | An ant is small.
An ant has six legs.
An ant may be red or black. |
||
Which kind of place has more restaurants? | [
"a rural area",
"an urban area"
] | 1 | closed choice | grade2 | social science | geography | Geography | Compare urban, suburban, and rural areas | People around the world live in three main kinds of places: urban areas, suburban areas, and rural areas.
An urban area is a city. It has many people and businesses. The buildings are close to each other. The buildings are often tall and have many floors. Since there are so many people, traffic is usually bad. People will walk or take the bus, train, or subway to avoid traffic.
A suburban area, or suburb, is near a city. It is quieter and less crowded than an urban area. People usually live in houses with yards. Most people drive to get places.
A rural area is less crowded than both urban and suburban areas. Houses are much more spread out. People usually have to drive to get places. People in rural areas often live on farms or ranches.
Some places, like small towns, don't really fit into any of the types. A small town does not have as many people as an urban area, but it has more people than a rural area. It is not near a city, so it is not called a suburb. | Urban areas have more restaurants. There are more people and businesses in urban areas than in rural areas. |
|
Which of the following is an example of technologies? | [
"a laptop computer",
"a hurricane that damages homes"
] | 0 | People in early China invented many new types of technologies. Today, the word "technology" often refers to electronic objects such as computers and cell phones. But technology can be any device or object that helps people solve problems or complete tasks more easily. | closed choice | grade7 | social science | world-history | Early China | Science and technology in early China | ||
Which change better matches the sentence?
An area gets less rain than usual over many years. | [
"flood",
"drought"
] | 1 | closed choice | grade2 | natural science | earth-science | Earth events | Classify changes to Earth's surface | |||
According to Newton's third law, what other force must be happening? | [
"The gas pedal is pulling on Devon's foot.",
"The gas pedal is pushing on Devon's foot."
] | 1 | Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force.
Consider the following force:
Devon's foot is pushing on her car's gas pedal. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Predict forces using Newton's third law | According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction.
For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you. | Devon's foot is pushing on the gas pedal. So, Newton's third law tells you that the gas pedal is pushing on Devon's foot. |
Which word would you find on a dictionary page with the following guide words?
aft - article | [
"aid",
"associate"
] | 0 | closed choice | grade4 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since aid is between the guide words aft - article, it would be found on that page. |
|
Complete the statement.
Boron nitride is (). | [
"an elementary substance",
"a compound"
] | 1 | Boron nitride is about as hard as diamond, one of the hardest substances on Earth. The chemical formula for boron nitride is BN. | closed choice | grade7 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using chemical formulas | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
The atomic symbol for each chemical element in a substance is shown in the substance's chemical formula.
An elementary substance is represented by a chemical formula that contains only one atomic symbol.
The atomic symbol in a chemical formula may be followed by a small number written lower than the symbol. This number is called a subscript. A subscript is included when the atoms in the elementary substance are bonded to form molecules. The subscript shows how many atoms are in each molecule.
For example, the chemical formula for the elementary substance oxygen, O2, has a subscript of 2. This subscript shows that the atomic symbol O represents two atoms. The elementary substance O2 and the chemical element represented by the atomic symbol O are both named oxygen. So, the formula tells you that each molecule of O2 contains two oxygen atoms.
A compound is represented by a chemical formula that contains multiple atomic symbols.
The chemical elements in a compound are bonded together in a fixed ratio. This ratio is shown in a compound's chemical formula.
For example, in the compound beryllium fluoride, there is one beryllium atom for every two fluorine atoms. So, the ratio of beryllium atoms to fluorine atoms is 1 to 2. This ratio is shown in the chemical formula for beryllium fluoride, BeF2. There is no subscript following the atomic symbol Be because that symbol represents one atom. The subscript 2 follows the atomic symbol F to show that the symbol represents two atoms. | You can tell whether boron nitride is an elementary substance or a compound by counting the number of atomic symbols in its chemical formula. An atomic symbol consists of either one capital letter or a capital letter followed by one or two lowercase letters.
The chemical formula for boron nitride, BN, contains two atomic symbols: B for boron and N for nitrogen. So, the formula tells you that boron nitride is composed of two chemical elements bonded together.
Since boron nitride is composed of multiple chemical elements bonded together, boron nitride is a compound. |
Which figure of speech is used in this text?
The old wooden rocking chair that Ling brought home from the rummage sale was as comfortable as a bed of nails. | [
"alliteration",
"verbal irony"
] | 1 | closed choice | grade10 | language science | figurative-language | Literary devices | Classify figures of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
As comfortable as a bed of nails shows verbal irony because sitting on nails would not be comfortable. |
|
Which statement describes the ladybug's motion? | [
"The ladybug has a constant velocity.",
"The ladybug is accelerating."
] | 0 | A ladybug is walking straight across a flat leaf at a steady pace. | closed choice | grade8 | natural science | physics | Velocity, acceleration, and forces | Identify whether objects are accelerating | An object's velocity describes its speed and its direction.
An object has a constant velocity when neither its speed nor its direction is changing. So, an object has a constant velocity when the object is:
moving in a straight line at a constant speed, or
remaining motionless.
If an object does not have a constant velocity, the object is accelerating. An object is accelerating when either its speed or its direction is changing. So, an object is accelerating when the object is:
speeding up,
slowing down, or
changing direction. | The ladybug is moving in a straight line at a constant speed. So, the ladybug has a constant velocity. |
Does the sentence use a simile or a metaphor?
My dog, Dusty, is the security guard for our front yard mailbox. | [
"metaphor",
"simile"
] | 0 | closed choice | grade4 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | My dog, Dusty, is the security guard for our front yard mailbox.
The words Dusty and security guard are compared without the word like or as. So, the sentence uses a metaphor. |
|
Which logical fallacy is used in the text?
Elizabeth claims that the Kensington Ferrets' new quarterback is better than their old one. I think Elizabeth is being unfair: the Ferrets' old quarterback wasn't a terrible player. | [
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"appeal to nature: the assumption that natural things are always good"
] | 0 | closed choice | grade10 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Elizabeth thinks the Ferrets' old quarterback was a terrible player. But this misrepresents Elizabeth's argument. Elizabeth only claims that the Ferrets' new quarterback is better. This argument doesn't necessarily imply that the old quarterback was a bad player. This illustrates a type of logical fallacy known as a straw man. |
|
What does the metaphor in this text suggest?
Candice felt a roller coaster of emotions when she heard the news. | [
"Candice had varied feelings.",
"Candice found the news scary."
] | 0 | closed choice | grade8 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town. | The text uses a metaphor, comparing two things that are not actually alike without using like or as.
The metaphor Candice felt a roller coaster of emotions suggests that Candice had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Candice's feelings. |
|
Last year, there were seven men's clothing stores on Main Street in Castroville. This year, there are only three. What probably happened to the overall supply of men's shirts in Castroville? | [
"The supply probably went up.",
"The supply probably went down."
] | 1 | closed choice | grade7 | social science | economics | Supply and demand | Understand overall supply and demand | Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply.
| Resources | Number of producers or suppliers | Expected change in demand
Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up
Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down
Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up. | When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down. |
|
Which figure of speech is used in this text?
Meg's phone slipped out of her pocket, landing in the toilet with a plop. | [
"idiom",
"onomatopoeia"
] | 1 | closed choice | grade10 | language science | figurative-language | Literary devices | Classify figures of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses onomatopoeia, a word that expresses a sound.
Plop represents the sound of the phone landing in the toilet. |